How ITC can benefit student achievement and efficacy
How ITC can benefit student achievement and efficacy
� How relevant is technology to today’s students? �http: //www. youtube. com/watch? v=Dzti. Uy 1 e. Tzo &feature=related Teachers must communicate with the student in relevant ways. � Challenge the roles of teachers and students � Teaching in a medium that makes sense to the students—’the digital natives’ � Technology is our future—students need skills to process and analyze the plethora of information available.
Yet, is it really beneficial to student achievement and efficacy? “Schools employing effective technology showed positive results for teachers and students” Riley, Holleman, Roberts (2000) “Enhancing Education Through Technology Act of 2001” (US Dept of Ed. 2001) • Emphasis on access to and integration of technology in classrooms. The percentage of American public schools connected to the internet increased from 35% in 1994 to 98% in 2000. Zhao (2003)
� Case Study �“This study investigate whether a technology rich environment used an English Literature classroom would make an impact on students’ passing rate on their state-mandated reading test” Maninger (2006) Subject group= 185 at-risk, 9 th grade students Comparison group=1, 015 9 th grade students Measures=Texas Assessment of Knowledge, interview with teachers, class observations.
� The subject teacher used technology everyday. �Self-discovery—web-quests and museum tours �Web page construction �Use of individual remotes to review and revise Students respond anonymously Teacher gives immediate feedback “With the assistance of technology I am able to differentiate my instruction to meet the needs of individual students” (Maninger 2006)
Borich (2000) and Brophy and Good (1984) highlight the need for proper, immediate feedback and indicate the increased success of students when it is used. Maninger 2006
� 2002 -2003 � 90% subject group passed � 87% of comparison group � 2003 -2004 � 96% of subject group passed � 88% of comparison group
Table 6: Improved Scores Gary M Result 1 (%) 2 (%) 30 88 Difference % +55 Murray M 40 76 +36 Table 7: Diminished test scores Nelly F 92 74 -18 Name Gender Comments I can learn in my own house and at any time I want. . . I can learn at my own rhitim [rhythm] It was funnier [morefun] than sitting in class and listening. . . I enjoy the lessons because it helps me learn more. You become open-minded and look into new opportunities of learning. I also like learning off the Internet and taking sheets back home to learn from.
� Active learning �“The students are involved in their learning at all times, they make their won learning decisions, and they buy into the classroom” Maninger 2006 “e-learning scaffold supported students for whom standard classrooms were confusing. ” Chandra (2008)
� Even when students’ achievement is not affected by technology, the perception of success is still powerful. �Alison was high-achieving, and e-learning did not appear, based on the test scores, to affect her learning outcomes. However through her comments it becomes apparent that she believed she learned more and could identify particular scaffold, namely tests and worksheets that contributed to her understanding” Chandra (2008)
� Technology is the most relevant way to address students in 21 st century classrooms � Technology rich environment increases active learning. � Technology rich environment increases student and teacher efficacy and positively affects achievement.
� Borich, G. D. (2000). Effective teaching methods (4 th ed). Upper Saddle River, NJ: Merrill/Prentice Hall. � Brophy, J. , And Good, T. L. (1984). Teacher behavior and student achievement. Occasional paper no. 73. East Lancing, MI: East Lansing Institute for Research on Teaching, Michigan State University. � Chandra, V. (2004)The impact of a blended web-based learning environment on the perception s, attitudes, and performance of boys and girls in junior science and senior physics (unpublished doctoral dissertation, Curtin University, Perth, Australia. � Clark, K. D. (2000). Urban middle school teachers’ use of instructional technology. Journal of Research on Computing in Educational Leadership, 55(3), 30 -33. � Kajder, S. B. (2003). The tech-savvy English classroom. Portland, ME: Stenhouse. � Norris, C. , Soloway, E. , and Sullivan, T. (2002). Examining 25 years of technology in U. S education. Communications of the ACEM, 45 (8), 15 -18. � Maninger, R. M. (2006). Successful Technology Integration: Student Test Scores Improved in an English Literature Course through the Use of Supportive Devices. Tech. Trends. Washington: sept. Oct 2006. Vol. 50, Iss. 5, 37 -45. � Reynolds, D. , Trearne, D. and Tripp, H. (2003). ICT—the hopes and Reality, British Journal of Educational Technology, 34, 2, 151 -167. � U. S. Department of Education. (2001). Enhancing Education Through Technology Act of 2001. Retrieved April 25, 2006, from http: //www. ed. gov/policy/elsec/leg/esea 02/pg 34. htm. � Zhao, Y. , and Frank, K. A. (2003). Factors effecting technology uses in schools: An ecologic perspective. American Educational Research Journal, 40(4), 807 -840.
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