Study into how Technology improves student learning outcomes Essay Example

having used a computer (92%), most using the internet (75%), and a significant percentage sending emails (67%). These statistics demonstrate the widespread enthusiasm for high technology.

Given this enthusiasm and reliance on technology in daily life, it is essential that technology becomes an integral part of everyday schooling. The CDW-G 2010 21st-Century Classroom Report highlights students' and teachers' expectations regarding the integration of technology in education. By improving access to video/audio capabilities, educators can enhance lessons for students with different learning styles and enable students to create and share knowledge products while finding resources from their peers. This integration would also enhance educators' ability to search for information efficiently while providing better visuals and graphics to aid in understanding educational material.Technology in education allows for easier access to and distribution of course-related information, reducing confusion with assignments. Personally, I find it more convenient to use technology rather than handwritten spreadsheets or notebooks. Both students and teachers now have higher expectations for technology as computers, smartphones, and the internet have become essential components of their daily lives.

Various studies have compared the effectiveness of technology in the classroom with traditional methods, focusing on student learning outcomes. Some of these studies evaluated students' grades at the end of a course. Shoemaker (1999) observed that incorporating technology during class resulted in a 5% increase in scores compared to traditional methods. Fallah and Ubell (2000) conducted research showing that online classes had an average score 5 points (equivalent to 5%) higher than on-campus (traditional) classes.

According to data from the U.S. Department of Defense, individuals retain approximately:
- 20% of what they hear,
- 40% of what they see and hear,
- and 75% of

what they see, hear, and do in the short-term.

Oblinger (1991, p.4) further states that individuals who complete multimedia courses demonstrate competence levels up to 50% higher compared to those receiving traditional instruction.Jensen and Sandlin's study (as cited by Oblinger) in 1991 revealed additional benefits associated with learning through multimedia platforms. These platforms mimic the cognitive processes of the human mind, facilitating learning and memory through seamless transitions between words, images, and sound. This enables reading, analysis, and in-depth exploration. Multimedia also accommodates learners' preferred sensory modes by incorporating various media elements, promoting spontaneous learning experiences.

Interactive exercises further enhance these experiences by enabling independent knowledge expansion. Many multimedia plans include interactive features that encourage non-linear thinking, allowing scholars to pause or segment content or delve deeper into topics. By utilizing words, images, and sound as means of learning, these plans cater to individuals with diverse literacy and math skills while engaging sight, hearing, and touch.

Research suggests that using multimedia as context significantly improves reading comprehension. Additionally, instructional technologies not only facilitate problem-solving but also foster collaboration among learners, contributing to the development of interpersonal skills. Multimedia plans assist teachers in providing personalized attention so they can focus on engaging activities while students learn independently.

These principles are applicable in various settings such as business/industry and academic environments.Research conducted from 1993 to 2000 demonstrated a positive correlation between the use of educational software and student achievement in mathematics and reading (Kulik & Kulik, 1991; Kulik, 1994; Fletcher-Flinn & Gravatt, 1995; Oblinger, 1991). A study by the U.S. Department of Education in 1996 emphasized the positive effects of computer-based instruction (CAI) on students' performance, especially for those with special

reading needs. The study found that students who utilized CAI performed an average of 30% better than their peers on standardized tests measuring basic skills achievement. It also noted that video and audio technologies enhanced students' ability to remember and understand information, while multimedia aids facilitated recalling basic facts and comprehending complex systems. Furthermore, a study from 1989 revealed that access to computer labs and Education Systems Corporation (ESC) software resulted in significant improvements in reading and math achievement among second and third grade students compared to those without access. These findings were consistent with other studies assessing the effectiveness of computer-assisted instruction. The U.S. Department of Education supported these findings and highlighted technology's advantage in enhancing students' writing skills by referencing the Apple Classrooms of Tomorrow project as evidence.
The online archives, which contain historical documents, images, maps, and various resources, are valuable for studying history. These archives allow teachers to enhance textbooks and print resources while enabling students to explore different research paths. Although there is limited research on the relationship between technology and overall performance measures like GPA, SAT scores, and college performance, Charles Grimm's doctoral thesis found that schools with advanced technology have higher academic achievement and more positive attitudes towards school. A report by the Software Publishers Association (SPA) summarized the impacts of educational technology. Conducted by Interactive Educational Systems Design, Inc.(IESD), an independent advisor, the SPA/IESD study revealed that technology significantly improves instruction. Key findings include improved achievement in all subjects for both regular and special needs students from preschool to higher education levels. Interactive video is particularly effective when there is a visual component involved in learning and when

the software follows research-based instructional design principles. Furthermore, educational technology positively influences student attitudes towards learning and self-concept. Computer-based instruction enhances students' feelings of success, motivation, self-confidence, and self-esteem. This effect is especially pronounced when students have the freedom to learn independently.
The effectiveness of educational technology depends on various factors, including the specific student population, software design, teacher's role, student grouping, and access to technology. Research has shown that when used effectively, educational technology can provide significant benefits. A study conducted in 1997 by Wirthlin International for Tenth Planet found that 76% of U.S. instructors agreed that their use of computer technology had improved student achievement. Conversely, only 17% responded negatively and 7% chose not to respond.

Instructors were also asked to rate how well computer technology had enhanced instruction and learning of core curriculum in their classrooms: 16% gave an A grade; 42% gave a B grade; 30% gave a C grade; 6% gave a D grade; and only 4% gave an F grade. Additionally, another 3% opted not to answer this question. The Los Angeles sample demonstrated lower response rates compared to the national sample.

For the question regarding improving grades, "accessibility/more computers in the classroom" was chosen by 49%, making it the most popular option, followed by "more quality software" at 25%. When asked if they would like to increase computer usage for delivering and learning new concepts in core curriculum such as math and literacy, 75% of the national sample responded positively.There is strong support (82%) for incorporating educationally sound software to effectively integrate computers into the core curriculum. Teachers must use technology as a tool to create a conducive learning environment and

achieve positive results. The technology itself cannot teach students without specific direction. Instead, teachers now act as facilitators or guides, encouraging student-oriented project-based collaboration activities where goals can be set, decisions made, and progress tracked. Technology allows students to develop skills not typically taught in traditional teacher-led lessons. Collaborating on projects provides advantages beyond resolving common challenges; evidence shows that students support each other in using technology for collaborative group projects. Proficiency in software or tools is necessary but not all students have a complete understanding of every feature. This often leads to instances where students assist each other, fostering pride and enjoyment that increases their willingness to help and participate (Government, 2003). Teachers frequently observe improved motivation and confidence among students when new technologies are integrated into the classroom (Government, 2003).An elementary school teacher pointed out the positive impact of computers on students' motivation and empowerment, emphasizing that they provide an equal voice. Additionally, new technologies have opened up opportunities for students with disabilities, thanks to Universal Design for Learning (UDL) and Assistive Technologies (AT). These advancements in communication technologies have enabled diverse learning methods and curriculum materials that enhance access to general education. While both UDL and AT use modern technology to improve education for disabled students, they differ in their specific tools and applications. For instance, the Clark Memorial Library at Shawnee State University utilizes Assistive Technology like the Victor Reader Stream to give visually impaired, dyslexic, or physically disabled students access to textbooks and audio books. Furthermore, this device has speech-to-text capabilities for note-taking as well as the ability to play music files and podcasts. It is worth noting that promoting

ICT literacy in low economic, minority-serving schools poses challenges compared to schools attended by higher-income backgrounds where more than half of public school teachers use computers or the internet for instruction.Despite the fact that three million children still do not have internet access, teaching ICT literacy skills can potentially improve the economic situation of vulnerable youth by equipping them with marketable abilities. However, there are still individuals who face challenges with computers and new technology. Concerns about inappropriate internet use by students also persist. According to a survey conducted by "Survey Shows Widespread Enthusiasm for High Technology" (http://www.npr.org), 31% of children aged 10-17 from families with computers (24% of all children in that age group) have admitted to visiting adult websites. Nonetheless, collaboration through technology can also lead to negative consequences as teachers have observed that students often get easily distracted by minor aspects such as font type, graphics, and sound instead of focusing on their assignments' content (Government 2003). The implementation and support of technology in schools is crucial since both faculty and students rely on the necessary infrastructure. Insufficient support can frustrate instructors and discourage them from using technology. School districts must provide physical support and maintain computer networks to ensure quality internet connectivity for all. Additionally, some teachers feel pressured to keep up with the technology used by students at home, which requires curriculum redesigning and learning software.Additionally, the incorporation of technology into teaching can be burdensome due to its unreliability. Technical issues may interrupt planned lessons on whiteboards, prompting teachers to prepare alternative solutions. A study by Gilbert Valdez revealed that students were dissatisfied with teachers' limited technological knowledge and strict

filtering systems that restricted access to important websites like medical resources (2005). Students also expressed dissatisfaction with the subpar quality of their assignments.

The use of technology in schools has generated varying viewpoints, with some individuals criticizing it on psychological, moral, and physical grounds. However, most critics argue against its adoption due to the perceived limited educational benefits it offers. Prominent works that critique the integration of technology in education include Oppenheimer's "The Flickering Mind" (2003), Cuban's "Oversold and underused: Computers in the classroom" (2001), and Cordes & Miller's "Fool's gold: A critical look at computers in childhood" (2000). These sources predominantly criticize computers for being less cost-effective compared to alternative educational interventions. They contend that computers and software quickly become outdated, necessitating frequent upgrades in hardware and software.
Some critics even believe that hardware and software companies purposely design products to become obsolete faster, encouraging educators to make additional purchases (Valdez, 2005).The execution of engineering in urban schools is influenced by various factors including a lack of technological infrastructure, insufficient technical support, teacher discomfort with technology usage, limited availability of high-quality digital content, academic agenda constraints, departmental structures that impede integration efforts, inadequate student technology skills, low student expectations regarding technology usage capabilities as well as accountability pressures (Means et al., 2001;p.197).

Kirkpatrick and Cuban (1998) argue that extensive support structures are necessary for technology equipment in classrooms which diverts funds from other expenses. They believe that the importance of technology literacy is exaggerated as individuals can learn through real-work project applications especially for younger students. These critics suggest limiting reliance on technology for students below third grade except for assistive technologies for special needs. Concerns also

exist about reduced socialization opportunities and the impact virtual experiences have on children's knowledge acquisition. Critics further raise concerns about the availability of sexual and violent content on the Internet hindering moral character development.

However, it cannot be denied that technology has significantly transformed communication methods and societal functioning.Email and social media platforms, such as Facebook and Twitter, have replaced traditional methods of keeping in touch with loved ones, like letter writing. Additionally, activities such as online news reading and streaming TV shows/movies are becoming increasingly popular. Physical photo albums have been substituted by digital collections stored on computer hard drives. In the past, parents used to complain about their children not calling them; now they hope to connect through Facebook friend requests. Computers, once large and expensive machines that filled entire rooms, are now affordable and compact like cereal boxes.

Despite the significant impact of the internet, media, and technology on our lives, education has remained largely unaltered. To ensure successful student learning outcomes, teachers must incorporate new technologies into their curriculum and actively engage with students by providing feedback. The effective use of technology in the classroom relies on two essential factors: instructors willing to embrace new technologies and a strong foundation in teacher preparation that equips them with the necessary skills and knowledge to implement these technologies correctly.