Educational Technology: Why and When it Works

Over the past several decades, one major question -- brought up in relation to politics, budget crises, and teachers firmly entrenched against changing the status quo -- is: "Does technology really improve education?" (Fouts, p. ii; Kulik, 2003. p. iv)

These days, electronic technology and computers have proliferated and filled our lives to an extent that it is no longer a question of whether it is useful to have technology in the classroom. Although it is understood that students must learn these ubiquitous technologies in order to grow into independent, productive adults in our information-based society, some questions remain. What forms of technology are most beneficial? Under what conditions do teachers and students benefit from the technology? Is the investment worth it?

These are valid questions, so let's consider them:

1. What forms of technology are most beneficial?
   
   The computers and digital media of today are tools -- just like books and pencils (older technologies) -- and the rule with tools is: use the right tool for the job. There is no one right answer to the question "which technology is best"; it would be like asking "which tool is best"? If you need to drive a nail, you may want a hammer, but if you need to make a hole, you may want a power drill. No one, however, is going to deny that a power-saw is more efficient and effective than a hand-saw, and this is where we must recognize that the tools of today can and should be replacing many of the similar tools of yesterday, just the way calculators replaced the abacus and slide-rule.
   
   In 1913, Thomas Edison declared "Books will soon be obsolete in the schools... It is possible to teach every branch of the human knowledge with the motion picture." (Reiser, 2001). The use of movies as an educational technology never replaced books, but this is due to the fact that words can present abstract concepts better than concrete images, and movies are also not interactive. Since our modern technologies are hybrid media machines that can combine the benefits of computers, movies, text, and more... it's likely that these days, books are already obsolete. This is not to say that text will not sometimes the appropriate tool to choose, but with technology we have robust tool belts for learning at our fingertips... or in our pockets.
   
   
2. Under what conditions does technology benefit students and teachers?
   
   As already stated, modern technology is a tool, and it may not always be the only tool or the right tool for the job. However, several studies have shown that computers are a powerful tool for improving:
   
   writing abilities: As early as the 1980s and 1990s, multiple studies have shown moderate increase in writing skill when composition is done on a word processor (Kulik, 2003, p. 60). Unfortunately, many people assume this type of learning is only necessary for students in high school or college, yet students as young as kindergarten benefit from computer-based writing even more than older students (Statham & Torell, 1996, p. 38). There is no time like the present for teaching our students with technology.
   
   higher-order thinking skills: Studies have shown that students who used such relevant, current, and practical tools as “simulations, microcomputer-based laboratories, and video to connect science instruction to real-world problems outperformed students who employed traditional instructional methods alone” (The CEO Forum, 2001, p. 7).
   
   constructivist environments for independent-learning: Combined with effective training in information literacy, the classroom is able to be transformed from a teacher-centered environment to a student-centered one. (Fouts, 2000, p. 11)
   
   However, Just like any tool, two factors are critical to the success of technology: there must be access to the technology tools, and they must be used proficiently and effectively. Not only does there need to be at least one computer for every two students, but teachers also need to be extensively trained and proficient. Fouts (2000) concludes that one of the key elements of creating new learning environments through technology integration is “extensive teacher training and planning time” (p. i); this has been corroborated by conclusions outlined by Statham & Torell (1996, pp.26-29) in their review of multiple studies.
   
   
3. Is the investment worth it?
   
   Of course, ROI (return on investment) is easy to measure in corporate business; it's very simply a measurement of profit (money) versus cost. But what is the dollar amount that can be assigned to the future of our students and our nation? More specifically, what is the cost of not teaching our students with technology? The United States already has lost competitive edge with researchers and scientists in other countries; meanwhile, about half of all young adults (aged 16-24 and not enrolled as students) are currently unemployed. With unemployment comes poverty, health issues, greater drug and alcohol problems, and crime, all of which place greater stress on social support systems and cause the standard of living for everyone in the community to suffer. The cost of not keeping our students competitive when they graduate is immense and immeasurable.
   
   The Partnership for 21^st Century Skills, a coordinated effort between the U.S. Department of Education and a collection of private businesses and employers, states the importance of students’ acquisition of “21^st century skills”, including information and media literacy, thinking and problem-solving skills, interpersonal and collaboration skills, global awareness, business knowledge, and civic literacy.

Conclusion: While it is clear that we must be careful in our decision-making for acquiring, integrating, and working with educational technology, it is also clear that -- if the right decisions are made, access provided, and expert training administered -- educational technology is a boon. Teaching with and about technology is not only beneficial, but also absolutely necessary to the future well-being of our children, our nation, and our world.


References

The CEO Forum on Education and Technology. (2001). The CEO Forum School Technology and Readiness Report (Year Four). Washington, DC: CEO Forum on Education & Technology.

Fouts, J.T. (2000). Research on Computers and Education: Past, Present, and Future. Seattle, WA: Seattle Pacific University.

Kulik, J. (2003). Effects of Using Instructional Technology in Elementary and Secondary Schools: What Controlled Evaluation Studies Say. Arlington, VA: SRI International.

Reiser, R.A. (2001). A History of Instructional Design and Technology: Part I: A History of Instructional Media. Educational Technology Research and Development , 49 (1), 53-64.

Statham, D. S., & Torell, C. R. (1996). Computers in the Classroom: The Impact of Technology on Student Learning. Boise, ID: Army Research Institute.