Title of Study:  Technology in Schools: What the Research Says: A 2009 Update

Author(s): Cheryl Lemke, Ed Coughlin, Daren Reifsneider

Summary:

This 2009 update to a 2006 study reviews research on the impact of recent developments in technology on students’ development of basic academic skills, higher level thinking, information and communication skills, collaboration and engagement in learning.  The technologies reviewed include engagement devices like interactive white boards and clickers, gaming and modeling technologies, handheld technologies and a variety of instructional technologies to deliver academic content.

Sponsoring entity(s): Cisco

Date conducted: 2009

Location of the study: This study can be accessed through the Cisco website.

Setting(s) addressed:

• Classroom

Targeted population(s):

• K-12
• Higher education

Primary sources of evidence used in the study or report:

• Literature review of work published from 2005 to 2009

Primary Technology Application(s) Addressed:

• Engagement devices like interactive white boards and classroom response systems (clickers)
• Gaming, including games, simulations, modeling, augmented reality and virtual worlds
• Handheld technologies
• Instructional technologies like 1:1 laptop programs, virtual learning, computer assisted instruction

Major education topic(s) addressed:

• Educational technology
• All subject areas, many examples are in math and science

Major findings/conclusions:

• Studies on the effectiveness of interactive whiteboards are mixed.  While teachers are teaching more creatively, in many cases students play a passive role in learning.
  
  
  
• Student response systems (clickers) have a generally positive effect on learning and student engagement.
  
  
  
• Studies on the effectiveness of educational games and computer simulations are mixed.  Positive effects are seen when these are combined with face-to-face instructional support and scaffolding.
  
  
  
• Computer-based modeling was found to be effective in developing academic skills and higher level thinking skills, as well as being engaging.
  
  
  
• Mobile devices can considerably enhance student learning by encouraging anywhere, anytime learning, reaching underserved children, improving social interactions such as collaboration and language learning, and enable an individualized learning experience.
  
  
  
• 1:1 laptop programs are popular with students, teachers and parents.  These programs can improve students’ writing and technology skills, but have not demonstrated improvements in most other areas of learning.
  
  
  
• Virtual learning (or online learning) was found to be as effective as traditional face-to-face classroom learning.
  
  
  
• There is some evidence that data visualization and analysis tools can help students deepen their understanding of complex concepts in math and science.
  
  
  
• Computer assisted instruction had mixed results in improving students’ basic skills.
  
  
  
• Educational television is engaging and can have positive effects on the intellectual and academic development of young children, although studies find that not all children’s programs meet high standards.

Practical implications of the findings:

• The authors conclude that the potential of technology to improve learning has not been met, mainly because of an underestimation of the critical need for system changes required to use technology effectively in learning.
  
  
  
• To fully realize the potential of technology in education, educators and researchers must put more effort into scientifically documenting its effects on student learning, educators must not underestimate the time and depth of school change required, educators must tap into the participatory culture of Web 2.0 to engage students in authentic, collaborative work, and educators must provide for the staff time, staff development, curricular and lesson redesign and budget required by the rapid, continuous change in technologies.

Reviewer Comments:

The authors point out that most of the research reviewed was from descriptive or correlational studies, rather than controlled experimental studies, because of the lack of controlled experiments in this field.