1. Effects of Technology on Learning and Teaching: What the research tells us

2. We’ve learned a lot since computers were first introduced into schools in the 1980’s Focus is changing from the technology to the “dynamic equilibrium” between technology, teaching methods, and content Review findings, cite exemplary cases

3. Three factors pointing to the right time for action: – Students out of school lives are richer in information and communication technology than their in-school lives – Schools are still operating under an industrial model – New and powerful technology tools are available to support changing roles for schools (Chris Dede, EduSummit the Hague, 2009) The Context

4. Presenting the Research Results Large Scale Meta-analyses Impact on Subject Area Learning – Reading/writing, math, science, social studies, foreign language

5. Large Scale Meta-analyses Murphy (2001) and Kulik (1994) both found significant positive results on the effects of technology use on student achievement in reading and math – Each reviewed hundreds of studies – Overall effects were positive – Research has moved to more specific questions

6. Writing Results O'Dwyer, Russell, Bebell, and Tucker-Seeley (2005) found that, while controlling for both prior achievement and socioeconomic status, 4 th grade students who reported greater frequency of technology use at school to write and edit papers: – higher total English/language arts test scores – higher writing test scores Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts Test

7. Math Results Wenglinsky (1998) noted that for 4 th and 8 th grade students, technology had "positive benefits" on achievement as measured in NAEP's mathematics test. Key Finding: Using computers to teach low-order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations resulted in significant increases in students' math scores.

8. Science Results Dunleavy and Heinecke (2007) found 1:1 computing has a positive effect on science achievement among at-risk middle school students. Schroeder et al. (2007) showed technology had significant, positive effects on science test scores.

9. Social Studies, Foreign Language Taylor and Duran (2006), analyzing Detroit’s MITTEN Program11, found significant, positive effects on social studies learning by increasing student interest in the subject material. Murphy (2007) conducted randomized control trials to test for the effect of the use of instructional technology in foreign language comprehension and found significant, positive effects.

10. Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry "by engaging students in authentic, complex tasks within collaborative learning contexts" (Roschelle, Pea, Hoadley, Gordin & Means, 2000; Means, et. al., 1993)

11. Learning with Technology Four fundamental characteristics of how technology can enhance both what and how children learn in the classroom (Roschelle, Pea, Hoadley, Gordin, & Means (2000): 1.Active engagement 2.Participation in groups 3.Frequent interaction and feedback 4.Connections to real-world contexts Using technology is more effective as a learning tool when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change.

12. Recommendations from ISTE Research Report 1.Effective professional development for teachers in the integration of technology into instruction is necessary to support student learning. 2.Teachers’ direct application of technology must be aligned to curriculum standards. (Common Core/Iowa Core) 3.Technology must be incorporated into the daily learning schedule. (technocentric vs. TPACK) 4. Student collaboration in the use of technology is more effective in influencing student achievement than strictly individual use. 5. Project-based learning and real-world simulations are more effective in changing student motivation and achievement than drill- and-practice applications. 6.Effective technology integration requires leadership, support, and modeling from teachers, administrators and the community/parents.

13. In Summary: Four Key Areas Increased learner motivation Advanced topics mastered Students acting as experts Better outcomes on standardized tests Chris Dede Professor in Learning Technologies Harvard Graduate School of Education

14. Images from Microsoft Clipart and Creative Commons Ann Thompson – eat@iastate.edu Denise Schmidt – dschmidt@iastate.edu Center for Technology in Learning and Teaching College of Human Sciences Iowa State University

15. Resources Critical Issue: Using Technology to Improve Student Achievement (NCREL Report) – http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm Technology and Student Achievement: The Indelible Link (ISTE 2008 Policy Report) – http://www.iste.org/Content/NavigationMenu/Advocacy/Policy/59.08- PolicyBrief-F-web.pdf http://www.iste.org/Content/NavigationMenu/Advocacy/Policy/59.08- PolicyBrief-F-web.pdf Technical Report on Student Learning (CARET) - http://caret.iste.org/index.cfm?fuseaction=answers&QuestionID=1 http://caret.iste.org/index.cfm?fuseaction=answers&QuestionID=1 Six Challenges for Educational Technology (Dede) - www.virtual.gmu.edu/pdf/ASCD.pdf www.virtual.gmu.edu/pdf/ASCD.pdf Freedom to Learn (Michigan) - http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/s tories/edlite-Lansing.html http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/s tories/edlite-Lansing.html eMINTS (Missouri) - http://www.emints.org/http://www.emints.org/