Research+and+Setting+Objectives



Teaching with Technology: Research and Setting Objectives Hello Benavidez Technology Community Members!

Before we look at ways to implement technology applications into the curriculum, we need to look at what research says about the effectiveness of technology integration and the importance of setting objectives.

Many educators are anxious about technology. Many of us don’t feel comfortable with new technology because we don’t understand how to use it and don’t feel that we have had enough professional development or that the professional development was comprehensive enough. Whatever our apprehensions may be, we need to overcome them, and quickly. Many studies have been conducted and the results are astounding. We will look at findings from three research studies: The Kulik Meta-Analysis Study, the Sivin-Kachala Research Review and “Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status.”

The Kulik Meta-Analysis Study found that: · On average, students who used computer-based instruction scored at the 64th percentile on tests of achievement compared to students in the control conditions without computers who scored in the 50th percentile. · Students learn more in less time when they receive computer-based instruction. · Students like their classes more and develop more positive attitudes when their classes include computer-based instruction.

The Sivin-Kachala research review found that: · Students in technology rich environments experienced positive effects on achievement in all major subject areas. · Students in technology rich environments showed increased achievement in preschool through higher education for both regular and special needs children. · Students’ attitudes toward learning and their own self-concept improved consistently when computers were used for instruction. From these two studies, we see that technology rich environments are essential to increased student achievement and improved student outlook on learning. Our students are digital natives. They were born in the technology age and feel comfortable with its use and application in many forms. For them, the absence of technology is the absence of interest and engagement. Most educators are digital immigrants. We were not born in the technology age and many of us are uncomfortable with the use and application of technology. However, if we are to be successful at educating our country’s future workforce and leaders, we must educate them with the tools that they are comfortable using and in a manner that is engaging and effective. Technology is not only effective at enhancing student achievement and attitudes toward education, it also has another profound effect. According to “Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status,” “If technology-enriched classrooms help to raise the self-esteem levels of the students involved and if increased self-esteem is viewed as a precursor to a rise from poverty, then increased technology in U.S. classrooms may be seen as an important step for low socioeconomic citizens to rise up from that poverty.”

This statement is powerful and profound. The student population at Benavidez is: 100% Title I, 99% free lunch, 97% At Risk and 88% LEP. There are many obstacles that many of our students must overcome in order to become successful. If technology integration can increase self esteem and impact future academic and economic success, each teacher on campus should strive to ensure that all of our students have access to technology rich curricula.

Previously, there has been a school wide effort to post learning objectives and ensure that the objectives were written in “kid friendly” language to make sure that students understood exactly what they were learning. According to the “Setting Objectives” chapter in “Using Technology with Classroom Instruction that Works,” we are on the right track. The book suggests that “teachers encourage students to personalize the learning goals that the teacher has identified for them.” The text states that “research shows that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals.” This statement reminds me of the “W” in the KWL charts that many of us use to introduce thematic units, what the students want to learn. We are all aware that students must learn state and district objectives, but students have varied interests and learning styles and this should be taken into consideration when objectives are being set. The authors suggest an activity called “KWHL.” It is very similar to the KWL chart, with the addition of the “H,” which addresses how the student plans to learn about a topic. The authors suggest that the “KWHL” chart could be a technology based lesson activity using word processing software. The finished product could be printed, or shared with parents via e-mail or in a newsletter.

Research has shown that integrating technology into curriculum is of vital importance. Not only does technology enhance student achievement, it also has a positive effect on student self esteem. We have already made strides in objective setting; we must now make an effort to encourage students to personalize learning objectives, so that they may take ownership of their learning. Please click on the discussion tab at the top of the page to comment on anything that you have read on the page and to offer suggestions for activities. I can’t wait to hear from you!

Resources: “The Impact of Education Technology on Student Achievement, What the Most Current Research Has to Say” by John Schacter “Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status” by Michael S. Page “Using Technology with Classroom Instruction that Works” Howard Pitler, Elizabeth Hubblell, Matt Kuhn and Kim Malenoski