INFORMATION AND

COMMUNICATION TECHNOLOGY

How ITC can benefit student achievement and efficacy

TECHNOLOGY: NECESSARY TOOL OR ACCESSORY? How relevant is technology to today’s

students?http://www.youtube.com/watch?v=DztiUy1e

Tzo&feature=related Teachers must communicate with the student in

relevant ways.Challenge the roles of teachers and studentsTeaching in a medium that makes sense to the

students—’the digital natives’Technology is our future—students need skills

to process and analyze the plethora of information available.

YES, TECHNOLOGY IS RELEVANT TO OUR 21ST CENTURY CLASSROOMSYet, is it really beneficial to student achievement and efficacy?

“Schools employin

g effective technology showed positive results

for teachers

and students”

Riley, Holleman, Roberts (2000)

“Enhancing Education Through Technology Act of 2001” (US Dept of Ed. 2001)•Emphasis on access to and integration of technology in classrooms.

The percentag

e of American

public schools

connected to the internet

increased from 35% in 1994

to 98% in 2000. Zhao

(2003)

ICT IN THE CLASSROOM INCREASES STUDENT ACHIEVEMENT

Case Study“This study investigate whether a

technology rich environment used an English Literature classroom would make an impact on students’ passing rate on their state-mandated reading test” Maninger (2006) Subject group= 185 at-risk, 9th grade students Comparison group=1, 015 9th grade students Measures=Texas Assessment of Knowledge,

interview with teachers, class observations.

HOW WAS ICT INTEGRATED? The subject teacher used technology

everyday.Self-discovery—web-quests and museum

toursWeb page constructionUse of individual remotes to review and

revise Students respond anonymously Teacher gives immediate feedback

“With the assistance of technology I am able to differentiate my instruction to meet the needs of individual students” (Maninger 2006)

THE POWER OF IMMEDIATE FEEDBACKBorich (2000) and Brophy and Good (1984) highlight the need for proper, immediate feedback and indicate the increased success of students when it is used. Maninger 2006

ACHIEVING POSITIVE RESULTS 2002-2003

90% subject group passed

87% of comparison group

2003-200496% of subject

group passed88% of

comparison group

MORE POSITIVE RESULTS (CHANDRA 2008)Table 6: Improved Scores

Name Gender

Gary M

Murray M

Result Result1 (%) 2 (%) 30 88

40 76

Difference %+55

+36

CommentsI can learn in my own house and at any time I want ... I can learn at my own rhitim [rhythm] It was funnier [morefun] than sitting in class and listening ... I enjoy the lessons because it helps me learn more.

Table 7: Diminished test scores

Nelly F 92 74 -18 You become open-minded and look into new opportunities of learning. I also like learning off the Internet and taking sheets back home to learn from.

INCREASE IN STUDENT EFFICACY Active learning

“The students are involved in their learning at all times, they make their won learning decisions, and they buy into the classroom” Maninger 2006

“e-learning scaffold supported students for whom standard classrooms were confusing.” Chandra (2008)

EFFICACY Even when students’ achievement is not

affected by technology, the perception of success is still powerful.Alison was high-achieving, and e-learning

did not appear, based on the test scores, to affect her learning outcomes. However through her comments it becomes apparent that she believed she learned more and could identify particular scaffold, namely tests and worksheets that contributed to her understanding” Chandra (2008)

IN CONCLUSION Technology is the most relevant way

to address students in 21st century classrooms

Technology rich environment increases active learning.

Technology rich environment increases student and teacher efficacy and positively affects achievement.

REFERENCES Borich, G.D. (2000). Effective teaching methods (4th ed). Upper Saddle River, NJ:

Merrill/Prentice Hall.

Brophy, J., And Good, T.L. (1984). Teacher behavior and student achievement. Occasional paper no. 73. East Lancing, MI: East Lansing Institute for Research on Teaching, Michigan State University.

Chandra, V. (2004)The impact of a blended web-based learning environment on the perception s, attitudes, and performance of boys and girls in junior science and senior physics (unpublished doctoral dissertation, Curtin University, Perth, Australia.

Clark, K.D. (2000). Urban middle school teachers’ use of instructional technology. Journal of Research on Computing in Educational Leadership, 55(3), 30-33.

Kajder, S.B. (2003). The tech-savvy English classroom. Portland, ME: Stenhouse.

Norris, C., Soloway, E.,and Sullivan, T. (2002). Examining 25 years of technology in U.S education. Communications of the ACEM, 45 (8), 15-18.

Maninger, R.M. (2006). Successful Technology Integration: Student Test Scores Improved in an English Literature Course through the Use of Supportive Devices. TechTrends. Washington: sept-Oct 2006. Vol. 50, Iss. 5, 37-45.

Reynolds, D., Trearne, D. and Tripp, H. (2003). ICT—the hopes and Reality, British Journal of Educational Technology, 34, 2, 151-167.

U.S. Department of Education. (2001). Enhancing Education Through Technology Act of 2001. Retrieved April 25, 2006, from http://www.ed.gov/policy/elsec/leg/esea02/pg 34.htm.

Zhao, Y., and Frank, K.A. (2003). Factors effecting technology uses in schools: An ecologic perspective. American Educational Research Journal, 40(4), 807-840.