Education and Technology 1

Education and Technology:

An Amalgamation of Research

Lori Pender

Boise State University

EDTECH 501

December 13, 2008

 Education and Technology 2

Education and Technology:

An Amalgamation of Research

Abstract

Infusing technology into the realm of education for the

betterment of the student can be a balancing act based on
various criteria. This synthesis paper attempts to focus on the
key elements of technology integration within education that are
conducive to forming an atmosphere that focus on 21st century
skills for students, teachers, and school districts. The basis
for this synopsis is an amalgamation of education in technology
reports that will correlate positive benefits of said
instruction on the study groups of students and educators. The
summation will provide insight into where technology in
education is headed for future generations.
 Education and Technology 3

Education and Technology:

An Amalgamation of Research

The impact of technology on teaching and learning in todays

classroom is a conundrum based on the balance of positive

student and teacher benefits; performance, motivation, and

integration. Positive student benefits are evident in academic

performance areas of higher order thinking skills, increased

motivation, and benefits to at-risk students. Teachers are

positively impacted by educational technology in the performance

areas of new teacher preparation, increased motivation,

effective curriculum integration skills, and an alignment of

classroom curriculum with national technology standards. The

conundrum enters with a desperate need for digital equity among

school districts nation-wide balanced with a direct influence of

governmental funding of educational technology.

Positive Student Benefits Impacted by Educational Technology

Technology has long been prophesized as a much needed shot-in-

the-arm for educational instruction in the classroom. In the

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report, Research on Computers and Education, Fouts suggest that

the belief behind technology in education is that a school

system built on a Nineteenth Century industrial efficiency model

is inadequate to meet the needs of the society of the Twentieth-

First Century (Fouts, 2000, p. 1). There is evidence to show

that technology can positively impact student performance in the

areas of higher order thinking skills, motivation, and extended

benefits for at-risk students. Technology can have the greatest

impact when infused into the classroom curriculum to achieve

precise, measurable objectives (CEO Forum on Education and

Technology, 2001).

Higher Order Thinking Skills:

According to studies initiated by the Center for Applied

Research in Educational Technology, higher-order thinking skills

improve with home and school access to computers (ISTE, 2005).

The center compared students with internet, home computers, and

modem access to the schools server to students without these

types of technology. The students with access to technology both

at home and school showed improvements in their writing skills,

conceptual mathematics, and greater skill acquisition in problem

solving and critical thinking skills. Technology enriched

students also exhibited greater confidence in their studies and

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their ability to teach others (ISTE, 2005). In essence higher

order thinking skills in students is a positive impact of

technology that allows the learner to link real-world

situations with problem solving skills to build an analytical

arsenal for their futures.

Student Motivation:

There is further evidence that suggests when technology is

utilized with instruction students are less likely to become

bored. In fact Fouts further reiterates that students like to

learn with computers, and therefore their attitudes toward

learning and school are positively affected by computer use in

the classroom (Fouts, 2000). Technology engenders an increase in

student-centered learning which provides for more active

learning, a variation on learning styles, conceptual modes, less

drudgery work, and individualization of instruction (Keengwe,

Onchwari, & Wachira, 2008). This increase in student motivation

for learning with computers stems from the ease of error

correction, semi-private environment, increased self-esteem,

active control of their immediate environment, and the ability

to work at their own pace (ISTE, 2005)

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At Risk Students:

In this era of No Child Left Behind, at-risk students are in the

fore-front of reasons behind technology in education. To define

at-risk students, the authors (Stratham & Torell, 1996, p. 21),

categorize this group as slow learners who are reading delayed,

low achieving, learning disabled, seriously emotionally

disturbed, disadvantaged by low socioeconomic status, or

struggling to acquire a new language or culture. The Computers

in the Classroom report summarizes the key reasons for

integrating technology as remediation for learning disabilities

and skill deficiencies as follows (Stratham & Torell,

p. 25):

In summary technology in education can provide a surplus of

remediation for students defined as at-risk.

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Positive Teacher Benefits Impacted by Educational Technology

The No Child Left Behind Act of 2001 states that by the 8th grade

all students should be technologically literate. (U.S.

Department of Education, 2003) Before educators can successfully

integrate technology into the learning environment, they must

first be proficient in its use. Good indicators for measuring

technology proficiency are generally in the form of performance

measures that are based on clear and reasonable criteria. The

criteria developed through extensive research is that

educational technology improves teacher performance by

establishing new teacher preparation technology standards,

motivation, effective integration procedures, and a national set

of technology standards to align curriculum by.

New Teacher Preparation:

In the report, A Retrospective on Twenty Years of Education

Technology and Policy, the authors (Culp, Honey, & Mandinach,

2003, p. 12) maintain that, professional development is one of

the most enduring themes across the past twenty years and is
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often highlighted in reports as the single most important step

toward the infusion of technology into education. This

statement illustrates that the recognized initial need for

teacher training would be with incoming teachers to the

profession. In this way future educators could provide the basis

of technology teaching skills needed to implement technology

integration within the nations public schools. The report

further illustrates this need for technologically savvy new

teachers by reflecting that studies show, teachers are turning

to tools like presentation software, student-friendly

information sources on the Internet, and management tools like

school-wide data systems to support and improve their existing

practices, while gradually introducing more student-driven or

inquiry-oriented technology-rich approaches into the

instructional repertories (Culp et al., 2003), p. 22).

Teacher Motivation:

Research has established a relationship between teacher

satisfaction and student achievement. The findings indicate that

teacher morale and motivation depends in part on whether their

students are achieving in the classroom (Wright & Custer, 1998).

Teachers in this study also attribute, "excitement and

stimulation of learning and working with new technologies," as a

 Education and Technology 9

driving factor in their satisfaction of using technology in

education (Wright & Custer, p. 6).

Integration and Alignment of National Technology Standards:

The development of Twenty First Century skills is critical to

students success in this digital age. Therefore, Twenty First

Century skills must be included in standards, curriculum and

assessment. In order for technology to be integrated into

teaching, it is imperative teachers have a strong understanding

of the role of technology and how it can be integrated into the

curriculum (ISTE, 2005). In a descriptive large scale

(statewide) study that built on surveys and the synthesis of

current data provided by the Idaho Council for Technology in

Learning, the results suggest that technology integration in

classrooms can result in, measurable gains in academic

achievement(Green et al., 1998, p. 2). The Idaho study

conceptualizes that technology integration, was associated with

small but significant improvements on standardized test scores

in the areas of language, mathematics, reading, and core studies

(Green et al., 1998, p. 2). In summary, effective integration

requires a nationwide adoption of technology standards. Fouts

summates that, the degree to which technology will be

successfully integrated into the nations classrooms is tied to

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the much larger job of restructuring the schools and classrooms

in the more general sense (Fouts, 2000, p. 39).

Overall the benefits of education and technology on students and

teachers have been proven by a myriad of research and studies as

evidenced in this synthesis. The conundrum enters with digital

equity among our nations public schools followed closely by

prerequisite governmental funding to initiate said equity. This

conundrum opens the door for further research options for the

future:

1) What is the best way to reform or restructure our school

districts to ensure equitable technology literacy skills

for students?

2) In this reform how can technology literacy best be

assessed?

3) How do we, as a nation, provide equitable financial support

to guarantee all educators and students receive

technological support for the acquisition of Twenty First

Century Skills?

Statham and Torell summarized it best when they suggested in

their findings that, until teachers and students have better

access to technology, the computer will continue to be viewed as

a supplement instead of an integral part of the learning

 Education and Technology 11

process, therefore it is incumbent upon policy makers and those

who provide funding for public education to take timely action

to ensure appropriate funding for implementation of effective

technology in our classrooms and schools(Stratham & Torell,

1996, p. 44).
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References

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Fouts, J. T. (2000, February). Research on computers and education:

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Green, C., et al. (1998). The Idaho technology initiative: An

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on
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