APA Synthesis Paper-Edtech 501

Education and Technology 1

Education and Technology:

An Amalgamation of Research

Lori Pender

Boise State University

EDTECH 501

December 13, 2008




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.




The impact of technology on teaching and learning in today’s

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


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 school’s 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


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)


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.


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


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

nation’s 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


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 nation’s classrooms is tied to 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 nation’s 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 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).”


References

Bloymeyer, R., Clark, T., & Smith, R. (2005). A synthesis of new

research on k-12 online learning. Retrieved December 9, 2008,

from http://www.learningpt.org

CEO Forum on Education and Technology (2001). The CEO Forum school

technology and readiness report: Key building blocks for

student achievement in the 21st century.

Culp, K. M., Honey, M., & Mandinach, E. (2003). A retrospective on

twenty years of education technology policy. Washington, DC:

U.S. Government Printing Office. Retrieved December 9, 2008,

from http://www.ed.gov/rschstat/eval/tech/20years.pdf

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

Past, present, and future. Retrieved December 9, 2008, from

http://www.portical.org/fouts.pdf

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

accountability report to the Idaho legislature on the effect

of monies spent through the Idaho Council for Technology in

Learning. Idaho: Idaho: State Division of Vocational

Education, State Department of Education, & Bureau of

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ISTE. (2005). Center for applied research in educational

technology. Retrieved December 9, 2008, from International

Society of Technology Education Web site:

http:////caret.iste.org/index.cfm?fuseaction=topics

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of

computer tools to support meaningful learning. AACE Journal,

16(1), 77-92.

Kirshstein, R., Birman, B., Quinones, L. D., & Stephens, M. (1996).

The first-year implementation of the technology literacy

challenge fund in five states.

Stratham, D. S., & Torell, C. R. (1996). Computers in the

classroom: the impact of technology on student learning.

Retrieved December 9, 2008.

U.S. Department Of Education. (23). Fact Sheet on the Major

Provisions of the Conference Report to H.R. 1, the No Child

Left Behind Act. Retrieved December 13, 2008, from

http://www.ed.gov/nclb/overview/intro/factsheet.html

Wright, M., & Custer, R. (1998). Why they enjoy teaching: the

motivation of outstanding technology teachers. Journal of

Technology Education, 9(2), Retrieved from

http://scholar.lib.vt.edu/ejournals/JTE/v9n2/wright.html#Stant

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APA Synthesis Paper-Edtech 501

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