Introduction: - California State University, Northridge
Does Instructional Technology Increase Student Achievement?
Lee Svoboda
California University of Northridge
Abstract:
Up until 2006, Apadaca Street Elementatry School implemented an instructional technology program. Prior to 2006, Apadaca’s technology program ran for five years. However, the technology program was shut down due to a decrease in standardized test scores. As an elementary school teacher and graduate student of instructional technology, I conducted a research study to find out if this instructional technology program had an effect on student achievement in standardized testing.
Past standardized test results were examined and teacher and student surveys were formulated and distributed to discover the outcome. Even though the surveys indicated that teachers and students enjoyed working with instructional technology, the overall conclusion of the study was that this instructional technology program did not increase student achievement and was ineffective.
Introduction:
I teach fifth grade at a low socio-economic, Title I school named First Avenue Elementary. My school has a very high percentage of English Language learners. First Ave. does not have a computer lab or any kind of technology program. The only technological resources available for my 34 students, are two computers that are located in the back of my classroom. For this reason, it is very difficult to utilize and integrate technology in my instruction. I want to use technology to teach my students, but the lack of resources and support at my school is hindering my passion. In Language Arts, with the use of an LCD projector and the internet, I can easily bring up images of vocabulary that we are learning and reading about. I am constantly trying to familiarize my English Language learners with new vocabulary so that they can better understand the stories that we are reading. Showing them an actual photo of the word helps my English language learners visualize and comprehend what we are discussing. In math, the utilization of a graphing calculator program can help my fifth graders see how functions can be represented and modified. When graphing on a whiteboard or on graph paper, students are so engulfed with the process of computing and plotting coordinates that often they do not really understand why and how functions change their slope and location. I want technology in my classroom because we, as teachers, need to show our students the tools of today.
Apadaca Street Elementary is in the same local district and is very similar to my school. It is a Title I school located in the same low socio-economic city, known as Van Nuys. Likewise, Apadaca Street, has a high percentage of English Language learners. However, Apadaca had a computer lab that was available to all classes. Up until the 2006 school year, Apadaca school implemented a technology program which was run by their technology instructor, Dale Smith. All classes at Apadaca, Kindergarten through fifth grade, attended a weekly technology class at the school’s computer lab. The lower grades, kindergarten through first grade, had a half hour class with Mr. Smith. Grades two through five had a one hour session with Mr. Smith. Before his technology program was shut down, I was able to observe and interview him.
Depending on the grade level, Mr. Smith taught the students their grade appropriate standards and several technology skills, as well. For example, in first grade, the Language Arts standards focus on beginning to read. He taught the first grade students how to do basic operations on the computer, such as, starting up and shutting down, using the mouse, scrolling a window, etc. Mr. Smith also taught grade one more advanced technological skills like using a multimedia CD-ROM which was a reading computer program called Waterford, opening a slide show presentation, and using the mouse and tools to create graphic items. Later, I observed a fifth grade class at Apadaca in their technology lab, which was working on creating a multimedia presentation to illustrate their heritage and culture for an Open Court Reading (LAUSD mandated Language Arts program) assignment, I saw these students were extremely enthusiastic and motivated to use technology. Furthermore, they seemed very excited to explore their heritage because they were using a power-point presentation to decipher the information that they discovered about themselves.
After interviewing Mr. Smith, I found out that the reason his technology program was ending was because Apadaca’s standardized test scores had declined the previous year, and because of that, a new principal was hired to help make improvements on their academic achievement. In addition, Mr. Smith disclosed to me that he felt that, the technology program at Apadaca was not being fully supported by their new principal, and would be coming to an end because the principal felt that students should be in their classroom learning to gain as much instructional time as possible. Mr. Smith’s technology program was shut down after the 2005 school year, so that the Apadaca teachers could maximize their instructional time in the classroom. But, what about all of the excitement that these students had while learning through the use of technology? If students are more motivated to learn, shouldn’t they perform better academically? Does a computer lab in an elementary school really help students achieve higher on standardized tests? If my school had a technology program would my students increase their scores?
In order to answer these questions and to learn more about technology, I conducted a study at Apadaca St. Elementary school. Since the technology program was stopped just last year, I will compare standardized assessment scores, to see what kind of impact a technology program (computer lab with a technology teacher) had on fifth grade.
Literature Review:
At present, the utilization of technology in education is constantly being analyzed and debated. Some experts argue that technologies in education are not essential, and are merely ". . . vehicles that deliver instruction but do not influence student acheivement any more than the truck that delivers our groceries causes changes in our nutrition" (Roger 1995). Some feel that the traditional techniques of teaching are the best ways to instruct and that utilization of technology in education is not necessary. In other words, many believe that students should still learn the way they always have with a teacher lecturing to students. However, many do not realize the potential that technology has in education.
Technology has tremendous power to help students obtain, organize, manipulate, and display information. Students can use technological tools (such as word processing, database, design, and graphing software) in the same ways as do professionals in business, communications, and research. The former director of instructional technology for New York City public schools, Mark Gura believes that the goal of today’s educational leaders ought to be having all teachers use technology in their practice on a daily basis. (Rivero, 2005).
Now in 2007, technology has become a major component in training teachers to become successful educators. Technology courses are currently embedded in teaching credential programs. In addition, once a teacher has earned their teaching credential, they must become a participant in the Beginning Teachers Support and Assessment (BTSA) in order to obtain a clear, credential. To complete the BTSA program, new teachers must demonstrate expertise in several California state standards which include technology requirements for the teaching profession (CSTP). For example, program standard 16 states, “Each participating teacher is a fluent, critical user of technology . . . to prepare his/her students to be life-long learners in an information-based, interactive society” (California Department of Education, 1997). Teachers who are just beginning in the profession are required to demonstrate and submit evidence that they are developing or maturing in the utilization of technology in the classroom. Therefore, California's department of education has recognized the importance of technology in the classroom. Likewise, the department of education requires technology and that it should be a critical component of all educators' practice. In other words, California's department of education has made it mandatory for instructors to use and meet technology requirements in order to become clear, credentialed teachers. Thus, the state of California realizes the significance of educating with the use of technology. Educators have been trained and taught that technology is essential to their instruction and that they should be using their technological expertise in their classroom to teach their students and to better prepare them for the digital world. Instructional technology has become mandated because it is an effective way for all students to learn.
Both Apadaca and First Elementary have a large and growing English language learner (ELL) population. Technology has distinct advantages that relate to language education. Computer technologies and the Internet have become powerful tools for assisting language teaching because web technology is a part of today's social fabric, meaning language learners can now learn through writing e-mail and conducting online research (Sternberg 1998). In Oregon secondary schools, the In Time project was conducted in which, wirelessly networked note taking was used to support English Language learners (Knox 2001). As part of the In Time project, ELL students attended regular high school classes along with a bilingual, note-taking/mentoring partner. Note takers and students communicated using a collaborative word processing and graphics package on wirelessly networked laptop computers. During class presentations, ELL students read their note taker's translation of key words, allowing students to build both English and Spanish literacy skills as they advance academically (Knox, 2001). Using technology in instruction helps teachers facilitate meeting the needs of all of their students.
Indeed, studies and research show that technology does benefit and assist in teaching and learning. But, have any past studies shown that technology in education can improve standardized test scores? Let's examine some past studies to see the impact technology can have on assessment results. The Computers Helping Instruction and Learning Development (CHILD) study was a five year investigation in nine Florida elementary schools, which began in 1987 (Marzano 1993). Over 1400 students participated and their teachers received training which included the technological components of the program. In this study, 3-6 computers were placed in each classroom. In addition, much of the students' daily routine involved self-paced interactions in a learning station environment. (Marzano, 1993). As a result from the CHILD study, the participating schools’ standardized test scores indicated a positive and statistically significant result across all grade levels and subjects, with the largest effects, appearing for students who had been in the program for more than one year. When surveyed, none of the nine schools expressed dissatisfaction with the project, five were planning to expand their level of participation and nine new schools were about to become involved (Sternberg 1998). Here, the implementation of technology in the CHILD study reveals a positive impact on student learning and achievement.
Another study entitled the Apple Classrooms of Tomorrow (ACOT) project began in 1986 with the donation of equipment to the schools and homes of teachers and students. 20 teachers and several hundred students spent time teaching and learning with technology (Cassanova, 1996). The Apple team worked closely with participants and "after nearly eight years of studying the computer's effects on classrooms, ACOT researchers had observed profound changes in the nature of instruction, learning, assessment, and the school culture itself (Cassanova, 1996). In the ACOT study, computers were used successfully in a deliberate attempt to raise student test scores in vocabulary, reading comprehension, language mechanics, math computation, and math concept/application. Increases in test scores were not the real objective of the project, however, observations showing increases in how students employed inquiry, collaborative, technological, and problem-solving skills were considered to be the most important findings. In this study, instructional technology yielded positive results on student achievement.
The My Reading Coach Study was conducted in 1999-2000. The use of a computer-based program that replicated the knowledge and skills of a successful speech pathologist was utilized (Sherry 2001). This study covered the use of this program for two years in the second grade of a Title 1 school. The results of the students who worked with the My Reading Coach program significantly exceeded the standardized test scores of classes using standard curriculum. Those students who completed more My Reading Coach lessons achieved the best results on their standardized tests. In summary, both the quantitative (numeric) data, and the qualitative (anecdotal) data reported that teachers indicated that My Reading Coach was effective instructional technology for all students at this grade level regardless of their previous performance. Virtually all of the students demonstrated improvement (Sherry 2001).
In a 1994 Software Publisher's Association (SPA) study, research found that educational technology had a significant positive impact on achievement in all subject areas, across all levels of school, and in regular classrooms as well as those for special-needs students (Bransford 1999). In addition, educational technology had positive effects on student attitudes. The degree of effectiveness was also influenced by the student population, the instructional design, the teacher’s role, how students are grouped, and the levels of student access to technology. Technology made instruction more student-centered, encouraged cooperative learning, and stimulated increased teacher/student interaction. (Bransford 1999).
Next, a five-year report (1987-1992) was performed by the Sacramento School District (Sherry 1998). In this study, they found that students using multimedia and telecommunications showed improved attitudes toward reading, social studies and science, and became more active and independent in learning. As a result, many showed improved reading scores. A survey of 550 teachers who use telecommunications technology in the classroom reported that students enhanced their inquiry-based analytical skills. The teachers said that the students improved in their critical thinking, data analysis, problem solving, and independent thinking. These skills were developed when students utilized technology that supports research, communication, and analysis. (Sherry 1998).
All of these studies indicate the significance that instructional technology has on student thinking, learning, and on student achievement. In all of the past studies, students achieved higher academically with the effective use of technology in education. In many studies, technology improved students’ attitudes towards learning, built higher learning skills, stimulated increased student/teacher interaction, met the needs of diverse learners, and benefited student performance. These studies show that if technology in instruction is utilized in meaningful ways, an increase in learning and achievement will result.
Methodology:
Up until last year, Apadaca Street Elementary School was using technology to support the curriculum for students. Apadaca had a technology lab and instructor that all students attended on a weekly basis. They had this instructional technology program running for five years. However, last year, because of a decrease in their California Standardized test results, LAUSD hired new administration to ensure that the test results did not decline again. To improve student achievement, Apadaca’s new administration decided to eliminate the technology program. They believed that the technology program was detrimental to Apadaca’s standardized test scores. The hour a week that students attended the technology program was viewed as an hour away from traditional classroom instruction which they thought was more valuable. The administration felt that if students were in the classroom more, the students would learn more resulting in higher standardized test scores.
As a California clear credentialed fifth grade teacher and a graduate student of California State University of Northridge, in educational technology, I was interested in researching the effects of technology on fifth grade student achievement. Does a technology program in elementary school really help fifth grade students perform higher on standardized tests? In order to answer this and to learn more about technology, I have conducted a study to see if a technology program at Apadaca Elementary school helped fifth grade students achieve higher on their standardized tests.
In 2006, Apadaca St. Elementary eliminated its technology program in an effort to increase student performance in standardized testing. This study was done to evaluate the impact of that decision. After compiling several years of data, the findings were that the standardized test scores rose once the ineffective instructional technology program was removed.
Participants:
The participants for this study were fifth grade students at Apadaca Street Elementary school in Van Nuys, California. Students’ California Standardized test results were used from the 2003-2004, 2004-2005, and from the 2005-2006 school year. The total amount of students that participated in the study was 493 (see Table 3.1). 177 fifth grade students were studied from the 2003-2004 school year. 162 students were studied from the 2004-2005 school year and 153 students were studied from the 2005-2006 school year.
TABLE 3.1
Amount of Participants by Year
| | | | | |
|School Year |2004 * |2005 * |2006 |Total |
| | | | | |
|Number of Participants |177 |162 |153 |493 |
* - with Instructional Technology Program
At Apadaca St. Elementary School, the average class size for fifth grade is 31 students. In Table 3.2, Apadaca Street’s population is identified. The ethnic population consists of 79% Latino, 15% White, 3% African American, 1% Filipino, and 1% Asian. Less than 1% of the students are American Indian and Pacific Islander.
TABLE 3.2
Apadaca Street Elementary School’s Ethnic Population
|Ethnicity |Apadaca |State Average |
|Hispanic or Latino |79% |48% |
|White, not Hispanic |15% |30% |
|African American, not Hispanic |3% |8% |
|Filipino |1% |3% |
|Asian |1% |8% |
|American Indian or Alaska Native | ................
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