Running Head: TECHNOLOGY



Running head: TECHNOLOGY

Implementing Technology in the Classroom: A Literature Review

Student Name

Delta State University

Implementing Technology in the Classroom: A Literature Review

There has been much discussion in education about the need for implementing technology in the classroom. The use of instructional technology is becoming more important in assessing the effectiveness of educational programs. However, one should not be premature to place so much emphasis on the importance of instructional technology because the effectiveness of instructional technology has received mixed reviews in research (Branton & Lee, 2003; Hutchens, 2004; Li, 2005). This paper will examine the results of aforementioned studies to explore the effectiveness of using technology in classrooms.

Summary of Research Studies

Branton and Lee (2003) conducted a causal-comparative study that compared the performance outcomes in traditionally taught undergraduate and graduate college courses to performance outcomes in classes that used student-developed Microsoft PowerPoint presentations. Hutchens (2004) conducted an experimental study that compared student performance in traditionally taught college courses versus student performance in technology-rich courses that utilized complete or partial notes. Li (2005) conducted an action research study that explored the impact of integrating technology in a college course and how it affected student teachers’ beliefs about geometry and attitudes toward educational technology.

Findings

The three studies yielded mixed results in regard to using technology in the classroom. For both undergraduates and graduates, Branton and Lee (2003) compared the final grades for a traditional course and a course in which students developed PowerPoint presentations. For graduate students, a t-test indicated that final grades were significantly higher in the PowerPoint condition ( p < .03). However, undergraduate final grades did not significantly differ as function of course type.

In Hutchens (2004), a 3 (course type: traditional, technology-complete notes, and technology-partial notes) X 2 (gender: men and women) ANOVA indicated a significant interaction between course type and gender (p < .05). Specifically he found that final grades were significantly higher in technology-assisted courses that utilized partial notes. Student final grades in technology-assisted courses that used complete notes and traditionally taught courses did not differ. Also, women performed significantly better in traditionally taught courses than men. However, gender differences were not evident in the technology-assisted courses. Additional analyses indicated that student absences were low in all conditions and did not significantly differ. Hutchens also indicated that there were no gender differences in WebCT usage (i.e., hits and items read), and that the number of WebCT hits and items read was positively related to student performance. Conversely, he found student absences were inversely related to student performance.

Li (2005) found that student teachers’ attitudes toward using educational technology were positively changed as a result of his implementation of student-developed PowerPoint presentations illustrating geometrical concepts in real world situations and online threaded discussions of topics related to teaching geometry. Also, the multimedia geometry project positively affected the student teachers’ attitudes toward geometry and teaching geometry. The researcher described three case studies to show the impact of using educational technology. Each case depicted a student teacher that initially felt negatively towards geometry and teaching geometry. By the end of the course, each student teacher felt more comfortable with geometrical processes and innovative methods involving technology to teach their future students.

Even though the three research studies in this literature review advocated the use of technology in classrooms, each researcher developed different methods to implement educational technology. Branton and Lee (2003) and Li (2005) used student-developed projects that utilized technology in their college courses. Through the use of WebCT, Hutchens (2004) provided a teacher-developed organized framework of notes in which 60% of the content was deleted (i.e., partial-note condition), and required students to complete the rest of their notes. Also, Li and Hutchens used online discussion groups to engage students in critical thinking about course material, whereas Branton and Lee only used PowerPoint presentations that covered the course material. Every researcher demonstrated that student involvement, either by completing partial notes or by completing a full project and presenting to the class, was essential for students to synthesize information.

Conclusions and Implications

When teachers flood students with a technology-enriched environment, greater levels of achievement are not necessarily guaranteed. Hutchens (2004) demonstrated that the use of technology by itself is not effective unless it is used the correct way. His partial-notes provided students with an organized structure to generate the majority of the course notes (i.e., generation effect), and to increase understanding and synthesis of the material. Li (2005) provided an excellent example of the generation effect when he had his students create PowerPoint slide shows that utilized his students’ new knowledge about geometrical concepts. Li also states that face-to-face interaction in the classroom compliments the online forum of the discussion board. Branton and Lee (2004) believe students will retain greater amounts of knowledge if they create their projects.

Evaluation and Insights

Instructional technology is the current hot topic, both in journals and in classrooms. Huge amounts of money in school districts are being allocated towards the acquisition of instructional technology. However, I have found through my review of these articles, acquisition alone will not be the panacea for the problems in education today. I now know that I need to provide opportunities for student involvement when implementing technology. This not only fosters synthesis, but also relieves the burden to the teacher in providing a perfect, ready-made project or presentation.

Summary

Countless research hours have been spent in search of different ways to foster learning in students. Through the use of effective instructional technology implementation, educators now have another tool for student achievement. Using this tool appropriately will help students achieve academic success.

References

Branton, C. B., & Lee, S. P. (2003). Student learning compared through the use of student PowerPoint presentations and traditional teaching methods, Delta Education Journal, 1, 11-15.

Hutchens, S. A. (2004). Investigating appropriate uses of instructional technology: Is technology-assisted instruction effective? Delta Education Journal, 2, 9-19.

Li, Q. (2005). Infusing technology into a mathematics methods course: Any impact? Educational Research, 47, 217-233.

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