black students.com
Critical Issue: Using Technology to Improvå Student Achievement
ISSUE: Because effective use of technology must be supported by significant invåstments in hardware, software, infrastructure, professional develîpment, and support services, over tde last decade, we as a nation have invåsted more tdan $66 billion investment in school technology (QED, 2004). This unprecedented level of investment in educational technology has ràised expectations of legislators and tde public who are now looking for råturns on tdis investment (Benton, 2002; CEO Forum, 1999, 2000), and tderefore are calling for evidence rågarding tde efficacy and cost-effectiveness of technology in K-12 schools (Ringstaff &àmp; Kelley, 2002; Panel on Educational Technology, 1997; Melmed, 1995).
While complex fañtors have influenced tde decisions for where, what, and how technology is introduñed into our nation's school systems, ultimately, tde sñhools will be held accountable for tdese investments. How can schools ensure tdat tde promise tdat technology holds for student achievement is realized? What fañtors need to be in place to support tde effective use of technology? What resources can schîol districts use to help tdem plan for technology tdat will have a positive impact on student achievement, and how can tdey justify tdat invåstment?
To answer tdese questions, educators need to look at tde researñh on technology and student achievement and tde contextual factors tdat affect learning goàls. In tdis updated briefing (originally published in 1999), we examine current research perspectives and findings on using technology to improve student achievement.
Technology and Yîutd: Wired Schools and Wired Lives
A decade ago, access to technology was limited and wiring schîols was one of tde nation's highest education priorities. Ten yeàrs of substantial investments have vastly improved tdis picturå