norma jordan_research synthesis paper

8/3/2019 Norma Jordan_Research Synthesis Paper

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Norma JordanResearch Synthesis Paper EDTECH 501

Technology touches almost every part of our lives, from our communities, our

homes, to daily business life. In the last decade the growth has been immense, leaving us

wondering what will happen next. While the business world in particular finds new ways

to increase productivity with technology, the school system is making some progress, but

lagging behind. New tools and devices are emerging continuously and therefore changing

the way the world works. Technology integration is essential for the future of teaching

and learning. Properly used we know technology will enable students to thrive and

succeed in the ever changing and technology dependent world.

So, why is technology in schools so important? We know that technology has

increased productivity and access to information for the business world; and can do that

same for our schools. It allows students to reach out into the world and learn about

anything they desire. Not long ago access to information was more difficult. If oneneeded information they had to go to outside sources such as the library and research

articles or check out books. The information that one could gather was limited by the

information that local resources had; now when one needs to learn something we get on

the Internet, where access to information is limitless. The Internet contains the most up-

to-date research and information that is accessible, and contains information from all over

the world. A good portion of the population has access to this resource within their own

homes, and others can gain access at school and at the local library. A wealth of

information at our fingertips can only increase student learning and student knowledge

base. Now is time to take this to the next level. Most all schools have Internet access



and computer labs, how can these resources be used more efficiently to help the students

today and students of the future? Increased technology integration will provide

exponentially more information into the hands our students. If used correctly technology

can and does enhance learning.

So, the unanswered question is why are schools lagging behind? We can see the

transformation of productivity in the business world, why have we not grabbed the suit

tales to follow along. Well, the answer is we have been trying, but two issues face school

districts. The first is cutbacks in funding. These cutbacks make it more difficult to

provide teachers with the resources that they need. Another factor is that use of technology within schools is controversial. Some say that there is no doubt it enhances

learning, while others report that there is little evidence to back that statement up. Many

communities are not supportive of helping fund technology in schools because the

businesses feel that schools do not use what they have very effectively. In this paper I

want to prove to you that it can be effective and explain why at times it hasn’t been.

It is clear that the use of technology does promote student learning. Not only are

students more engaged when technology is used in their classes, but there has been much

research done reporting that learning moves from teacher directed to more student and

self directed learning. In their study, Moallem, Kermani & Chen (2005) found the

handheld wireless devices in classrooms did just that. “Instructors’ and researchers’

reflection and observational notes indicated that in all three courses, using HWC’c for

delivering instruction changed the class dynamics from a primarily lecture-driven, large

group discussion to a more interactive and student-involved learning environment...the

HWC’s helped students become more engaged during instruction and encouraged



students to participate more actively during discussion and team activities.” (Evaluation

and Results Section, para. 1) This same study found that the quality of student discussion

was improved, and an attitude survey revealed that students felt that the courses had

enhanced their levels of involvement during the instruction and improved their

motivation.

Another study conducted by Krentler &Willis-Flurry (2005) “students use of

technology clearly influenced actual student learning. Students using the technology

offered in the course benefited from the use through increased learning, as demonstrated

by stronger course performance.” (Discussion Section, para. 1) Both of these studiesaddress student learning at a university level, but we can also see gains at every level 1 st-

12 th. As seen in the following research done by Knezek & Christensen (2003) “Data

gathered from 25 rural public school districts in Texas during 2002-2003 indicate that

Key Instructional Design Strategies (KIDS) project professional development and

technology-intensive classroom learning activities were effective in fostering reading

accuracy at the first- and second-grade level and reading comprehension at the second-

grade level.” (Summary and Conclusions Section, para. 1)

With evidence like the above we can see that technology in classrooms does make

a difference, so why do we still see controversy? Out of the research that has been done

to this point, it has been found that when the teachers have been trained in technology

that technology does improve learning, but where the teachers have not been trained there

is little evidence of improved performance The link that may be missing is having

teachers who know how to use technology to enhance learning. Having trained teachers

who know how to use these devices, and know how to teach with them is one of the most



important factors. . If we take a look at this from a different perspective, a school

would not ask an English teacher to teach Chemistry unless they were also certified in

that area, yet we ask teachers to use technology without the proper preparation. These

two ideas are very similar; teachers need the appropriate training to be effective in

teaching with advanced devices. In their study, Keengwe and Anyanwu (2007) found

that “as technology advances, there is a growing need to train faculty in more recent

computer applications to enable them to work more effectively with their students and

peers across campus.” (Recommendations Section, para. 3)

While studying this subject many articles discussed this same need. It has beenfound over and over again when the teachers are trained in technology use, student’s

success rates increase. In contrast, there is little evidence that technology is useful if the

teacher lacks the skills to teach with technology. It would seem that many schools have

not seen the bigger picture. While they may write grants for technology tools and

actually get access to those tools, they do not put enough time, energy, and money into

training those who will need to use the tools. This lack of training is what has kept

technology use from being effective. A U.S. Department of Education (2000) report

indicates that:

Teachers must be comfortable with technology, able to apply it appropriately, and

conversant with new technology tools, resources, and approaches. If all the

pieces are put into place, teachers should find that they are empowered to advance

their own professional skills through these tools as well. (p. 39)

Step one in technology being effective is the proper training of teachers. “When

teachers are properly trained and have the proper equipment and necessary support,



technology does make a difference.” (Johnson &Maddux 2007, “Effectiveness of

Information Technology in Education,” para. 14). The school system has made

improvements towards the inclusion of technology. School districts across the nation are

developing Technology Use Plans to help them with integration. It would seem that

schools are catching on; all of the plans that I have reviewed included a portion for

teacher development. Not only is teacher development a necessity, but teacher attitudes

need to be changed also. Many teachers are afraid of using technology because it is so

unfamiliar to them. The training needs to work towards changing the attitudes as well as

the knowledge of the teachers. Many teachers are intimidated by technology and it iseasy to see why, especially since students can use it more effectively then teachers a lot

of the time. What example does the intimidation show to their students? That if

something is hard or unfamiliar we should avoid it? We are consistently asking students

to step out of their comfort zone to learn new things; teachers need to be willing to do the

same. Challenges within technology are inevitable, and back up plans are important

because of these challenges, but it is how we approach those challenges that will make

the difference in how successful we are as individuals and professionals.

Teacher attitude makes a huge difference, but if they intend on being successful

instructors, they have to prepare students to approach new technology with a ‘can do’

attitude. As teachers remove themselves from their comfort zone and begin

experimenting with the opportunities technology brings, they will see how engaged

students become in technology based projects, they would see that behavior issues

decrease and the class is able to run more smoothly in many cases. This makes up for the

challenges that technology brings.



As the research above indicates, technology based learning is a necessity.

Schools can no longer lag behind. We need to prepare our students for a future that will

use more and more advanced technology. It is our jobs as educators to prepare these kids

to enter the work force as competent participants in an ever-changing world.



Bibliography:

Archived: The power of the internet for learning: Moving from promise to practice(Report by the Web-Based Education Commission) (html page). (n.d.). .

Retrieved December 6, 2010, fromhttp://www2.ed.gov/offices/AC/WBEC/FinalReport/index.html

Johnson, D. L., & Maddux, C. D. (2007). Introduction: Effectiveness of informationtechnology in education. Computers in the Schools, 24(3/4), 1-6.doi:10.1300/J025v24n03-01

Keengwe, J., & Anyanwu, L. (2007). Computer technology-infused learningenhancement. Journal of Science Education & Technology, 16(5), 387-393.doi:10.1007/s10956-007-9067-1

Krentler, K. A., & Willis-Flurry, L. A. (2005). Does technology enhance actual studentlearning? The case of online discussion boards. Journal of Education for Business,80(6), 316-321. doi:Article

Moallem, M., & Kermani, H., Sue-jen Chen. (2005). Handheld, wireless computers: Canthey improve learning and instruction? Computers in the Schools, 22(3/4), 93-106.doi:10.1300/J025v22n03-08

norma jordan_research synthesis paper

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