The Research Says… Technology improves student performance when the application directly supports the curriculum objectives being assessed. Technology improves performance when the application provides opportunities for student collaboration. Technology improves performance when the application adjusts for student ability and prior experience, and provides feedback to the student and teacher about student performance or progress with the application. Technology improves performance when the application is integrated into the typical instructional day. Technology improves performance when the application provides opportunities for students to design and implement projects that extend the curriculum content being assessed by a particular standardized test. Technology improves performance when used in environments where teachers, the school community, and school and district administrators support the use of technology.
Johnny goes to the computer lab every Wednesday. He learns word-processing, spreadsheets, and how to create pictures with a paint program. A computer teacher taught him keyboarding last year. He expects to take keyboarding again before the end of the year to be able to type even better.
Johnny is also putting together a great slide show on UFO's. It's his first quarter computer project. Johnny would like to use computers more, but the lab is usually full with other classes.
However, Johnny's classroom has a computer this year, so when he finishes his math assignments, his teacher lets him play "SimCity" or "Math Blaster," or sometimes make a crossword puzzle with his vocabulary words. He really likes playing the new "Oregon Trail." Even though they studied the westward movement last year, "Oregon Trail" is still fun and interesting. Johnny has discovered he really likes computers, so next year he has signed up for the two new classes, robotics and an html web design course.
Michelle uses a computer in her classroom or in the computer lab to help her with her schoolwork. Because she is having trouble with equations, her teacher suggests special drill and practice software when she is in the lab.
When their class goes to the library, Michelle and her friend, Sophia, research their earth science report together with on-line research tools. Her science teacher made a research "template" on disk and expects it to be completed when the class goes to the writing lab tomorrow. In the computer lab, a special software program prompts them through scientific report questions. Their prompted answers import into a word processor, a spreadsheet graph of their collected data is inserted in the document, and finally a spelling checker is used before their assignment is printed out. Michelle is glad to have these tools to make her schoolwork even better.
Jose, Ruby, and Gregory have chosen to design a school project that will research a riverfront development that expects to build on a landfill. They plan to present their findings to the mayor's planning commission at the end of the term. After their civics, science, language arts, and math teachers approve their second semester community project connected to learning standards and an assessment process, they begin the collaborative task of researching the environmental and economic development issues that will help to formulate a recommendation.
They are able to do their work from school, the community library, home, and their local college by using laptops with modems to connect to each other and to resources as needed. On-line digitized text and graphic resources support their research. They also video teleconference with a network of researchers their teachers joined last year, and use a database tool designed for group resource sharing. With continuous review and guidance by their teachers and some peer technical assistance in preparing their presentation with multimedia tools, they complete their project. When the team finally presents its findings, the planning commission values and utilizes the knowledge created by this student team while deciding the city's zoning issues. The students' findings and successes will be published electronically on an environmental home page on the town's website for others to reference in the future.
Literacy, Adapting, or Transforming? A chemistry class takes samples of water from the different water sources in the community. They then test and analyze the samples to find which is the safest water to drink. Students create a PowerPoint presentation to the community to share the information.
As part of your nutrition and the human body unit, your third grade class decides to keep track of the total calories and fat grams the students consume daily during breakfast, lunch, dinner, and snacks for one week. Students are encouraged to read labels on products and nutrition tables at fast food restaurants. The students will create individual spreadsheets including totals for each meal of the week to determine which days and meals are the healthiest. The students will create a bar graph to illustrate the data in their spreadsheets. Students share results within their class.
Answer - Adapting Why? Create spreadsheets…. Determine which foods are healthier…. Create graphs to illustrate…. Share results within the class…. Why not Transforming? ---Did not share outside the class
Progress through the Spectrum 5th grade students learn to take pictures with the digital camera. How can we move it to Adapting? How can we move it to Transforming?
The Research Says… Technology is most effectively integrated into instruction when educators and education decision makers review and analyze the content of technology applications to determine alignment with curriculum content standards and technology standards. Teachers are motivated to develop their own technology skills when professional development links technology applications to specific curriculum goals.
National Education Technology Standards for Students
Technology Capable Kids
Essential Conditions to Make it Happen
NETS-S Standard I. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
NETS-S Standard II. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
NETS-S Standard III. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.
NETS-S Standard IV. Critical Thinking, Problem-Solving, and Decision-Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
NETS-S Standard V. Digital Citizenship Students understand human, cultural, and societal issues relate to technology and practice legal and ethical behavior.
Determine where each scenario falls on the ETP Technology and Learning Spectrum
Is it Literacy?
Is it Adapting?
Is it Transforming?
Students learn and practice new letter combinations in their keyboarding class.
Students practice math facts using MathBlaster software program.
The local landfill is nearing its capacity to hold garbage. Groups of junior high science students are asked to research different recycling programs and how they would benefit the community. They must create a PowerPoint presentation and share their findings with City Council. They must persuade City Council and the community to implement a new recycling program.
Students learn to use Excel to chart data in their Computer Applications class.
Students work in small groups to collect information about explorers and present their findings to classmates using Tom Synder TimeLiner software.
Students use a word processing program to type their final reports for an English assignment.
Students take turns using Oregon Trail at computer pods in the back of the classroom during their westward expansion unit.
A teacher shows video clips as examples during her presentation about the Vietnam War.
Students use online resources to obtain state flags, birds and flowers for their multi-media state reports.
Accelerated Reader is used to motivate reluctant readers and track the number of pages read by students during the semester.
A high school Psychology class identifies a growing school behavioral problem. Using various technologies, they investigate national responses to similar issues, conduct an on-line community survey, and report their findings with recommendations for policy changes to the School Board.
Students investigate video and Internet resources to develop a multimedia report of a current controversial issue.
A student group works with a community agency to design and maintain a Spanish-based community web site.
Students create and post online QuickTime video clips to demonstrate and teach science concepts to other students.
The Research Says…Compares to the Spectrum Technology improves student performance when the application directly supports the curriculum objectives being assessed. Technology improves performance when the application provides opportunities for student collaboration. Technology improves performance when the application adjusts for student ability and prior experience, and provides feedback to the student and teacher about student performance or progress with the application. Technology improves performance when the application is integrated into the typical instructional day. Technology improves performance when the application provides opportunities for students to design and implement projects that extend the curriculum content being assessed by a particular standardized test. Technology improves performance when used in environments where teachers, the school community, and school and district administrators support the use of technology.