The document discusses research showing the positive effects of technology use in K-12 education. It finds that technology use is linked to improved student achievement in basic skills and higher-order thinking, particularly benefiting special learners. Technology allows for differentiated instruction and increases student motivation. It also helps develop 21st century skills needed for future success. While data is sometimes conflicting, meta-analyses and studies show technology facilitates learning when used appropriately.

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Running Head: POSITIVE EFFECTS OF TECHNOLOGY USE
The Positive Effects of Technology Use in K-12 Education
Susan M. Ferdon
Boise State University

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Abstract
Research and meta-analyses show that technology use in K-12 settings has a positive effect on
student achievement of basic skills, higher order thinking and is particularly effective for special
learners and has been linked to increases in student motivation. Teacher ability to differentiate
instruction and provide opportunities for improved communication and collaboration, through
technology use, has a positive effect on the development of 21st century skills that will enable
students to achieve greater success in the workforce.

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The Positive Effects of Technology Use in K-12 Education
Each year, school districts across the country spend a large portion of their budgets on
hardware, software and infrastructure improvements. Critics and proponents alike seek
assurance that monies allocated for technology are well spent and that student education is
positively affected by the investment. Data regarding the effect of technology on student
achievement is sometimes conflicting, so one must be mindful of the limitations of that research.
“Technology effects are difficult to assess in schooling, because technology is generally not a
direct cause of change but rather a facilitator or amplifier of various educational practices”
(Lesgold, 2003, p. 2). Further, high stakes assessments are not adequately aligned with
objectives and fail to accurately measure 21st century skills (CEO Forum, 2001, Fouts, 2000,
Protheroe, 2005). Despite the challenges, existing research and meta-analyses show that
technology use in schools can positively affect student achievement, allow for more effective
differentiation of instruction, and better prepare students for the challenges of the 21st century
workplace.
In studying the impact of technology on student learning, research relating to student
achievement produces quantifiable data supporting the use of technology in education. In his
analysis of available research, Schacter (1999) determined that “students with access to (a)
computer assisted instruction, or (b) integrated learning systems technology, or (c) simulations
and software that teaches higher order thinking, or (d) collaborative networked technologies,
show positive gains in achievement” (p. 9). Meta-analyses included in Schacter’s report show
that educational uses of technology have a positive effect on student achievement, specifically
relating to basic skills, higher order thinking, special learners, and students motivation.
As noted by Valdez et al. (2000), the educational use of computers has gone through

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phases, the first of which included drill and practice software. The positive effect of computer-
based instruction (CBI) was noted at Patriot High School in 2001, when it was part of a course
for 10th grade students at risk of failing the state competency exam for math. The passing rate
for students at PHS increased 44 percentage points compared to 28 statewide. “A significant
correlation was identified between the MCAS scores and the program usage data, with student
CBI module mastery correlated with higher MCAS scores” (Hannafin & Foshay, 2008, p. 147).
Studies have also found that computer enrichment programs have a positive effect on writing
skills and that word processing programs that include “prompts could amplify the benefits of
word processing” (Kulik, 2003, p. vii). Kulik (2003) goes on to note that Grejda and Hannafin’s
study “found significant differences for both mechanical and organization revisions in favor of
the students who used word processors” (p. 41).
Benefits of technology are not, however, limited to development of basic skills. In
Weglinsky’s (1998) statistical analysis of the 1996 National Assessment of Educational Progress
(NEAP) in mathematics, results indicated that the use of technology for higher order thinking is
positively related to academic achievement. “In eighth grade, students using computers for
higher-order thinking skills show gains of .42 of a grade level (Weglinsky, 1998, p. 30).
Moreover, Waddoups’ (2004) analysis of 25 comparative studies found that “technology
integration is most effective in the context of inquiry-based classroom instruction; the impact is
especially pronounced in developing students’ higher-order thinking skills” (p. 3). Research
regarding simulations, interactive video software and educational computer games are just a few
of the examples supplied that substantiate the assertion that “research and evaluation shows that
technology tools for constructing artifacts and electronic information and communication
resources support the development of higher-order thinking skills” (Crandler et al., 2002, p. 48).

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As Crandler et al. go on to say, advantages of technology use are not limited to high
achieving students. Disadvantaged students who took part in the Higher Order Thinking Skills
(HOTS) Program “achieved twice the national average gains on reading and math scores”
(Crandler et al., 2002, p. 49). Sivin-Kachala and Bialo (2000) report that students with learning
disabilities, as well as low-achieving students, from preschool through higher education have
been found to make greater progress and achieve higher levels of academic success in reading,
writing and math with the aid of technology. Sivin-Kachala and Bialo (2000) cite Swan in their
listing of the advantages of computer-based instruction for the educational disadvantaged:
(1) it is ‘perceived by students as less threatening than traditional instruction’; (2) it
provides ‘extensive drill and practice with immediate feedback’; (3) it offers individualized
diagnosis of student strengths and weaknesses; and (4) implementation of such
instructional systems ‘provides students with greater academic support’ (p. 40).
Not only has technology proven to be effective, findings indicated that use of technology for
remediation and support can be “a cost-effective alternative that can significantly enhance LD
student performance in a variety of areas” (Sivin-Kachala & Bialo, 2000, p. 39).
Individuals with learning disabilities are not the only ones that find technology to be a
motivating factor. The Apple Classrooms of Tomorrow (ACOT) research and development
study has shown that in high schools, “when technology is a routine part of their school
experience, student attendance improves and dropout rates decline” (Apple, 2002, p.3). As noted
by Crander (1994), students who are deemed “at risk,” demonstrate increased confidence and
improved attitudes. In an analysis of research and a review of literature, “educational technology
has been found to have positive effects on student attitudes toward learning and on student self-
concept. Students felt more successful in school, were more motivated to learn and had
increased self-confidence and self-esteem when using computer-based instruction” (Sivin-
Kachala & Bialo, 2000, p. 11).

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Some conclude that one reason technology use increases student motivation is that it
allows for greater differentiation of instruction. From math students at Patriot High School to
students in the HOTS program, technology has been selected and utilized to meet individual
student needs. Text, audio and visual formats of technology tools take advantage of students’
individual learning styles and recent learning theory research, focused on dual coding, cites the
benefits of multimodal learning. “When the average student is engaged in higher-order thinking
using multimedia in interactive situations, on average, their percentage ranking on higher-order
or transfer skills increases by 32 percentile points over what that student would have
accomplished with traditional learning” (Metiri, 2008, p. 14). Technology use that meets
individual needs, is directed toward student learning preferences, and also takes advantage of
new understandings in learning theory, can prove a powerful combination.
For students whose needs are not met with a traditional classroom format, distance
learning has proven to be an effective alternative (Smith, Clark & Blomeyer, 2005). The
National Technology Education Plan of 2005 includes seven action goals, one of which is for
school districts to provide e-learning opportunities for their students and e-learning training for
their teachers. While earlier reports found online learning to be at least as effective as face-to-
face instruction, “in recent applications, online learning has been modestly more effective, on
average, than the traditional face-to-face instruction with which it has been compared” (U.S.
Department of Education, 2009). In addition to online and hybrid instruction, web resources are
being increasingly used as part of more traditional, face-to-face instruction.
Though examples indicate that technology, as a learning tool, can have a positive effect
on student achievement, the use of technology as a data tool and enabling force will help to
prepare students for the workforce. Proponents of 21st century skill development note that

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effective communication and collaboration skills are necessary for success in an ever-changing
global economy. Technology use for communication and collaboration provides rich educational
opportunities not possible with traditional instruction alone. “When used appropriately,
computer technology in classrooms stimulates increased teacher/student interaction, and
encourages cooperative learning, collaboration, problem solving, and student inquiries”
(Stratham & Torrell, 1996, p. 42). In 2003, NAEP was used as a vehicle for problem solving in
the Technology-Rich Environments (TRE) study. While this was an exploratory study of
technology’s role in the assessment problem solving, “study outcomes suggest that we can
successfully measure aspects of 21st century skills that cannot be measured on paper” (Bennett,
Persky, Weiss, & Jenkins, 2007, p. 6). Thus, technology can both enable development of
problem-solving skills and measure the degree to which those skills are attained.
Research cited throughout this report show that technology use in schools positively
affects student achievement, allows for more effective differentiation of instruction, and better
prepares students for the challenges of the 21st century workplace. Technology use has a positive
effect on student achievement of basic skills, higher order thinking, is particularly effective for
special learners, and has been linked to increases in student motivation. However, technology is
not solely responsible for positive impacts on student learning. Proper implementation,
extensive teacher training, and technical support are cited as key to successful integration of
technology (Fouts, 2000, Metiri, 2006, Protheroe, 2005, Sivin-Kachala & Bialo, 2000, Stratham
& Torrell, 1996, Sweet et al., 2004, Valdez et al., 2000, Waddoups, 2004, Weglinsky, 1998).
Technology can provide teachers with tools, data and means to engage their students, but
“teachers, not technology, are the key to unlocking student potential. A teacher’s training in,
knowledge of, and attitude toward technology and related skills are central to effective

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technology integration” (Protheroe, 2005).
Current research has found technology to have positive effects on many aspects of K-12
education, but more information is needed to take full advantage of all that technology has to
offer. While research studies should to be replicated to better determine the accuracy of the
results, no two schools or classrooms are alike, which makes replication difficult and impractical.
Though research in education is often problematic, results are valuable nonetheless. Studies are
often limited to one group of learners in a unique learning situation, but researched-based
changes can be implemented with a test groups prior to initiating more substantive changes.
There is an ongoing need for data to drive decision-making and curricular planning, and research
at the classroom level, in the form of curriculum-based measures, can help to guide technology
integration and drive educational planning.

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