The report to Congress on the effectiveness of reading and math technology products is finally out. And the findings are interesting, to say the least. The study found no significant difference in test scores between classrooms using the math technology products and those that did not. In reading, the only significant differences were in classes with smaller student-to-teacher ratios and in fourth-grade reading where teachers used the technology product extensively. So what does all of this mean, if anything?
First, further studies need to be undertaken. The sample size of products and classrooms was too limited, with fewer than 500 teachers nation-wide, and only four products tested. Secondly, the study was done in 2004, making the technology three years old. A lot can and does change with technological products in three years. And lastly, the study proves an old adage that the ability of the user is more important than the tools the user has. To use a sports analogy, the best tennis player in the world using an old wooden racket from 50 years ago is still going to beat an average guy off the street, even if the average guy has the most advanced racket of today. To translate this to the classroom, an experienced teacher with limited technology will do a better job than a novice teacher with all the latest gadgets.
Technology clearly has a place in the classroom. The world is becoming more and more high-tech, and children must be exposed to computers, the Internet, and other tech tools they will be using when it is time for them to enter the work force. While those of us who produce technology-based educational products would have preferred to see the study definitively show that technology improves scores, the fact that the scores were no different does show technology-based programs can be just as effective in teaching, while offering additional advantages. For example, a program like Raz-Kids offers students one-on-one modeled reading, and a program like Vocabulary A–Z saves teachers time and storage space, because lesson plans and worksheets can be quickly generated and stored on a teacher’s computer.
I am glad the study was finally published, and I hope its release was not delayed for political reasons, as suggested in the April edition of E-School News. I also hope Congress keeps the Enhancing Education Through Technology state program in the budget, despite the President eliminating it from his proposal once again. I think future generations will only benefit from being exposed to technology as early and as often as possible.
My students are using wheelchairs. In order to use a big screen and have it interactive (SMART Board) we needed a wheelchair accessible SMART Board - we got it! It's MerlIT. What a difference! Access is number one before information can be processed. Can they read large print books now? Come and see what a difference technology makes.