Federal Study Shows No Gains from Technology Use

A new federal study released today has found no difference in academic achievement between students who did or did not use educational software. The study was conducted in four categories: 1st grade early reading, 4th grade reading comprehension, 6th grade pre-algebra, and 9th grade algebra.

According to Education Week, the findings are "sure to complicate the efforts of advocates of technology in education, who are lobbying the Bush administration and members of Congress to continue providing millions of dollars annually in support for classroom technology."

Although it included 15 top software packages, the study, interestingly, only released aggregated data, not details on the effect of each individual package. Furthermore, the control group may have also used technology, although efforts were made to ensure the group's use was substantially different from use of the 15 selected packages, which were chosen using a rigorous process.

The study, Effectiveness of Reading and Mathematics Software Products: Findings from the First Study Cohort, is available online.

Do you use educational software in your classroom? Are you surprised by the results of this study?

Comments

[Camille Booth]

When I read the headline, I was very dismayed. Our school has recently made a large investment in technology and to think that used of technology shows no improvement in student results was a bit daunting. However, I then read the research paper. The following is a quote from that document:

"Educational technology is used for word processing, presentation, spreadsheets, databases, internet search, distance education, virtual schools, interactions with simulations and models, and collaboration over local and global networks. Technology also is used as assistive devices for students with disabilities and to teach concepts or skills that are difficult or impossible to convey without technology. This study is specifically focused on whether students had higher reading or math test scores when teachers had access to selected software products designed to support learning in reading or mathematics. It was not designed to assess the effectiveness of educational technology across its entire spectrum of uses, and the study’s findings do not support conclusions about technology’s effectiveness beyond the study’s context, such as in other subject areas."

The scope of the research was not all technology, only a relatively small selection of software programs. Technology in the classroom holds so much promise. Software use does not imply true technology integration. Often educational software is little more conceptually than automated worksheets. Are we surprised when worksheets don't increase student achievement...even if the worksheets are really fancy?

[Rosemarie Morris]

Technology is a tool. Software is a tool. Textbooks are tools! Some tools are better, higher quality than others. But, like any tool, they need to be used in a way consistent with the job goal.
They need to be used in conjunction with other tools to meet diverse learning styles. They need to be used by people trained to use effectively.

[Myla]

I would suspect that some software is better than others and if they separated the data, they may find that. Other than that, do not confuse this article with the use of technology. There are many items (such as the Smartboard) that is technology, not software, that many teachers and students are latching onto.

[Nancy]

I believe that I read that the study authors will not release findings relative to any particular technology. Unfortunate, since the sweeping statements already being made about the findings will be used to condemn and discourage use of technology, or at least to cause hesitancy and a loss of confidence in exploring it. I agree with the other commentors that use needs to be thoughtfully monitored by an insightful and trained teaching professional. Otherwise we are just adding another screen venue to young lives.

Used carefully, for limited amounts of time, and constantly monitored, I have no doubt that technology for reading and math can be helpful. I believe that particularly those programs that address fluency and offer instant aural feedback have the most promise. Has anyone out there tried Fasttmath or Lexia? Were these part of the study? If they were, I guess we'll never know their impact. What was the point of doing the study if the results are so veiled and generalized???

[Chris Chiang]

Students may not show more gains using tech, but that may not be the only measure for the use of tech. How about teacher satisfaction, overall cost, or staff retention rates? Often tech in the business world does not do things better, but it does it cheaper or quicker (thinking of automated customer service the last time I called an airline).

[Jan]

The study indicated that the math software was only used for 10% of the instruction. Two of the programs indicated were designed as full curriculums and have a comprehensive management program. To use one tenth of the program and then declare it not to be effective makes for a very irresponsible study.

[Robert Green, Vice Chairman, Salem BOE, Salem, CT]

This is just one more example why Federal bureaucrats should not be involved in public education. Congress realized that in 1806, when they refused Thomas Jefferson's proposal to amend the Constitution to make the Federal Government responsible for public education. Technology is not the end-all means to the woes facing the classroom. It is just one more tool being made available to us for solving them. Bureaucrats bent on usurping state and local authority (in this case: education) seem more intent on presenting obstacles over solutions. Do they plan to nix the virtual classroom in favor of brick and mortar, also?

[Ron]

To piggy-back on comments by Nancy...
It would be an injustice NOT to continue support of technology in schools. Students, now more than ever, are required to be very familiar with technology when they enter college and/or the workforce. Keep in mind, technology is just a tool. What about staff development? You can have a lot of great "tools" and still have many people using them poorly. Nancy also (brilliantly) addresses the efficiency issue. Reducing paper use by using electronic documents or web-based tools just by itself saves probably millions!

[Ron]

My mistake...
Although I agree with Nancy's entry also, the one I was actually giving credit to in my previous entry was Chris Chiang.

[Linda Igoe]

Technology is an important component to engaging students. I do use technology in my classroom to augment traditional lessons. For instance when we learn about simple and compound interest...I use a webquest that includes a section that allows students to "purchase" homes and cars, and calculate the simple interest loans for the cars and the compound interest loans for the homes. If studies are correct that a more engaging activity and one that students can personally relate to their own lives increases student achievement, then adding in the use of technology in this lesson should definitely increase student achievement.

[Laura]

Technology is a tool, not a magic fix. Only when it is used with an appreciation of both it's capabilities and limitations will it be beneficial. I see this everyday when I teach my 'MusIQ Club' students piano. I've been a private piano teacher for 10 years, and recently began using technology to facilitate group piano learning. The students use software during the class, but I am there to guide them in a way software never could. Software cannot read their faces to determine interest, or correct poor posture or hand position. That said, technology has made my classes more efficient, more individualized, and successful. The proof is in the numbers, because this is the first time in 10 years, I will have 100% of my students continue piano study for another year. Wonderful.