DO text scores justify the tech money?

“Examining the Relationship between Students’ Mathematics Test Scores and Computer Use at Home and at School.” O’Dwyer, L.M., Russell, M., Bebell, D., and Seeley, K. : 

“Examining the Relationship between Students’ Mathematics Test Scores and Computer Use at Home and at School.” O’Dwyer, L.M., Russell, M., Bebell, D., and Seeley, K. Critique by Christopher Ramsey AEET/EDET 780 May 18, 2008 O’Dwyer, L.M., Russell, M., Bebell, D., & Seeley, K. (2008). Examining the Relationship between Students’ Mathematics Test Scores and Computer Use at Home and at School. Journal of Technology, Learning, and Assessment, 6(5). Retrieved 16 May 2008 from http://www.jtla.org.

Introduction : 

Introduction The study was made to support financial decisions to improve academic achievement in standardized testing with educational technology. 13 billion dollars invested. Average student-to-computer ratio 4:1 (125:1) Investment yielding satisfactory results?

Study Methodology : 

Study Methodology Focused on the relationship between 4th grade math achievement and technology use at home and at school. Utilized student standardized test scores Teacher and student surveys 986 students (55 classrooms, 25 schools, 9 school districts in MA)

Student response : 

Student response

Teacher response : 

Teacher response

Findings : 

Findings Little to negative attributable achievement Underutilization of computers by students for standards related work. Teachers infrequently require usage. Teachers use computers to prepare and deliver. Recreation and entertainment use of computers by students actual had an adverse impact on math achievement.

Limitations : 

Limitations Numerous studies have been made; rarely are technology and learning linked to test scores. Individual teacher familiarity with technology Class size, school climate, and socioeconomic factors Studies focus on computer availability rather than actual usage. Software product test results did not differ from traditional methodology. In this study, 3rd graders test in reading not math. Math testing is done in grades 1, 4, and 8. (Impossible to establish prior math skill levels)

Implications : 

Implications Additional research is required; emphasis on technology integration with standards. Access does not correlate to use or effective use of technology at home and at school. The potential for computer impact on student performance in math has been limited by the lack of computer use in math classrooms.

What’s next? : 

What’s next? Applying technology to improve test results needs validation and justify future expenditures. Student standards need to be clearly defined, technology integrated with standards and testing strictly controlled. Example: Three classes, same math skills baseline and curriculum. One class with traditional math teaching methodologies, one using 50/50 traditional and computer , and the last one 100% computer. Objective is not to justify computers; we need to explore ways to improve teaching our children.

Critique : 

Critique The research question was simple and concise. Is the money invested in educational technology providing improved learning? The outcome of the study is “No”. However, do not pull the financial plug yet. The research suggests that computers are not utilized effectively or at all to provide a concrete resolution to the question. The survey data was well presented but the statistical data was written overly technical and dry. The message could be missed due to the length. The study was presented technically for a limited audience. The suspected audience is education officials and policy makers. The study conveys continue funding support, improve resource utilization, and lastly the jury is still out (inconclusive).

Critique cont. : 

Critique cont. Ironically, this research study is right in line with my proposed research topic. “Is it student learning or technology that we are fighting for?” To me the message is clear: A lot of money has been spent with expectations of improvement in student academic achievement that has yet to be seen. Technology can’t be ruled out because it has not been fully incorporated in the curriculum standards . Educators and administrators need to read between the lines and apply the technology toward standards achievement and accurately assess the results or funding for technology support will dry up. This study explicitly targeted testing the theory that technology may enhance student academic performance and provided that conclusive evidence does not presently exist in large part to a lack of direct technology integration with actual curriculum standards (in this case Mathematics).

Conclusion : 

Conclusion The study was eye opening for me and should be a wake up call for educators. Improving student performance is paramount. In an effort to assist educators a large amount of financial resources have been allocated to facilitate this. To date numerous studies have been conducted with inconclusive results. The reason for this lack luster performance rests in the application of the resources. Technology access has greatly improved over the last decade but teachers have not directly integrated the technology with standards. Until this is accomplished and tested, conclusive results will remain elusive.