Computers and related technologies are now in almost every school across the nation. State reform efforts include the integration of technology in curriculum standards and sometimes make Technology skills a separate standard for students to achieve. As the focus on technology expands, policy makers and tax payers are asking researchers in educational practice to provide the data for thoughtful decision making on the use of technology for learning. At this time the decision-making is often hampered by the lack of adequate research, although there is considerable work from previous years to guide future study. The evolution of technology use The computer was introduced into education in the 1970s and its first use had teachers and students learning to program. Since that time there has been an evolution of best practices. As software gained in sophistication, the computer became the tutor or surrogate teacher. Students followed the commands on the computer screen receiving rewards for correct answers. They also began to learn through playing games and simple simulations. Teachers of writing discovered the value of using a word processor and soon students were writing more and revising with ease. Other teachers saw the value of the computer in creating a rich learning environment and had students using databases, spreadsheets, and presentation and research tools across all subject areas. Next the Internet impacted technology use. Suddenly there was a volume of knowledge available to students with access and a network of people throughout the world that enhanced communication and the exchange of ideas. Real problem solving in collaborative groups became the norm in some classrooms. Online courses were available and students in rural areas had expanded learning opportunities in a variety of subject areas. Previously abstract concepts could now be illustrated and manipulated because of technology advancements. A whole new learning environment became possible.
Click Here to view full research paper.
Print version