What is the Impact of Technology on Learning?

Technology & Content Area Learning

Kinzer & Leu (1997) demonstrated positive effects of know-how on both learning in a content area & learning to make use of know-how itself. They studied the potential of multimedia & hypermedia technologies. study, The Reporter Project, used multimedia know-how to enhance sixth-grade students� knowledge gathering & writing skills. The Reporter Project was developed & tested in sixth-grade classrooms for years & showed that students made statistically significant improvement in their recognition & use of elements such as main ideas, supporting details, & cause & effect relationships. Their writing was also more cohesive than their control-group peers who were taught using similar materials & sequences but without the use of know-how.



Technology and Reading Comprehension

With consistent results emerge from a meta-analysis conducted by Pearson ET al. (2005). The authors reviewed the use of digital tools in the following areas related to the learning environment of middle school students, 20 research studies:

Use strategy
Metacognition
Reading Motivation
Reading Engagement
Reading comprehension
Photos, video and audio clips, hypertext, hypermedia, and web pages they described digital tools to include a wide range of media forms. The study dealt with the development of reading comprehension and vocabulary that. Pearson ET al. Concluded digital word pronunciation means devices to guide an individual to read a wide range, word, information, knowledge and understanding by providing students access to scaffolds and store development enhances the reading of words that. Thus, you can improve all aspects of a strong research base to support the literacy development.

Technology and Language Acquisition

In a review of studies that focuses on technology's impact on language acquisition, Zhao (2005) study that examined the research on digital multimedia and language use. Zhao concluded technology can be used to enhance language acquisition in the following ways:

Access via digital multimedia performance enhancement. Multimedia presentations (video, images, sound, text) can produce strong memory alone than text links. In fact, digital technology quick playbacks, which allow them to provide learners with quick and easy access to different parts of the educational content than when you are using a textbook.
Video and increase the accuracy of using the Internet. While Internet video can learn the rich linguistic and cultural context of the relevant material, provides learners with access to authoritative content, news and literature.
Multimedia learning control and increase comprehensibility of interpretations. Video content, allowing them to absorb information more easily read online, complete captions, key word captions, and speech can be enhanced with the slowdown. In which you can choose to help their students understand the content of digital reading materials of different media, can be linked up.
Provide meaningful and authentic communication opportunities. Students e-mail, chat rooms can engage in authentic forms, and other digital communication channels.

Technology and better test scores

In addition to facilitating the development of language and literacy, technology has also had a positive effect on mathematics achievement. Students use digital video in Los Angeles in 2500, when the sixth and eighth graders Boster study (2004) was statistically significant increase in math achievement scores.
In a study reviewed by the Milken Exchange (Mann's ET al., 1999), West Virginia Primary Skills / Computer Education (BS / CE) program using the teachers with low scores all the fifth graders' test , achieving a score of roses that have sought to increase the knowledge on standardized tests. Other information effectively to improve student achievement in the reduction of the IBM S / CE capital class size, increase instructional time, and cross-age tutoring programs.
Sandholtz ET al. (1997) reported positive results from a total of (ACOT) Apple Classroom project, after nearly eight years of studying the impact on the classroom computer. Aside from demonstrating improved performance on achievement tests, they were developing a variety of skills the students as measured by the ACOT. ACOT lectures to students along with their teachers. He was confident communicate effectively about complex processes, socially aware and more. They worked closely with learners become independent and self-starter, and a positive direction for the future. He was challenged by complex and open-ended problems, as it was seen as the children, learning and expert resources. That the emerging age of the students communication skills will enable you to live. Moreover, the absence of the use of technology in the classroom, lower dropout rates, and helped to encourage more students to continue on to college (Sandholtz ET al., 1997).
In 2002, reviewed a number of research studies on the impact of technology on learning WestEd Regional Technology in Education Consortium. He has judged the studies make it sound the way and that was the most analyzed change over time. Take this body of research technology that they can be effective in teaching basic skills, such as the standard of success for students with special needs to communicate via email in improving scores on tests can provide resources for, and found convincing evidence that teachers can help students adjust to different learning styles.

Technology and Learning Motivation

Technology is engaged in learning and motivates. Students have a choice when students assigned to them, consistent view, or taking care of yourself can be intertwined with teacher feedback, increase student motivation (Daniels, 2002; Ganske ET al., 2003; Harvey, 2002). The technology lends itself to all of the above.
In the article, "The inquiry of the legendary Real World Reading was through using and writing" (2002), Harvey concluded increasing relevance and motivation to the legendary car around with the kids. Online research or for students to find information using a CD-ROM that allows them excited about learning. When added to learn which online Patrol, students can choose. If students are given more authority in their tasks, those tasks are more meaningful increase student motivation and internal (in Jordan & Hendricks, 2002).

Technology, and self-esteem

Taylor, the research literature, may have a positive effect on self-esteem of Technology suggests that students, especially low self-esteem and self-confidence for at-risk students with O'Donnell, 2005 for (; Kenny & Gunter, 2004 Hasselbring, & Williams, 2001). In 2005, Roman and examine the impact of computer technology on themselves fleeing from a study conducted by youth Zoabi confidence. The study, consisting of a control and the 60 secondary level students focused on the intervention group students. The intervention group was exposed to the MS Office suite of tools to use in their learning while the control group did not have access to technology. Pre- and post-questionnaires learning, self-esteem, and was administered to determine attitudes towards self-efficacy. Results There was a significant increase on all measures.