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According to Thomas Edsion in his book entitled Israel, published the year 1998 that film
would transform education, making books obsolete, (p. 442) to the most recent
phenomenon of using internet fir instructional purposes. Large sums of money have been
spent over the years on the researching and investment of new technologies for
education, such as the 170 million dollars spent in the 1950’s on testing the use of
television for educational purposes by the Ford Foundation, to the more recent
investments in computer and networking infrastructure in schools which saw forty billion
dollars spent in the decade leading up to 2003 alone. With so much promised and
invested, the question begs as to what the benefits of using technology in education are,
if indeed, they exist at all. This paper addresses that question by describing several of the
achievement on tests, the benefits for students who have special needs and who are at-
risk, improved attitudes towards learning, individualized learning, and the role of
A research conducted in Boise State University by Anthony Saba, listed the different
Student Achievement on Tests and the second as it follows are the other benefits of
both core subject areas as well as overall GPA. One of the major areas in which greater
achievement has been seen is in math. The Moore Independent School District in
Oklahoma used a Cognitive Tutor computer based curriculum in 5 junior high schools and
found that students who learned using the cognitive tutor curriculum outscored students
who were enrolled in a traditional Algebra curriculum on the ETS Algebra I End-of-Course
test. They also found that the results held for students of both sexes and all ethnicities
represented in the data, by (Morgan, 2002). Similar results were found at the high
School level in Pittsburgh, Iowa where the Pittsburgh Urban Mathematics Project
world situations and the use of computer tools, was implemented. They found that there
was a 15% improvement on the Iowa Algebra Aptitude Test, which was significantly
higher than the comparison group, according to (Koedinger, 1997). They further
concluded that students who were in the PUMP program did so “at no expense to basic
on standardized tests were also found in another study done at a large high school in the
western United States which found that students who learned geometry using computers
the subject of mathematics. The Harvest Park Middle School, located in the Pleasanton
program in 2001, found that students who participated in the program tended to get
“significantly higher test scores and grades for writing, English-language arts,
mathematics, and overall Grade Point Averages (GPAs)” (Gulek, 2005). In fact, students
scored at proficient or advanced levels, on average, 17% more than students who did not
participate in the program, cited by (Gulek, 2005, pg. 17) in his book. They also found
that a “substantially higher percentage of laptop students met or exceeded grade level
expectations in writing”, cited by (Gulek, 2005, pg. 15). More recently, a similar program
to the laptop initiative in Harvest Park was implemented in Michigan through the Freedom
to Learn Program in 196 schools including over 5,000 students. Research analysis of the
program concluded that students which participated in the program had mean scores that
were higher or equal to those in the control group, cited by(Lowther, 2007).
English in the majority of schools that were considered to be implementing the program
Effectively, cited by (Lowther, 2007, pg. 13). Gains in test achievement are not only seen
as a result of using technology to study, but also in the use of technology for assessment,
Students that have physical and learning disabilities may underperform on tests not
because they have not mastered the content, but possibly because of the format through
which the test is administered, by (Dolan, 2005). A study done with children with dyslexia
The read aloud support offered them alternatives to “reading” texts and responding to
comprehension questions. In particular, when questions had more than 100 words, a
significant increase in scores1, was found according to (Dolan, 2005, pg. 21). This is
attributed to the possibility that such students, who normally had been intimidated by
longer passages on pencil and paper exams (and would therefore skip reading them),
instead used the read-aloud support to listen to and consequently answer the previously
Research supports that technology has the potential to improve quantitative assessment
performance in core subjects, as well as overall GPA. However, there is also mounting
evidence that technology not only has a quantitative advantage over traditional methods,
but also leads to qualitative improvements; resulting in higher-quality student work. The
Harvest Park Middle school found that “students who use computers when learning to
write are not only more engaged and motivated in their writing, but also produce work that
is of greater length and higher quality, especially at the secondary level” according to
students 1 Approximately 22
both average students and high-achievers when doing so via word processor rather than
Improved writing is not the only area in which students with special needs benefit from
technology. One study found that students with Dyslexia improved significantly in reading
ability when a computer remediation program, Fast For Word Language, was used and
that in some cases dyslexic student scores were raised into the normal range cited by
(Temple, 2003). It was found that such remediation led to “improved language, reading
Another group that benefits greatly from learning with technology is at-risk students. The
Pittsburgh (PUMP) study found that students that may normally be disruptive in the
classroom are more engaged and cooperative when using technology to learn , according
to (Koedinger, 1997). It concluded that technology makes them more engaged and leads
At risk students are not the only ones that respond positively to the use of technology in
learning. Many research studies have found that most students prefer learning with
technology, which in turn leads to a better attitude towards learning as well as giving them
more confidence. In the Cognitive Tutor study, students were found to be more likely to
say that mathematics is useful outside the academic context and to feel more confident
the Freedom to
Learn study were found to believe that education “made it easier to do school work, made
them more interested in learning, and would help them get better jobs in the future”
According to(Lowther, 2007). The students with special needs in the Fast ForWard study,
similarly, felt that they did better on computer based tests and nearly all recommended
the program for other students, according to (Dolan, 2005). Although many studies find
that student attitude towards learning improves using technology, some studies have not
2002/2003). However, most research tends to support the correlation of improved attitude
One aspect which may contribute to improved attitude towards learning is that many uses
especially when used for drill and practice as a tool for teaching in a traditional sense,
allows students to take control of the rate of learning and helps them to avoid
Koedinger states:
Students know right away that they are making progress and having success at a
challenging task. Further, because the system does not make a big deal out of errors,
students do not feel the social stigma associated with making an error in class or on
homework. Errors are a private event that are usually quickly resolved and the student is
then back to making progress. Moreover, such computer assisted instruction provides
feedback immediately which leads to reductions in learning time This is very likely to be
a key element in making students feel more confident as well as leading to better attitudes
towards learning. Such feedback reduces student frustration and provides a sense of
The feedback and self-pacing aspect of computer assisted instruction is not only
beneficial to students. Teachers also benefit from the way the tutor programs
accommodate
A large number of questions students have. This frees them up “to give more
individualized help to students with particular needs” (Koedinger, 1997) – which in turn
One of the greatest areas in which technology has the potential to benefit education is its
role in being a catalyst for change in educational pedagogy. Research shows that student
well as preparing students with the skills necessary in the modern workplace. One study
done in Turkey found that students who learned in a classroom with a constructivist
by (Erdamar, 2008).
Other studies have found that student centered learning leads to better performance on
tests and greater retention of knowledge immediately after learning as well as 30 days
One of the most researched projects which utilized technology with a constructivis
approach were several LOGO computer programming projects in the 1980’s. The
program was developed by Seymour Papert, who postulated his own version of
constructivist theory, the constructionist approach. He postulated that the biggest benefits
to students constructing their own knowledge through computer programming would “be
in the cognitive domain: problem solving, higher order thinking skills, and mathematics
More recent studies, are finding that technology in the classroom can, in and of itself,
lead to more student-centered practices being used by teachers (Lowther, 2007). Studies
such as the Freedom to Learn project, in which there was a one-to-one laptop-to-student
ratio,
2006) - are more likely to determine whether computers in classrooms are used as
traditional tools for learning or as a constructivist mode of learning. Said in another way,
technology on its own will probably not be the determining factor in bringing about such
change. As one study concluded, simply having computers in the room is not necessarily
going to lead to student centered learning, indeed teachers may not even use the
The future workplace will require students to have skills related to technology including
the technical ability to use spreadsheets, word processors, databases and such. By
having and working with technology in schools, students gain the skills that they will need
these technical skills are not enough. The modern workplace requires that one have less
tangible skills including the ability to collaborate with others, interpersonal skills, creativity,
and problem solving skills, to name a few. Technology, combined with a student centered
constructivist mode of learning, has the potential to provide students with these higher-
The advantages of such a combination have been well documented in The Freedom to
Learn study. By having a 1:1 ratio of students to computers and using a student centered
used software more often than that of the national norm, engaged in meaningful computer
9 activities, did independent research and engaged in project based learning (Lowther,
of the problem and in identifying what needs to be known to solve the problem” (Lowther,
2007, pg. 5). According to the report, they also have a significant advantage when it
comes to doing presentations and using the Internet over students who were not in the
of the modern world, and is becoming more and more ubiquitous in our lives every year.
It is also a proven method for improving learning. There is strong evidence pointing
towards technology leading to better results on standardized tests; however the real
emphasis should not be on how it improves test scores, but on how it benefits student
learning; how it enables those who are not able to perform at their peak in traditional
classrooms to do better; how it motivates students to learn and gives them a more positive
attitude towards education; how it can individualize learning by giving feedback; how it
can act as a catalyst for change towards more student centered learning; and how it better
prepares the youth of today with technical, communicative, interpersonal and creative
skills. The question we should be asking is not whether or not technology should be in
how to best move towards more student centered learning with technology and how to
best overcome barriers to doing so. Another suggested area for research is on how to
provide students with special needs and students who are at-risk with more access to
University he cited the positive effect of technology in Teaching and in Learning. In his
research his proposition statement specified that Technology has a positive impact on
student learning. Technology causes students to be more engaged; thus, students often
retain more information. Because of the arrival of new technologies rapidly occurring
integrated into all school curricular areas, including mathematics, 3 reading, science, and
collaborate with their peers resulting in learning from each other. These factors combined
can lead to a positive impact on student learning and motivation. The Common Core
Standards require more technology integration than the Arkansas Frameworks required
integration is becoming more important in public schools. Students are now having to
become more confident using computers (i.e. in order to take standardized tests presently
an in the future). In addition, the Common Core Standards include many standards that
require technology use by students, beginning at the Kindergarten level, in order for
standards to be met. Essentially, this means that all classrooms and students will be
technology is a factor improving learning is the fact that technology is becoming such an
integral part of our everyday world. Most jobs today require some type of technology use.
Also, students and adults are using technology on a daily basis to communicate, get
information in multiple ways. The prevalent daily use of technology in people’s lives
overall makes the use of technology very relevant to the students and provides a
And another literature review that came from his paper said as follows;
Students today live in a very technological world. Most students use some form of
technology on a daily basis including; texting, social networking, and web surfing.
Students see these types of technologies as useful and extremely enjoyable. These very
same students that are accustomed to these types of technologies will relate to using
technology at school. If their 4 learning environment mirrors the ways in which they
engage with the world, they will excel in their education, cited by (Christen, 2009).
should be selected when it is the best tool for students to learn. Technology can be a
particularly effective tool for English language learners and can enhance the participation
of children with disabilities. Children in elementary schools should begin to use familiar
technology tools as a part of their academic program. Teachers should model the use of
technology in support of the curriculum so that children can see the appropriate use of
technology and benefit from exposure to more advanced applications that they will use
independently when they are older, cited by (DePasquale, McNamara, & Murphy, 2003).
Many studies have shown the advantages of using technology in classroom instruction.
Technology can be used as a tool for establishing meaningful projects to engage students
in critical thinking and problem solving. Technology can be used to restructure and
higher-order thinking skills (Kurt, 2010). Technology also increases student collaboration.
Collaboration is a highly effective tool for learning. Students cooperatively works together
to either create projects or they can learn from each other by reading the work of their
peers, by (Keser, Huseyin, & Ozdamli, 2011). One study that was conducted to determine
whether Wiki technology would improve students’ writing skills in a college English as a
foreign language writing class showed benefits to using Wiki technology. Students were
invited to join a Wiki page where they would write and 5 post passages and then read
and respond to the passages of their fellow classmates. Students participating in the
study reported that their receiving immediate feedback from the instructor was a benefit
of using this form of technology. Students in the study also reported learning vocabulary,
spelling, and sentence structure by reading the work of their classmates, according to
(Lin & Yang, 2011). Another study was conducted to examine the experiences of pre-
service teachers implementing technology in math lessons. The study shows a positive
effect on student learning in mathematics. The pre-service teachers noted that the
internet provided math activities at different levels, which gave students an opportunity to
choose the level they are comfortable working. Findings showed that students were
engaged during the math lessons using technology and students were able to discuss
what they learned the following day. The teachers were surprised by the students’ recall
of the lesson. Some students who participated in the lessons believed that the computer
helped them understand what the teacher was saying about the lesson. Technology can
(Herron, 2010). Another study found that integrating technology and peer-led discussions
used in these small group discussions of literature includes wikis, online literature circles,
and online book clubs. With these technologies, students were able to connect with
readers from other schools, states, and even other countries. This type of technology is
an assessable and motivational way to expose students to other ideas and cultures.
These online literature discussions have the ability to create a sense of community and
technology change the ways all people live and work. The internet is becoming a common
learning tool in many classrooms, according to (Açıkalın, 2009). This means provide a
meaningful learning experience for all students. Teachers today have many opportunities
to use technology increasing the ways students learn. Using computers and the internet
has become an integral part of our daily lives. Therefore, one of the greatest vehicles for
the 21st century is using technology for effective and permanent learning. The internet
increasing quality along with personal interaction. More emphasis has been placed on
seeking, evaluating, organizing using and sharing information with others. The internet is
the greatest source for information and the best way to quickly share and exchange
information with others, The internet sharpens one’s ability to search and analyze
information, according to (Tutkun, 2011). The internet is being used as a source for
and learning will have some advantages. First, the students will play a more active role,
which will help them retain more information. Next, follow-up discussions will contain more
detail where students will become more independent. Last, the students will easily
process new student-based educational material and their skills will increase, by (Tutkun,
2011). In 2009, Van Meter Community School in Iowa adopted a one-to-one laptop
initiative in grades 6-12. They also enacted a strong technology focus throughout the
district. Since the launch of this program, the school has reported that there was an
evolving atmosphere of respect, creativity, collaboration, and connection. They also say
that independent thinking and learning 7 has prevailed at their school. Through this
educational transformation, Van Meter has become a place where students can find their
passion, according to (Miller, 2011). The students at Van Meter use their laptops for virtual
reality programs and creating Prezi software slideshows, YouTube videos, and reading
and writing blogs. At one school, one fifth grade girl talked about how she loved to present
and show what she could do by using technology. The students at Van Meter are very
excited about the learning activities that the laptops allow which is evident showing
students’ in learning. Students are being allowed to develop their abilities and strengths
by doing activities in which they are passionate. The learning is immediate, motivational,
and relevant. They are using technology to interact and exchange ideas, research
independently, adapt to new situations, and take ownership over their own learning, cited
by (Miller, 2011). Because technology is a big part of people’s daily lives, it is pertinent
and vital that children learn how to use it at an early age. When children use technology
tools in elementary schools, a sense of confidence and competence in their computer
skills will grow as they get older. Many children today have access to a great deal of
technology in their home; this access will result in students being comfortable by using
technology at school as well. When elementary school teachers use and model different
forms of technologies, they actively engage their students and create a stimulating work
environment, cited by (Kenney, 2011). A study to examine the effects of information and
with 4,996 students in Turkey. The data was obtained from the results of The Program
for International Student Assessment (PISA), a standardized test given to 9th grade
students. The study results indicated that students’ exposure to Information and
communication technology at home and school had a positive impact on their 8 math and
science achievement scores. Students’ who spent a lot of time using technology were
shown to have increased science knowledge. They also performed better on math skills.
Information and communication technology has a positive effect on student learning and
should be included in classroom instruction, according to (Bulut & Delen, 2011). A study
conducted by Baytak, Tarman, & Ayas found that most students believe that their learning
the study reported that using technology in school makes learning fun and helps them
learn more. They believed that technology makes learning interesting, enjoyable, and
interactive. Children today love to learn by doing, interacting, and discovering. Using
Teachers received technology training and then began integrating technology into general
education lessons on a daily basis. This program also included a practical technology
support plan for teachers working with students with special needs. This plan enabled
meaningful ways. The plan proved to be successful in the Etiwanda School District. The
students with special learning needs are now meeting their IEP goals more quickly due
to this technology integration. They are also improving their performance on district
Therefore, Costley concluded that the evidence in his paper shows that technology has
a positive effect on student learning expectations and outcomes. Evidence also shows
that technology integration is becoming more common in public and private schools.
Technology integration is shown to be effective in all age groups and is also shown to be
helpful for students with special learning needs. To reiterate, technology integration has
Lastly a research conducted at the University of Texas that Computer Based Technology
used as a second language, which means a second language used by students not also
potentials of computer technology with regards to teaching and learning languages more
effectively. Dunkel (1990), for example, asserted that the possibilities of computer
technology as a tool could include increasing language learners’ (1) self esteem, (2)
vocational preparedness, (3) language proficiency and (4) overall academic skills.
Furthermore, the benefits of multimedia, the Internet, and various forms of distance
education were explored by many others (For example: Armstrong & Yetter-Vassot, 1994;
Garrett, 1991; Ruschoff, 1993; Sussex, 1991). Educators were particularly interested in
situations via audio, Furthermore, the benefits of multimedia, the Internet, and various
forms of distance education were explored by many others (For example: Armstrong &
Yetter-Vassot, 1994; Garrett, 1991; Ruschoff, 1993; Sussex, 1991). Educators were
simulating real-world situations via audio, Page - 6 video, and graphics (Chun & Brandl,
1992; Hoffman, 1995/1996; Jones, 1991, Legenhausen & Wolff, 1990). Moreover,
with its linking and interactive capabilities was discussed as a tool to enhance vocabulary
learning, according (Liu, 1994), and reading comprehension, by (Hult, Kalaja, Lassila, &
Lehtisalo, 1990). Chun and Plass (1997) considered the potentials of using video and
audio to support text comprehension. Kramsch and Andersen (1999) argued that
multimedia technology could provide authentic cultural contexts that are important for
for improving learners' speaking skills, cited by(Ehsani, & Knodt, 1998; James, 1996).
Cononelos and Oliva (1993) reported employing usenet and email to connect students in
an Italian class with native speakers in order to facilitate discussions on cultural issues.
Others shared their personal experiences in using electronic dictionaries for reading and
writing, cited by (Hulstijn, 2000), and Web Course in a Box software to teach German, by
(CMC) as facilitated through email and programs like Daedalus Integrated Writing
Environment (DIWE), became one of the most commonly discussed topics in foreign
implemented this new medium in the classroom and reported on its linguistic and
psychological benefits, according to the author which are as follows (Beauvois, 1992;
Beauvois, 1994; Chun, 1994; GonzalezBueno, 1998; González-Bueno & Pérez, 2000;
Kelm, 1992; Kern, 1995; Kroonernberg, Page - 7 1994/1995; Sullivan & Pratt, 1996;Van
Handle & Corl, 1998; Warschauer, 1995/1996). Unlike many individual CALL applications,
CMC seems to promote meaningful human interaction that can foster the language
learning process. That is, advocates claim that CMC can be an excellent medium for
(Salaberry, 1996; Warschauer, 1997; Warschauer, Turbee, & Roberts, 1996; Zhao,
1996).
Overall supposition, different authors with their different researches purposely one main
And for the assumptions based on the finding of their research. That Understanding
effects of Computer Knowledge in Learning can make great impact, in their skills
enhancement especially for students who are under the curriculum of programming.
Being able to recognize diverse welfares of technology in Education and learning can be
knowledge increases the capabilities in grasping different diverse skills and methods in
REFERENCE
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