Research Studies on Technology in Education

To read my review of the studies below, please click here.

Authors in boldface denote studies dealing specifically with 1:1 laptop initiatives.
*Items marked by an asterisk are research summaries, reports, or meta-analyses.
 

ACOT (1998) Apple classrooms of tomorrow. Retrieved 10/23/04 from Apple Computer web site: http://www.apple.com/education/k12/leadership/acot/library.html

·      A 13 year research effort sponsored by Apple Computer, it is included in subsequent meta-analyses. Schacter, J. (1999) summarized the ACOT results, saying technology integration, “appeared to result in new learning experiences requiring higher level reasoning and problem solving, although the authors claim this finding was not conclusive…The ACOT experience did have a positive impact on student attitudes and did have an impact on changing teacher practices toward more cooperative group work and less teacher stand-up lecturing.”

Barrios, T. (2004) Laptops for learning: Final report and recommendations of the laptops for learning task force. Retrieved 10/23/04 from Florida Educational Technology Clearinghouse web site: http://etc.usf.edu/L4L/Report.pdf 

·      This recent report from the Florida Laptops for Learning Task Force presents a comprehensive review, analysis, and recommendations regarding the implementation of laptop programs in k-12 education. 

Barron, A., Kemker, K., Harmes, C., & Kalaydjian, K (2003). Large-scale research study on technology in K­12 schools: Technology integration as it relates to the national technology standards. Journal of Research on Technology in Education 35(4), 489-507.

·      “In comparisons across subject areas, statistically significant differences were noted when teachers used computers [with their students] as a research tool or as a problem-solving/decision-making tool.”

Bebell, D., Russell, M., & O’Dwyer, L. (2004). Measuring teachers’ technology uses: Why multiple-measures are more revealing. Journal of Research on Technology in Education 37(1),  45-63.

·      Findings recommend measuring teachers’ technology uses in multiple discrete ways noting the lack of correlation between factors which have in the past perhaps been assumed to be correlated, such as a teacher’s personal use of technology in relation to his/her classroom implementation of technology use.

Colburn, L. K., (2000). Integrating technology in your middle school classroom: Some hints from a successful process. Retrieved 10/23/04 from Reading Online, International Reading Assoication web site: http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/colburn/index.html

·      Reports on 1996-1999 observations and interviews with middle school students and teachers with 5 desktop computers per classroom; and identifies general themes for effective integration. Teachers note “students’ sense of ownership of their learning.”

Demb, A., Erickson, D., & Hawkins-Wilding, S. (2004). The laptop alternative: Student reactions and strategic implications. Computers & Education, 43, 383-401. Retrieved 10/23/04 from JSTOR Science-Direct database.

·      Reports survey results on college students’ reaction to a laptop initiative in the context of: academic success, study habits, faculty use, development of learning community, and personal use.

*Dickard, N. (Ed.) (2003). The sustainability challenge: Taking ed-tech to the next level. Retrieved 10/23/04 from The Benton Foundation web site: http://www.benton.org/publibrary/sustainability/sus_challenge.html

·      Makes 10 recommendations for sustaining educational technology including: accelerate teacher professional development, professionalize technical support, implement authentic assessments, bridge home and school environments, and share best practices.

Fairman, J. (2004). Trading roles: Teachers and students learn with technology. Retrieved 10/23/04 from Maine Education Policy Research Institute web site: http://www.usm.maine.edu/cepare/mlti.htm

·      “The author’s findings suggest that the introduction of laptops may have the potential to encourage significant and rapid shifts in the role of teachers and students in classroom learning, as well as supporting broader improvements in teaching and learning. Teachers have begun to see themselves as partners in learning with students and report a more “reciprocal” relationship with students. Teachers also report that they are shifting toward more student-centered and inquiry-based approaches, where students take more responsibility for their learning and teachers serve as facilitators.” (p. iii)

Finn, S. & Inman, J. G. (2004). Digital unity and digital divide: surveying alumni to study effects of a campus laptop initiative. Journal of Research on Technoloy  in Education, 36(3), 297-313.

·      Reports positive statements by Grove City College alumni from classes of 1997, 1998, and 2000 in support of a campus laptop initiative.

*Fleming, T., & Raptis H. (2000). A topographical analysis of research, 1990-99. Teacher Librarian, 27(5), 9.

·      Notes some positive outcomes for math problem solving, reading comprehension and word study.

Garthwait, A. & Weller, H. (2004). Two teachers implement one-to-one computing: A case study. Retrieved 10/25/04 04 from Maine Education Policy Research Institute web site: http://www.usm.maine.edu/cepare/mlti.htm

·      A case study of the approaches to technology integration by two middle school teachers in the Maine Laptop Initiative noting, “Laptops have an educational place in both classrooms, even though they are pedagogically situated differently.” (p. 4)

*Goldberg, A., Russell, M, & Cook, A. (2002). The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002. Journal of Technology, Learning, and Assessment, 2(1). Retrieved 11/1/03 from the Journal of Technology, Learning, and Assessment web site: http://www.bc.edu/research/intasc/jtla/journal/v2n1.shtml

·      “The results of the meta-analyses suggest that on average students who use computers when learning to write are not only more engaged and motivated in their writing, but they produce written work that is of greater length and higher quality.” (p. 2)

Harris, W. J. & Smith, L. (2004). Laptop use by seventh grade students with disabilities: Perceptions of special education teachers. Retrieved 10/25/04 04 from Maine Education Policy Research Institute web site: http://www.usm.maine.edu/cepare/mlti.htm

·      “This study used a mail survey to examine special education teachers’ perceptions of the use and impact of 1:1 laptop computers provided to seventh grade students with disabilities and their teachers by the Maine Learning Technology Initiative (MLTI). Overall, special education teachers viewed the laptops as highly beneficial to their students with few exceptions.” (p. 2)

Hill, J. R., Reeves, T. C., Wang, S-K, Han, S. & Mobley, M. (2003). The impact of portable technologies on teaching and learning: Year four report. Prepared for Athens Academy. Retrieved June 5, 2004 from http://lpsl.coe.uga.edu/Projects/AAlaptop

·      Reports on laptop use at Athens Academy in middle and high school from 1999-2003. “Although we continue to find generally positive attitudes toward the entire laptop initiative among both students and teachers, we also continue to see only modest changes in teaching and learning activities on an overall level and have been able to detect few effects in terms of achievement and performance.” (p. 52)

Hopson, M. H., Simms, R. L., & Knezek, G. A. (2002). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technoloy  in Education, 34(2), 109-119.

·      Technology-enriched classrooms finds positive impact on 5^th and 6^th grade students (N=166) higher-order thinking skills. Study population was from a suburban Texas school district during school years 96-97 to 97-98. Students were in a magnet program providing 2:1 student to computer ratio of classroom computer. Students were taught to use productivity applications.

Johnstone, B. (2003) Never mind the laptops. Kids, computers, and the transformation of learning. New York: iUniverse, Inc.

·     Mr. Johnstone traces the history of laptop program development from its earliest days to its current incarnation. This is a detailed history of the people and companies involved.

*Kulik, J.A. (2003) Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say. Retrieved 10/23/04 from SRI web site: http://www.sri.com/policy/csted/reports/sandt/it/

·      A comprehensive summary of meta-analyses and other studies assessing a variety of reading, writing, and mathematics Instructional Learning Systems. Positive effects for some implementations were found for.

*Kulik, J.A. (1994). Meta-analytic studies of findings on computer-based instruction. Retrieved 11/1/03 from the Center for Applied Research in Educational Technology web site: http://caret.iste.org/index.cfm?fuseaction=studySummary&StudyID=275

·      Findings include the following: “On average, students who used computer based instruction scored at the 64^th percentile of achievement compared to students in the control conditions without computers who scored at the 50^th percentile. Students learn more in less time when they receive computer-based instruction. Students like their classes more and develop more positive attitudes when their classes include computer-based instruction.”

Lewis, S. K. (2004). The relationship of full-time computer access to student achievement and student attitudes in middle school. (Doctoral dissertation, Florida Atlantic University, 2004) Retrieved 10/29/04 from ProQuest Digital Dissertations database.

·      Quasi-experimental study found no significant impact from laptop use on SAT and FCAT (Florida Comprehensive Assessment Test) scores. Survey data did suggest that laptop students had benefits in attitudes, motivation, technology application, and improved organizational skills.

Lowther, D. L., Ross, S. M., & Morrison, G. M. (2003). When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom. Educational Technology Research and Development, 51(3), 23-44. Retrieved 10/10/04 from WilsonWeb database.

·      5^th-8^th graders (and their teachers) using laptops showed significant gains on writing assessments (+0.80) and problem-solving tasks (+0.38 to +0.76).

Mann, D., Shakeshaft, C., Becker, J., & Kottkamp, R. (1999). West Virginia’s basic skills/computer education program: An analysis of student achievement. Retrieved 10/24/04 from the Milkin Family Foundation web site: http://www.mff.org/publications/publications.taf?page=155

·      Studied impact in West Virginia elementary schools of access to desktop computers distributed in various ways. Findings indicated positive gains for students using an Integrated Learning System. 5^th graders scores rose proportionally on Stanford 9 test. “Consistent student access to the technology, positive attitudes towards the technology, and teacher training in the technology led to the greatest student achievement gains.” Found greater gains for students learning with computers in classrooms than in computer lab settings

Matthew, K. (1997). A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research on Computing in Education, 29(3), 263-275. Retrieved 10/30/04 from EBSCO Host Database.

·      Reports statistically significant difference in reading comprehension as measured by retelling using CD-ROM storybooks.

Mills, S. C., & Tincher, R. C. (2003). Be the technology: A developmental model for evaluating technology integration. Journal of Research on Technology in Education, 25(3), 382-401.

·      Authors developed “Technology Integration Standards Configuration Matrix” for use in assessing teachers technology integration hypothesizing that technology-fluent teachers are necessary for students to develop technology-fluency.

National Educational Technology Plan, (2000) e-Learning: Putting a world-class education at the fingertips of all children. Retrieved 10/1/04 from U.S. Department of Education web site: http://www.ed.gov/about/offices/list/os/technology/reports/e-learning.html

·      Work on an updated copy of the plan can be found at http://www.nationaledtechplan.org/

*National Middle School Association. (2001). NMSA research summary #19: What impact does the use of technology have on middle level education, specifically student achievement? Retrieved 10/23/04 from National Middle States Association web site: http://www.nmsa.org/research/ressum19.htm

·      A useful summary of research noting the importance of teacher involvement in technology integration, teacher capability, student home computer use, use of online resources, use of simulation software, and benefits for at-risk students.

Nichols, L.M. (1996). Pencil and paper versus word processing. A comparative study of creative writing in the elementary school. Journal of Research on Computing in Education, 29(2), 159-166.

·      No significant differences were found in the overall quality of composition of students using word-processors vs. using paper & pencil, however students tended to write more when using a  word-processor.

Nicol, D. J. & MacLeod, I. A. (2004). Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class. Computers & Education, (in press). Retrieved 10/25/04 from Science-Direct Database.

·      College engineering students using laptops and a shared network space report that the laptops, “provided a focal point for the face-to-face discussion” and a shared network space had organizational benefits.

Oppenheimer, T. (2003). The Flickering Mind. New York: Random House

·      Comprehensive critique of research and implementations of educational technology around the country. Rebuts many of the research studies cited in this bibliography.

Prain, V., & Hand, B. (2003) Using new technologies for learning: A case study of a whole-school approach. Journal of Research on Technology in Education, 35(4), 441-58.

·      Reports on a whole school technology reform effort from 1995 to 2000 at an Australian secondary school. Results note effects on teaching and learning environment.

Rockman, S., Walker, L., & Chessler, M. (2000). A more complex picture: Laptop use and impact in the context of changing home and school access. [3^rd Microsoft AAL Report.] Retrieved 10/29/04 from Rockman Et Al web site: http://rockman.com/projects/laptop/

·      The third and final report from Microsoft's Anytime Anyway Learning program examined the impact of laptop programs on constructivist pedagogy and standardized test scores. Teachers in laptop schools showed changes toward more constructivist teaching practices. Laptop students performed better on writing assessments than non-laptop students. Standardized test score comparisons were inconclusive.

Rockman, S. (2003). Learning From Laptops. Threshold. Retrieved 10/31/04 from Rockman Et Al web site: http://rockman.com/articles.htm

·      Suggests that the standardized tests are not a good measure of the impact of laptop program effects.

Russell, M., Bebell, D., & Higgins, J. (2004). Laptop learning: A comparison of teaching and learning in upper elementary classrooms equipped with shared carts of laptops and permanent one-to-one laptops. Retrieved 10/30/04 from inTASC Boston College web site: http://www.bc.edu/research/intasc/studies/AndoverLaptop/description.shtml

·      Study examines impact of 1:1 vs. mobile carts in 4^th and 5^th grade in Andover, Massachusetts (N=209). Observation techniques were used to gather data on student use of technology, collaboration, and teacher role. Surveys collected data on use of the technology at home. 1:1 implementations had greater use of technology, greater student engagement, more collaboration. Home use of 1:1 group showed higher rates of writing and internet searching for school purposes.

*Schacter, J. (1999a). The impact of education technology on student achievement: What the most current research has to say. Retrieved 11/1/03 from the Milkin Family Foundation web site: http://www.mff.org/pubs/ME161.pdf

·      A summary of major studies to date (Kulik, 1994; Sivin-Kachala, 1998; ACOT, 1994; Mann, 1999; Wenglinsky, 1998; CSILE, 1996; & Harel, 1991). Students who used computer-based instruction scored higher on achievement tests; students learn more in less time when from computer-based instruction; students have more positive attitudes for classes that include computer-based instruction; computers did not have positive effects in all areas.

Schacter, J. (1999b). Reading programs that work. Retrieved 11/1/03 from the Milken Family Foundation web site: http://www.mff.org/publications/publications.taf?page=279   

·      Positive findings using reading instruction software in grades k-3 when implemented with effective criteria identified in the study.

Silvernail, D. & Lane, D. (2004). The impact of Maine’s one-to-one laptop program on middle school teachers and students. Retrieved 10/23/04 from Maine Education Policy Research Institute web site: http://www.usm.maine.edu/cepare/mlti.htm

·      Comprehensive report on the Maine Learning Technology Initiative (2002-2004). Notes that students use the laptops most frequently for finding information, organizing information, and taking class notes. 4 out of 5 teachers reported that students are more engaged in their learning and produce better quality work. (p. 4)

*Sivin-Kachala, J., & Bialo, E. R.. (2000). 2000 research report on the effectiveness of technology in schools, 7^th Edition. Prepared for Software Information Industry Association. Retrieved 10/23/04 from SUNY Suffolk web site: http://www.sunysuffolk.edu/Web/Central/InstTech/projects/iteffrpt.pdf

·      A comprehensive report which summarizes meta-analyses, large-scale studies, and individual studies on content areas to date. Notes the importance of effective software design, professional development for teachers, and that when properly implemented technology can Improve teaching and learning.

*Soe, K., Koki, S., & Chang, J. (2000). Effect of computer-assisted instruction (CAI) on reading achievement: A meta-analysis. Retrieved 11/1/03 from Pacific Resources for Education and Learning web site: http://www.prel.org/products/Products/effect-cai.htm

·      A meta-analysis of 17 research studies notes that computer-assisted instruction has a positive impact on reading achievement.

Test scores fuel Maine laptop debate. (2004, October) eSchool News, p. 29

·      Notes lack of improvement on Maine Educational Assessment standardized tests for laptop students

*Valdez, G, McNabb, M., Foertsch, M., Anderson, M., Hawkes, M., & Raack, L. (n.d.) Computer-based technology and learning: evolving uses and expectations. Retrieved 10/23/04 from North Central Regional Educational Laboratory web site: http://www.ncrel.org/tplan/cbtl/toc.htm

·      (Date may be 1999) Conclusions note technology can make learning more interactive, enhance the enjoyment of learning, individualize and customize the curriculum, capture and stored data for data-driven decision-making, enhance collaboration among family members and school community, and improve accountability and reporting.

*Waxman, H. C., Lin, M., & Michko, G. M. (2003). A meta-analysis of the effectiveness of teaching and learning with technology on student outcomes. Retrieved 10/15/04 from North Central Regional Educational Laboratory web site: http://www.ncrel.org/tech/effects2/

·      42 studies were analyzed (N=7,000) yielding an average effect size of +.410 (p<.001). Differential factors examined included cognitive, affective, and behavioral outcomes.

Wenglinsky, H. (1998) Does it compute? The relationship between educational technology and student achievement in mathematics. [Educational Testing Service Policy Information Center.]  Retrieved 10/23/04 from EBSCO Host database.

·      Eighth-grade students who used simulation and higher order thinking software showed gains in math scores of up to 15 weeks above grade level as measured by NAEP. Eighth-grade students whose teachers received professional development on computers showed gains in math scores of up to 13 weeks above grade level. Higher order uses of computers and professional development were positively related to students’ academic achievement in mathematics for both fourth- and eighth-grade students.

Yang, C. (2002). Integration of laptops into a K-12 learning environment: A case study of a science teacher in the middle school. Retrieved 10/23/04 from Eric database.

·      A middle school case study identifies strategies for shifting the teacher's role from lecturer to facilitator.

Zhao, Y., Pugh, K., Sheldon, S. & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515

·      This study found 11 factors which affect the success of k-12 classroom technology innovations. Interplay between the teacher, the project, and the context affected outcomes.

Learning styles of teachers and usage of technology, - Kiran Padmaraju's doctoral thesis describes how the learning style of a teacher influences whether they are inclined to use technology in the classroom: "Technology is pervasive and teachers have to learn how to use it optimally. The learning style of the teacher should not be a limiting factor. Thus, there's a need to investigate if teachers with a particular dominant learning style are more likely to use technology; such findings would be helpful in identifying which teachers need more motivation for using technology." Data collected were examined to determine if there is a relationship between learning styles of teachers and their usage of computers in the teaching process. When data were analyzed, significant correlations were found between logical-mathematical scorers and time spent on computers. The study then established that there is a relationship between usage of technology and learning style." [College of Education and Professional Studies, Eastern Illinois University, Fall 2003]

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