In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade We stand at the beginning of a major revolution in the way people learn . . .. We are moving rapidly toward a future when computers will comprise the dominant delivery system in education for almost all age levels and in most subject areas. Not since the invention of the printing press has a technological device borne such implications for the learning process (1985, p. 3).Judging by the recent developments in computer acquisitions, at least part of Bork's prophesy might appear close to becoming realized in today's schools. Not only are there many more computers in schools than there were a decade ago, the proportion in classrooms relative to computer laboratories is also increasing. For example, in 1995, 84% of 7,000 fourth-grade students reported that they had computers in their classroom, and 79% had computer labs at their schools (Jerald & Orlofsky, 1999). The ratio of students to computers is also declining every year (Meyer, 2001). In 1992, there were 19.2 students per instructional computer, whereas in 2000, the number decreased to 4.0.Realization of Bork's "revolution," however, would appear to require developments beyond merely increasing the number of computers available to students. That is, whether there are many or few computers at a school, the key factor influencing teaching and learning is how computers are used. Accordingly, Windschitl 23and Sahl (2002) concluded from their study of classrooms in a laptop computer school, "the availability of technology was neither a necessary nor a sufficient condition to affect pedagogy" (p. 201). Although all of the students in that study had their own computers, two out of the three teachers observed failed to use the technology in ways that substantially changed their former, teacher-centered approaches. In a study of a middle-school context, Orrill (2001) found that even with extensive professional development and student access to technology, teachers struggled to use computers in promoting student-centered learning.From their review of events over the past several decades, Morrison and Lowther (2002) concluded that society is increasingly recognizing the need for developing computer skills that are applicable to solving real-life problems. In this regard, the constructivist theoretical orientations encourage student uses of the computeras-a-tool for active inquiry and problem solving. Examples of constructivist environments in recent literature are numerous, for example, Jasper Woodbury (Cognition & Technology Group at Vanderbilt, 1992), education partnerships such as the Computer as a Learning Partner Curriculum (Linn, Shear, Bell, & Slotta, 1999), visualization tools for collaborative inquiry such as CoVis (Edelson, Pea, & Gomez, 1996), and Open-ended Learning Environments (e.g., Hannafin, Hall, Land, & Hill, 1994;Land & Hannafin, 1997;Oliver & Hannafin, 2001). Such orientations, unfortunately, still occur infrequently in typical classroom settings ac...

The effectiveness of Tennessee EdTech Launch (TnETL), a statewide technology program designed to meet the No Child Left Behind (NCLB) mandate, was investigated in this matched treatment-control quasi-experimental study. The goal of the program was to provide full-time, on-site technology coaches to prepare teachers to create lessons that engage students in critical thinking and use of computers as tools in order to increase learning. The study examined TnETL impact on student achievement, teachers' skills and attitudes toward technology integration; use of research-based practices; and students' skills in using technology as a tool. The study was implemented in two cohorts: "Launches" 1 and 2. This paper presents the findings of Launch 1, a three-year program that involved 26 schools, 12,420 students and 927 teachers. Program effectiveness was measured via direct classroom observations, surveys, student performance assessments, focus groups, and student achievement analysis. Survey results showed that program teachers had significantly higher confidence to integrate technology and in using technology for learning. Observation results revealed that program compared with control students more frequently used computers as tools, worked in centers, and engaged in research and project-based learning. Although the TnETL program demonstrated progress in changing school culture to benefit students through the use of technology, student gains on high-stakes tests were mixed. The implications of the results are discussed relative to implementation successes and barriers, sustainability prospects, and the observed impacts of technology integration on teaching and student learning.Est-ce que l'intégration de la technologie "fonctionne" lorsqu'on enlève les barrières principales? L'efficacité de Tennessee EdTech Launch (TnETL) en avant dans la Technologie Educative, un programme technologique couvrant la totalité de cet état, conçu pour répondre aux injonctions de NCLB, a fait l'objet d'une recherche dans le cadre de cette étude quasi expérimentale avec alternance traitement/contrôle. Le but de ce programme était de fournir sur place des "formateurs" pour préparer les enseignants à créer des leçons qui amènent les élèves à réfléchir de façon critique et à utiliser les ordinateurs comme outils pour améliorer l'apprentisage. La présente étude a porté sur l'impact de TnETL sur les résultats des élèves, les compétences et les attitudes des enseignants vis à vis de l'intégration des technologies; le recours à des pratiques fondées sur la recherche; et les compétences des élèves pour utiliser la technologie comme outil. L'étude a été mise en place dans deux groupes: Lancement 1 et 2. L'article présente les résultats de Lancement 1, programme de trois ans qui a concerné 26 écoles, 12,420 élèves et 927 enseignants. L'impact réel a été mesuré par des observations directes dans les classes, des enquêtes, des évaluations de la performance des élèves, des groupes cibles, et l'analyse des résultats des élèves. Les résultats de l'enquête ...

Today, the exponential growth of technology usage in education, via such applications of distance education, Internet access, simulations, and educational games, has raised substantially the focus and importance of educational technology research. In this paper, we examine the past and present research trends, with emphasis on the role and contribution of research evidence for informing instructional practices and policies to improve learning in schools. Specific topics addressed include: (a) varied conceptions of "effective" technology uses in classroom instruction as topics for research, (b) historical trends in research approaches and topics of inquiry; (c) alternative research designs for balancing internal (rigor) and external (relevance) validity; and (d) suggested directions for future research. Attention is devoted to describing varied experimental designs as options for achieving appropriate rigor and relevance of research evidence, and using mixed-methods research for investigating and understanding technology applications in complex real-life settings.

The impact of both personalizing mathematical word problems and rewording them for explicitness was tested with 68 second-grade students and 59 fifth-grade students in a within-subjects design. Analyses of problem-solving scores showed that the second grade students benefited only when personalization and rewording were used in combination. The fifth graders, however, benefited consistently from personalization but realized no advantages from rewording. These findings suggest that the potential benefits for translating problems are supplanted for more experienced problem solvers by their better developed schemata for representing the problem structures. Regardless of problem-solving experience, personalization was interpreted as making problems more motivating and easier to represent mentally in relation to existing knowledge.

This article presents findings from an investigation of the overall effectiveness of Michigan's Freedom to Learn (FTL) One-to-One initiative. The major goal of the FTL initiative was to help students to gain 21st century knowledge and skills while increasing their learning and achievement through the integration of over 20,000 laptop computers with comprehensive teacher professional development. This study used a mixed-methods descriptive and quasi-experimental design. Data were collected with validated observation and survey instruments. The findings reveal greater use of research-based best practices in FTL classrooms and greater teacher confidence to integrate technology as compared to normative data. FTL students performed as well as control students yet demonstrated greater 21st century knowledge and skills.