Impact of Technology on Education

1
Impact of Technology on Education

• PUSD School Board
• January 17, 2006

2
Background

• Growing trend toward globalization
• Increasing importance of technology in society
• Students need to develop 21st century skills
• Students of today have grown up with digital
  technology

3
Technology in US schools

• Over 10 Billion spent since 1996 on educational
  technology
• Students to computer ratios
• 1983 1251
• 2002 41
• Over 8 million computers in US schools
• 98 of schools have Internet access

4
Use of laptops in schools

• 12 of US schools have used laptops for
  instruction
• Growing trend toward 11 programs with 24/7
  access
• Maine laptops to all middle some high schools
• Large programs in Virginia, Georgia Texas

5
Current educational applications of technology

• Online blogs
• Voice over IP
• Interactive whiteboards
• E-books replacing textbooks
• iPods for vocab. Development

• Online reference tools
• Video clips
• Science probes
• Laptops to write, communicate research
• Spreadsheets

6
Research results

• Limitations of research
• Need for evaluation accountability for
  multi-billion dollar investments
• Direct impacts increased test scores /or grades
• Indirect impacts PBL, collaborative learning,
  increased student engagement/motivation

7
Sample research findings

• 4th 8th grade students using simulation
  higher order thinking software showed increased
  math scores on 1998 NAEP
• Use of word processor had a positive impact on
  quantity quality of student writing
• 5th grade students enrolled in Basic
  Skills/Computer Education earned higher reading,
  writing math scores on Stanford 9

8
11Laptop research results

• Microsoft's Anytime, Anywhere Project ('96-00)
• More collaborative work
• More writing higher quality writing
• Improved research analysis skills
• Direct own learning
• Readily engage in problem-solving critical
  thinking skills

9
Laptop results (con't)

• 6 New Hampshire middle schools (2005)
• Teachers report
• Greater student participation in class
• Higher levels of student motivation/engagement
• Increased ability to work in groups
• Increase in positive interaction with peers
  teacher
• Improvement in quality of writing
• Slightly higher ability to retain content

10
PUSD's laptop immersion at Harvest Park Middle
School

• Began as 6th grade pilot in 01/02, expanded to
  7th 8th
• 04/05 enrollment of 259 students
• No significant demographic variation with school
  population
• Study looked at student achievement variables for
  laptop vs. non-laptop students

11
Harvest Park Laptops (con't)

• Findings regarding laptop students at HP
• Higher GPAs
• Higher grades in English math
• Met or exceeded expectations on District Writing
  Assessment
• Scored at or above national average on language
  arts portion of CAT 6
• Scored proficient or advanced on English math
  portions of California STAR tests

12
Barriers to technology implementation in schools

• Funding infrastructure maintenance
• Need for substantial professional development
• Integration with curriculum overall educational
  goals
• Potential for student misuse
• Lack of standards for technological literacy
• Teacher attitudes
• Accountability measures beyond test scores

13
Summary

• Evidence supports positive relation between use
  of technology student achievement
• Direct indirect impacts
• Provision of laptops appears promising
• Need for clear plan adequate funding sufficient
  professional development ongoing support
  broader based evaluations.

14
Impacts of Class Size Reduction

• PUSD School Board
• January 17, 2006

15
Background

• CSR reducing students in a classroom assigned
  to 1 teacher
• Education reform that is publically politically
  popular
• One of the most studied education reforms -
  gt1,100 studies in past 20 years

16
Tennessee STAR project

• Largest most enduring study of CSR
• Longitudinal study of 7,000 students in 70
  schools over a 4-year period '85-'89
• Applied to K-3rd grade classes
• Small 13-17 Regular 22-25 Regular aide
• Follow-up studies as these students progressed
  through K-12 schooling

17
Tennessee STAR results

• Outperformed peers in all achievement categories
• Especially true for minority students
• Strongest gains for those who entered in K
  stayed in program for 4 years
• Enduring benefits to program shown through middle
  high school grades, test scores, graduation
  rates college entrance

18
Wisconsin SAGE Project

• K-3 classes of 151 beginning in 1986
• Phased in over 3 years with priority to schools
  serving low income students
• Largest impact on math test scores
• impact on reading/language arts scores
• Greatest impact was for African-American students
• Gains in achievement persisted for up to 6 yrs

19
California's CSR

• Class sizes K-3 from 29 to 19
• 4.1 billion 3.3 operations 0.8 facilities
• Implemented quickly lack of qualified teachers
  and available classrooms
• No testing of students until end of 2nd grade
• Modest gains in student achievement were
  identified

20
Additional benefits of CSR

• Higher teacher morale
• Less time on classroom management
• Greater enthusiasm for school participation
• Higher attendance levels
• Creating more responsible, productive citizens

21
Why does CSR work?

• Focus on instruction
• More individualized attention
• Teachers gets to know each student
• Wider range of learning activities (e.g. PBL,
  hands-on)
• More positive classroom environment
• Greater student engagement/participation
• Greater parent involvement

22
Challenges of CSR implementation

• Availability of qualified teachers
• Availability of facilities
• Debate regarding role of professional development
  in success of CSR
• Not a quick fix for poor levels of student
  achievement

23
Financial considerations of CSR

• One of the costliest education reforms
• Reduce cost through shifting teacher specialists
  to classrooms reducing aides
• Added benefits of CSR may reduce overall costs in
  long-run due to teacher retention reduced
  special ed referrals safer schools reduced need
  for remediation reduced drop out rates

24
CSR in higher grade levels

• Less evidence due to fewer studies
• LAUSD 20 in 8th grade English ELD
• 4th 8th NAEP math scores with class sizes of 20
• No clear link between smaller class size at
  middle high school with gains in student
  achievement

25
Conclusions

• Positive relation between class size student
  achievement at K-3 levels, especially for
  disadvantaged students
• Debate re optimum size 15, 17, 20
• Enhanced with rigorous curriculum qualified,
  well-trained teachers
• No conclusions re CSR at higher grades