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ERIC Number: ED489521
Record Type: Non-Journal
Publication Date: 2005
Pages: 31
Abstractor: ERIC
Critical Issue: Using Technology to Improve Student Achievement
Learning Point Associates / North Central Regional Educational Laboratory (NCREL)
Because effective use of technology must be supported by significant investments in hardware, software, infrastructure, professional development, and support services, over the last decade, this nation has invested more than $66 billion investment in school technology (QED, 2004). This unprecedented level of investment in educational technology has raised expectations of legislators and the public who are now looking for returns on this investment (Benton, 2002; CEO Forum, 1999, 2000), and therefore are calling for evidence regarding the efficacy and cost-effectiveness of technology in K-12 schools (Ringstaff & Kelley, 2002; Panel on Educational Technology, 1997; Melmed, 1995). While complex factors have influenced the decisions for where, what, and how technology is introduced into the nation's school systems, ultimately, the schools will be held accountable for these investments. How can schools ensure that the promise technology holds for student achievement is realized? What factors need to be in place to support the effective use of technology? What resources can school districts use to help them plan for technology that will have a positive impact on student achievement, and how can they justify that investment? To answer these questions, educators need to look at the research on technology and student achievement and the contextual factors that affect learning goals. This updated briefing (originally published in 1999), examines current research perspectives and findings on using technology to improve student achievement. [This report was produced by Learning Point Associates.]
Learning Point Associates/North Central Regional Educational Laboratory, 1120 E Diehl Rd., Suite 220, Naperville, IL 60563. Tel: 630-649-6500; 800-356-2735; Fax: 630-649-6734; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: North Central Regional Educational Lab., Naperville, IL.
Grant or Contract Numbers: N/A