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ERIC Number: EJ745472
Record Type: Journal
Publication Date: 2006
Pages: 4
Abstractor: Author
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0013-1784
Technology and Achievement: The Bottom Line
Wenglinsky, Harold
Educational Leadership, v63 n4 p29-32 Dec 2005-Jan 2006
Although instructional technology has made large gains in the last 15 years in terms of the quantity and quality of computers available in schools, major questions remain about the effects of all this technology on student achievement. The author has conducted a series of studies to address these questions. By analyzing test score and questionnaire data from the National Assessment of Educational Progress (NAEP), he draws conclusions about the relationship between achievement and various instructional practices, including computer access and use. The analysis in this article focuses on 12th graders' achievement on the NAEP in U.S. history. The author finds that students who make more frequent use of computers for generic academic tasks--word processing, art projects, creating charts, tables, and graphs, and communicating through e-mail and chat groups--had higher achievement in history. He concludes that high schools will get the biggest boost to student achievement by ensuring that students have the basic technology skills they need to apply technology flexibly to learning tasks in their content-area courses. (Contains 1 figure.)
Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States