The Effects of Technology on Student Achievement - Article Example

The Effects of Technology on Achievement The development of the tools of technology, including the Internet has made it possible for worldwide to enjoy the benefits of an interactive, online learning environment. It has opened up non traditional avenues of learning and allowed the facility of a self paced regulated learning environment. There are several advantages that may accrue to students from the tools of technology apart from long distance learning and the benefits may accrue to both young students as well as adult learners, helping them to achieve better results in learning outcomes. Martindale et al (2007) conducted a study to evaluate the efficacy of the use of the Florida Comprehensive Assessment Test (FCAT) when it is administered through web based ands computer based software applications, In their study, they have highlighted several studies that have pointed to the benefits of an online learning environment on students. Within the classroom, instructional software that may be used ranges from drill and practice exercises for remediation as well as for instruction in the entire curriculum. The development of the multi media and web based instruction also provides for the facility of an enhanced network of communications between students, teachers, administrators and parents. One study that they have referred to shows that students who use online tutorials while completing learning assignments are able to perform better and demonstrate higher levels of achievement than those who use traditional learning methods. Other studies have shown that an online, interactive learning environment is more helpful to students in correcting their misconceptions. The online environment promotes better learning outcomes because it can accommodate a variety of learning styles. In specific reference to their study of the online administration of the FCAT via FCAT Explorer, Martindale et al (2007) found that student scores from elementary schools that used FACT Explorer were significantly higher than those from elementary schools that did not use it. This provides support for the position that technology may be beneficial to students since an online environment is more efficacious in promoting learning. Technology may be helpful in improving student learning because it helps to enhance student attention, since they have the facility to create their own products. For example, Keller (1983) set out a motivational design model, according to which it is motivation that influences students to choose their learning goals and to work towards the accomplishment of those goals. Within an online environment aided by the use of technology and especially with the use of interactive multimedia tools, students enjoy the perception that they are in control of their own learning experience and this helps to snag their attention to a higher degree so that their learning outcomes improve. Moreover, motivational feedback provided through the medium of computers may be accepted at face value by students, unlike that generated from human providers of motivational feedback. In an experimental study conducted by Mishra (2006) the effect of feedback from computers on participant motivation and self perception of their own abilities was taken into account. The author found that people do respond to praise and blame even that which is provided by a computer, however it fifers from the human on human interaction and feedback because people tend to accept the feedback at face value instead of going into any psychological processing about the quality of the feedback as they do with human respondents. This provides an indication that computers may be an effective aid to learning in helping to provide motivation for a student that can be accepted at face value and used to build upon their perception of their own abilities. Passerini (2007) points out that the use of the tools of technology may be used in education and training because educational media and the use of technological multi media tools is very useful in linking learners to a wide base of informational resources that can help them to visualize problems and solutions. There are some unique features that are available through technology, such as tracking the progress of the student, allowing the learner the facility of reviewing what has been learnt, automation of the distribution of information – all of which can help to considerably reduce the burden on faculty members in tasks such as maintaining records, paper work, reproducing hand outs and other administrative tasks. Tools available through technology such as text, audio, video and animation make learning a more interactive and fun experience for students and help to promote higher levels of learning. Using multi media tools, textbooks can be accessed online or through CD-Roms, which allows a student to work independently at his/her own pace, and includes self tests and feedback exercise to evaluate levels of learning. Technology has been found to be useful for middle school students in promoting an interest and performances in Mathematics. In a recent study conducted by Nguyen et al (2006), the effects of web based assessment and practice on improving student skills was assessed. The authors found that opportunities available for drilling and mathematical practice on the computer, including the facility of receiving instant scores and feedback increased the interest of students in mathematical problem solving and improved their perception that they were smart at Mathematics. The tools of technology may offer a much wider selection of learning and teaching methods especially in the case of adult students. Some of these various online tools were investigated by Lin and Overbaugh (2007) in the case of teacher education students. They included online text based discussions, chats and discussion boards, and the authors found that providing such choices to students enhanced their level of satisfaction with the learning process. Tools of technology may provide better scope for introverted students to achieve better learning outcomes. Students who are exposed to web based learning styles are able to achieve higher scores in the memorization and understanding aspects although they may not be able to apply or analyze the information as well. However, introverted students are able to perform better when web based learning solutions are available to them. Since web based learning formats are asynchronous, this is well suited to introverts who like to learn alone and in quiet, so that they can reflect on the information that is being made available to them and integrate tit into whole chunks of knowledge (Overbaugh and Lin, 2006/2007). On the basis of the above, it may be noted that multimedia tools and the Internet allow students to learn on a more proactive basis. With the facility of instant scoring and feedback that is available through the online medium, the motivation and interest of students in learning may be enhanced, especially in the case of introverts who may be able to achieve better learning outcomes in a solitary learning environment. The studies above show that the use of online learning tools and multi media applications such as video and animation may help to make the learning experience a more interesting one for students and thus enhance their overall performance. This improvement in performance ha sbene note din the case of elementary school students, middle school students and also in the case of adult learners, thereby providing an indication that technology may be a very useful application that benefits and aids in the achievement of better learning outcomes and better scores. Technology also helps to motivate students better. Since students feel that they are in actual control of their own learning experience, it is an aid in enhancing the motivation and interest of the student in learning. Moreover, the use of online learning tools help to reduce the administrative burden of teachers and may therefore be helpful in directing their attention towards the actual job of teaching and clarifying student jobs rather than preoccupying them with administrative duties. At the same time, the use of technology helps to provide an individualized learning experience for students, since they are able to proceed with the learning at their own pace and are able to take tests to review their understanding of what they have learnt so far. This helps a student to assess the extent to which concepts have been mastered and may further facilitate learning and contribute towards the achievement of better learning outcomes and better scores in assessment tests. This is especially so in the case of subjects like Mathematics, where the online environment and the use of computers helps to provide the facility of increased drill exercises and allows students the opportunity to engage in practice exercises to improve their skills, Since their tests are instantly scored and feedback becomes available as soon as a test has been taken, this helps to sustain student interest and to enhance overall performance and a student’s self perception of his/her own performance. Therefore, on the whole, technology may be very useful to students in achieving more efficient learning outcomes and tailoring the learning process to meet the needs of individual students. References: * Keller, J. M, 1983. “Motivational design of instruction: IN. Reigeluth, C.M. (Edn.), “Instructional design theories and models: An overview of their current status” NJ: Lawrence Erlbaum, at pp 383-434. * Lin, Shin Yi and Overbaugh, Richard C, 2007. “The Effect of student choice of online discussion format on tiered achievement and student satisfaction.” Journal of research on Technology in Education, 39(4): 399- 416 * Martindale, Trey, Pearson, Carolyn, Curda, L.K. and Pilcher, Janet, 2005. “Effects of an online instructional application on reading and Mathematics standardized test scores.” Journal of research on technology in Education, 37(4): 349-362 * Mishra, Punya, 2006. “Affective Feedback from Computers and its effect on perceived ability and effect: A test of the computers as Social Actor Hypothesis.” Journal of Educational Multimedia and Hypermedia, 15(1): 107-135 * Nguyen, Diem M, 2006. “The impact of web based assessment and Practice on students’ Mathematics Learning Attitudes.” The Journal of Computers in Mathematics and Science Teaching, 25(3): 251-280 * Overbaugh, Richard C and Lin, Shin Yi, 2006/2007. “Student characteristics, sense of community and Cognitive achievement in web based and lab based learning environments.” Journal of research of Technology in Education, 39(2): 205-214 * Passerini, Katia, 2007. “Performance and Behavioral Outcomes in Technology-supported learning: The role of interactive media.” Journal of Educational Multimedia and Hypermedia, 16(2): 183-201 Read More