Question

How has technology affected student achievement?

Basic Indicator

Use of technology positively affects and fosters the student’s motivation to engage in learning practices that lead to new ways of thinking, understanding, constructing knowledge, communicating results, and acquiring basic skills.

Level 1

The student’s initial use of technology supports the acquisition of basic skills and increased productivity. All uses of technology are teacher directed. Teachers weave the use of some technology tools and devices into student lessons and activities.

Evidence

Students use calculators, games, tutorial, and application programs to practice and acquire basic skills and increase their understanding of a particular subject area curriculum. Students use word processors to write (including using functions such as cut and paste, spelling checker, and grammar checker) and to produce products. Students demonstrate the knowledge of basic application/productivity software such as spreadsheets, databases, and presentation tools. Students begin to explore the Internet and become acquainted with e-mail.

Level 2

Students use some technology nearly every day in relation to learning activities. The primary emphasis of technology use is still on basic skill acquisition, but evidence shows that the student is beginning to use technology to engage in learning practices that lead to new ways of thinking, understanding, constructing knowledge, and communicating results. The vast majority of student technology use is teacher directed, with students assigned to use particular technology tools, applications, or resources as part of their academic work.

Evidence

Similar to Level 1, except technology use becomes more routine and regular. More advanced uses begin. For example, students use a word processor or appropriate software to enhance the organization of products, and to improve quality. Students use technology to solve problems (e.g., a graphing calculator, spreadsheet, or database). Students use technology to improve problem-solving, reasoning, and thinking skills. Students use application programs to discover concepts and relationships, especially in science, math, and social studies. Students know how to use search engines, find useful Web sites, and download and copy information from the Internet. Students know how to use appropriate technologies, such as CD-ROM encyclopedias, as research tools.

Level 3

Students regularly use technology within their learning activities. Fluent use of technology positively affects and fosters the student’s motivation to engage in learning practices that lead to new ways of thinking, understanding, constructing knowledge, communicating results, and acquiring basic skills. Use of technology is equally student and teacher directed. Students exercise some degree of personal choice and judgement in their use and application of technology to learning.

Evidence

Similar to Level 2, but considerably more advanced uses of technology are demonstrated. For example, students use technology tools, such as a graphing calculator, spreadsheet, or database, to solve problems that require organization and analysis of data. Students use software to create presentations to communicate effectively. Students use e-mail to contact experts and communicate with peers about a specific area of interest to expand their knowledge.

Level 4

Technology is used routinely and seamlessly as a tool for learning. Technology positively affects and fosters the student’s motivation to engage in learning practices that lead to new ways of thinking, understanding, constructing knowledge, communicating results, and acquiring basic skills. Technology is used to inspire critical thinking and the solving of problems relevant to real-life skills with recognition of the tradeoffs inherent in the application of technology in society. Student work parallels the ways professionals in the workforce use technology. Students exercise a high degree of personal judgment in the choice and application of technology to their learning. Teachers support this choice by designing and facilitating a student-centered learning environment that makes use of a wide variety of technology tools.

Evidence

Technology is used in all of the ways documented in the previous levels. In addition, the choice of technology tools used in learning is primarily student directed. Students make appropriate choices about when and where to use technology. For example, the student exercises personal judgment in the maximum and most appropriate use of technology to assist problem solving, reasoning, and thinking. Students demonstrate critical-thinking and media-literacy skills in the use of technology as a research tool.