What We Know

When learning objectives are apparent and technology use is purposeful, technology can be a powerful teaching and learning tool. Positive gains in achievement on researcher-conducted tests, standardized tests and national tests have been demonstrated (Schacter, 1999). Studies have shown increases in student achievement across content areas and positive student attitude towards learning in technology-rich classrooms (Sivin-Kachala, 1998).

According to Valdez and McNabb (1997), technology's benefits include:

• making learning more interactive;
• enhancing enjoyment and increasing motivation and interest;
• collaborating with others outside of the school;
• individualizing the curriculum to the needs of the students;
• capturing and storing data for decision-making purposes;
• improving accountability and reporting.

Technology in English Language Arts Instruction
Many studies have shown technology's impact in teaching writing. Students using word processing tend to increase revisions, have fewer mistakes and make more corrections to the mistakes (Snyder, 1993). In addition, essays written using technology have longer, more complex sentences (Robinson & Cooper, 1990). Students using computers showed improvement in writing persuasiveness, organization and vocabulary use (McMillan & Honey, 1993).

Research on several software programs that aim to provide reading practice and improve comprehension has shown that use of these programs led to higher levels of reading comprehension, increased sight word vocabulary and improved reading fluency (Schacter, 1999).

Technology in Mathematics Instruction
Studies have shown the importance of technology in teaching and learning mathematics. Students who use computers and other technologies have shown improvement in problem solving, logical thinking and interpreting data (Clouse, 1991-1992; McCoy, 1991; Mevarech & Kramarski, 1992).

Numerous studies have shown that computers can aide in motivating students, and changing their attitudes about mathematics. Students appear to have a more positive attitude about mathematics and their abilities in mathematics when using computers (Funkhouser, 1993). In a meta-analysis of 79 studies, Hembree and Dessart (1986) found that use of calculators:

• improved student learning;
• increased self-concepts and improved attitudes towards mathematics;
• did not lead to any loss in paper-and-pencil computational skills.