So after search for articles that dealt with math, I also decided to investigate further and see if there were any out there that showed tests results not being affected by technology. This was hard to find, because many of the articles said that there was growth.
This next article examined math and reading through a study. In March of this year, the Department of Education's Institute of Education Sciences issued its report of a study conducted by Mathematical Policy Research, Inc., on the efficacy of computer software on the teaching
of math and reading. It specifically focused on whether students had higher reading or math test scores when teachers had access to selected software products designed to support learning in reading and math. It was not looking at how it effected students in the whole spectrum, therefore it is important to consider that it is not looking at the other subjects. The study involved 439 teachers in 132 schools and 33 school districts.
They were grouped into four areas: first grade reading, fourth grade reading, sixth grade
math, and algebra (typically in ninth grade).In all of the four studies it showed that the results were "products did not affect test scores by amounts that were statistically different from zero."
They looked at how this was both bad and good news to schools. Bad news because many schools have contributed large amounts of money towards technology, but the good news is they are saying that less expensive, conventional teaching methods seem to be as successful as high-tech methods.
I think that this article backs up how I feel about math and technology. I think that it is a great tool, and should be used in schools. However, I feel that math is a hard subject that can be taught completely on technology. Yes, I feel that it can be implemented and used successfully, but teachers have to know how to do this. I think the results may vary also depending on what type of class you are studying. For example this study was done on a "low poverty" school. You have to think about what kinds of technology they used, and what did they do with it.
Barlow, D. (2007). The Teachers Lounge: Closing in on 2014. The Education Digest, 73(4), 66-69
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I am glad that after the discussion we had in class that you went and investigated it more. It was interesting to hear what you had to say about math and technolgy. I am quite lucky to have an easier subject area to use technology in.
ReplyDeleteI AGREE WITH YOU ABOUT MATH BEING A DIFFICULT SUBJECT TO INCORPORATE TECHNOLOGY INTO. I HAVE HAD THE SAME DIFFICULTY WITH ELA. MOST OF THE RESEARCH HAS SHOWN THAT THEIR HAS BEEN GROWTH BUT NOT IN THE TERMS OF STUDENT UNDERSTANDING. FOR EXAMPLE, WITH WRITING, INCORPORATING TECHNOLOGY INCREASED THE LENGTH OF STUDENT PAPERS AND THE SPEED IN WHICH THEY WERE COMPLETED. HOWEVER, USING TECHNOLOGY DID NOT IMPROVE STUDENT UNDERSTANDING OF THE ACTUAL WRITING PROCESS. IN READING IT WAS A BIT DIFFERENT BUT THE RESULTS STILL VARIED. I THINK FOR NOW THAT THE CONSENSES IS THAT THE USE OF TECHNOLOGY IS A SUPPORTIVE DEVICE FOR ELA RATHER THAN A MEANS FOR FURTHER GROWTH AND UNDERSTADING OF IT.
ReplyDeleteI completely agree with you when you say that math is a hard subject to teach just on technology. My concentration is math also (grades 7-12), and though I believe technology is a great way to supplement instruction and enhance student learning, I think the most important factor in the classroom is the teacher. Many students are apprehensive about math and scared of it. I think that it is important that they know they have a teacher who can help them with their math anxiety and help them understand key topics. I think that any teacher can incorporate technology in the classroom, but no teacher should be become completely dependent on technology to do the teaching.
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