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NCAC: Research & Solutions: Curriculum: References: Technology Tools

Technology Tools

Prepared by Roxanne Ruzic and Kathy O'Connell

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Technology tools are any technological device or program. They include videotapes and video disks, audiotapes, computers, computer software, GPS systems and so forth.

Evidence of effectiveness

We examined research on the use of a variety of technology tools in classrooms, including computers, televisions/VCRs, and Internet access. We located 27 studies altogether, the majority of which evaluated the use of computers exclusively in the school setting. These computers were used for tasks as varied as CAI and virtual reality. While results were mixed, no study found that use of any technology had a negative impact on student learning.

In several cases, the use of particular technology tools was associated with positive gains in learning for students with learning disabilities, students with emotional or behavioral difficulties, and students described as low achievers or "at-risk." None of the studies we examined looked at effects of technology tools on advanced students or high achievers.

The studies we reviewed examined the use of technology tools by students at all grade levels, primarily in general educational classrooms. Research was conducted across a number of content areas including reading, math, science, and social studies, and both individual students and groups of students were evaluated.

Only a handful of studies attempted to assess the effects of the technology tools on student affect, and those that did had methodological issues, such as small sample sizes or lack of a control group. We do not have enough evidence to report whether technology tools were associated with changes in student affect.

The fact that many different types of technology use were lumped together in these studies makes evaluation difficult. We can report that technology tools were used to support or enable many other teaching enhancements described in related reviews we have conducted, including anchored instruction, concept maps, manipulatives, models/examples, modified text, text to speech, and virtual reality/simulations.

Technology Tools Data Tables

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Technology Tools References

Anderson-Inman, L., Knox-Quinn, C., & Horney, M. A. (1996). Computer-based study strategies for students with learning disabilities: Individual differences associated with adoption level. Journal of Learning Disabilities, 29(5), 461-484.

Anderson-Inman, L., Redekopp, R., & Adams, V. (1992). Electronic studying: Using computer-based outlining programs as study tools. Reading and Writing Quarterly, 8(4), 337-358.

Bonk, C. J., Hay, K. E., & Fischler, R. B. (1996). Five key resources for an electronic community of elementary student weather forecasters. Journal of Computing in Childhood Education, 7(1-2), 93-118.

Borgh, K., & Dickson, W. P. (1992). The effects on children's writing of adding speech synthesis to a word processor. Journal of Research in Computing in Education, 24(4), 533-544.

Bottge, B. A. (1999). Effects of contextualized math instruction on problem solving of average and below-average achieving students. The Journal of Special Education, 33(2), 81-92.

Bottge, B. A., & Hasselbring, T. S. (1993). A comparison of two approaches for teaching complex, authentic mathematics problems to adolescents in remedial math classes. Exceptional Children, 59(6), 556-566.

Carnes, E. R., Lindbeck, J. S., & Griffin, C. F. (1987). Effects of group size and advance organizers on learning parameters when using microcomputer tutorials in kinematics. Journal of Research in Science Teaching, 24(9), 781-789.

Christmann, E., Badgett, J., & Lucking, R. (1997). Progressive comparison of the effects of computer-assisted instruction on the academic achievement of academic of secondary students. Journal of Research in Computing in Education, 29(4), 325-337.

Dawson, L., Venn, M. L., & Gunter, P. L. (2000). The effects of teacher versus computer reading models. Behavioral Disorders, 25(2), 105-113.

Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322-349.

Farmer, M. E., Klein, R., & Bryson, S. E. (1992). Computer-assisted reading: Effects of whole-word feedback on fluency and comprehension in readers with severe disabilities. Remedial & Special Education, 13(2), 50-60.

Glaser, C. W., Rieth, H. J., Kinzer, C. K., Colburn, L. K., & Peter, J. (2000). A description of the impact of multimedia anchored instruction on classroom interactions. Journal of Special Education Technology, 14(2), 27-43.

Goldman, S. R., Petrosino, A. J., Sherwood, R. D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino, J. W. (1996). Anchoring science instruction in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-supported learning environments (pp. 257-284). Hillsdale, NJ: Erlbaum.

Hebert, B. M., & Murdock, J. Y. (1994). Comparing three computer-aided instruction output modes to teach vocabulary words to students with learning disabilities. Learning Disabilities Research & Practice, 9(3), 136-141.

Herl, H. E., O'Neil, H. F. Jr., Chung, G. K. W. K., & Schacter, J. (1999). Reliability and validity of a computer-based knowledge mapping system to measure content understanding. Computers in Human Behavior, 15(3-4), 315-333.

Higgins, K., & Boone, R. (1990). Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students, and regular education students. Journal of Learning Disabilities, 23(9), 529-540.

Horton, S., Boone, R., & Lovitt, T. (1990). Teaching social studies to learning disabled high school students: Effects of a hypertext study guide. British Journal of Educational Technology, 21(2), 118-131.

Lewis, E. L., Stern, J. L., & Linn, M. C. (1993). The effect of computer simulations on introductory thermodynamics understanding. Educational Technology, 33(1), 45-58.

Liao, Y. C. (1998). Effects of hypermedia versus traditional instruction on students' achievement: A meta-analysis. Journal of Research in Computing in Education, 30(4), 341-359.

Mastropieri, M. A., Scruggs, T. E., & Shiah, S. (1991). Mathematics instruction for learning disabled students: A review of research. Learning Disabilities Research & Practice, 6(2), 89-98.

Matthew, K. (1997). A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research in Computing in Education, 29(3), 263-275.

McCullough, C. S. (1995). Using computer technology to monitor student progress and remediate reading problems. School Psychology Review, 24(3), 426-439.

Mokros, J. R., & Tinker, R. F. (1987). The impact of microcomputer-based labs on children's ability to interpret graphs. Journal of Research in Science Teaching, 24(4), 369-383.

Nugent, G. C. (1982). Pictures, audio, and print: Symbolic representation and effect on learning. Educational Communication & Technology, 30(3), 163-174.

Park, J. C. (1993). Time studies of fourth graders generating alternative solutions in a decision-making task using models and computer simulations. Journal of Computing in Childhood Education, 4(1), 57-76.

Sharp, D. L. M., Bransford, J. D., Goldman, S. R., Risko, V. J., Kinzer, C. K., & Vye, N. J. (1995). Dynamic visual support for story comprehension and mental model building by young, at-risk children. Educational Technology Research & Development, 43(4), 25-42.

Sherwood, R. D., Kinzer, C. K., Bransford, J. D., & Franks, J. J. (1987). Some benefits of creating macro-contexts for science instruction: Initial findings. Journal of Research in Science Teaching, 24(5), 417-435.