Posted by:
Dianne Owen
District admin/coordinator
Murray, KY

Topic:
Have a reason

Message:

The question of how to measure the effectiveness of technology is not new. Many administrators, board members, and teachers have asked if the high investment of technology really yields returns. And if so, how do we measure the effectiveness of it?

I have seen rubrics used in an effective way. If the teacher designs the rubric and ties it in to using the technology as a tool, gains can be measured (at least on the local level).

Educators and software companies have developed forms that evaluate software and its effectiveness. Many companies have published research data that demonstrates gains for students. One example of this is The Accelerated Reader Program, used all over the country.

The old idea of "pre-test, post-test" still works when evaluating technology. The premise here is to test the students in the fall, let them spend a year reading, being encouraged and rewarded, taking tests using a computer, and then post-testing them in the spring. The secret to this program is that technology is just a tool. It is not the driving force. The student is the focus with the teachers role that of monitor, encourager, and evaluator. I have actually seen reading scores rise on a standardized test for students in small, rural, schools.

The best procedure to use to evaluate the effectiveness of technology is to have a reason to use it. Most writing teachers would not want to go back to paper and pencil now that cutting and pasting will get most students to edit their papers with a minimum of fuss. Math teachers who teach concepts with spreadsheets and then use the chart and pie graphing capabilities will tell you that this is a good way to help students make connections. Social studies teachers who use time line software to help students understand the historical significance of a time period would argue that even the basic things that we do with technology help us reach students who have multiple learning styles. And teachers who use a computer for computer aided drafting or access the Internet to connect to sites about health issues or help students to think creatively with biotechnology software will be able to justify their need for technology to anyone who will listen.

The most important thing to remember here is technology is only a tool to learning. The teacher in the classroom is still the driving force in whether or not the students learn. It is just that a good teacher can do great things with technology in his/her classroom. And this can and will be measured by higher test scores.

One possible way to measure technology's effectiveness is to take it away and see what happens. Pass out the slate boards, please.

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