Large Studies
Our larger studies concern themselves with the experiences of the many, not the few. We attempt to understand the wide range of experiences with technology in order to understand our uses in their appropriate context. For questions or additional information, please contact Jason Ravitz.
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What's School Got To Do With It? Cautionary Tales About Correlations Between Student Computer Use and Academic Achievement (2002)
Jason Ravitz, John Mergendoller, and Wayne RushSummary [close]Ravitz, J., Mergendoller, J. & Rush, W. (2002, April). Cautionary tales about correlations between student computer use and academic achievement. Paper presented at annual meeting of the American Educational Research Association. New Orleans, LA.
This paper explores questions about whether there is a positive or negative relationship between student computer use and achievement, and whether results vary by the amount of school or home computer use. We find that generally there is an inverse relationship between in-school computer use and student achievement. However, there is a positive overall relationship between student achievement and computer proficiency, i.e., reported capability with a variety of software. Importantly, the student software capability is related to use both at school and at home. Because of the differing interpretations that are possible and the importance of the topic, caution is urged. Researchers and policy makers must think carefully when interpreting correlational results between achievement and student technology use measures, regardless of whether the direction of the proposed relationship is positive or negative.
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Opportunity One: Technology Initiative Evaluation for the J.A. and Kathryn Albertson Foundation (2002)
Jason Ravitz and John MergendollerSummary [close]Ravitz, J., & Mergendoller, J. (2002). Published by The Buck Institute for Education, Novato, CA. Prepared for: J.A. & Kathryn Albertson Foundation.
In making investments in Idaho through the Opportunity I initiative, the J.A. & Kathryn Albertson Foundation has acknowledged the hopeful promise of technology and also the need to assess the impacts of technology in classrooms. This report interprets data about student and teacher technology use to portray what is happening in Idaho classrooms and to provide guidance for future funding decisions. It brings together several data sets including a statewide Idaho School Technology Inventory, standardized tests of student achievement (ITBS/TAP), and a teacher survey that has been used in national studies of teacher pedagogy and technology use.
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We synthesize findings about data sets and draw attention to patterns of technology use and achievement in Idaho.
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We describe basic patterns of computer use and achievement that suggest higher-achieving schools and students use computers more than lower achieving schools and students.
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We synthesize findings about data sets and draw attention to patterns of technology use and achievement in Idaho.
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Teaching with Technology: A Statewide Professional Development Program Evaluation for the J.A. and Kathryn Albertson Foundation (2002)
Jason Ravitz and John MergendollerSummary [close]Ravitz, J., & Mergendoller, J. (2002, Oct). Published by The Buck Institute for Education, Novato, CA. Prepared for: J.A. & Kathryn Albertson Foundation.
Teaching with Technology (TWT) is a multi-year development program for Idaho teachers funded and developed by the J.A. and Kathryn Albertson Foundation as a complement to their Opportunity 1 Initiative. Our conclusions are based on a comparison of how teachers responded initially to summer workshops, and what they indicated 10 months later, i.e., after teaching students in a real classroom for one school year.
Immediately after the workshop there was a great deal of enthusiasm; many more teachers subscribed to constructivist beliefs than did before participating in the training. After 10 months of day-to-day classroom experience there was slightly less enthusiasm for constructivist pedagogy than there was immediately following the TWT workshop, but a greater proportion of teachers still endorsed constructivist than had before TWT participation.
Teachers participating in TWT very substantially increased their ability to use computer technology and somewhat shifted their conceptions of good teaching toward constructivism. More importantly, in many cases TWT's impact persisted after 10 months of teaching. This was particularly true in lower grades and smaller schools.
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