The Impact of Computers in the Classroom

The U.S. Department of Education recently released a study regarding some of the most popular school software programs designed to teach math and reading. According to the report, the result is that many programs appear to fall far short of what would be categorized as having an impact on students.

The study focused on 15 reading and math software programs that are often used in first-, fourth- and sixth-grade classes. The gauge used to measure student impact was simple, did students using the programs raise their academic performance?

Phoebe Cottingham, the Department of Education’s commissioner of evaluation, indicated that despite all the time students were spending in front of their computers the results did not yield the slightest indication of increased learning. Therefore, strictly speaking, the study would indicate that increased learning was not commensurate with access to technology.

But the age old question should once again be asked – is it the computers and software at issue or is it the implementation of these tools in the classroom that is the problem.

Though the report results were surprising on the surface to this writer, Carole Beal, a former professor of child development and education at the University of Massachusetts in Amherst, indicated she wasn’t surprised that the programs in place didn’t produce results.

Beal noted that most of the programs being used focused on the rote “drill and kill” philosophy of education, indicating that most technology used in schools seldom encourages high-level interactivity. It is for this reason, notes Beal, that little is gained in the way of achievement when students use such software.

Though technology clearly has the potential to upgrade any classroom and stimulate students to seek learning options on their own, it also can be used to further the drill concept that takes initiative away from the students. According to Beal, don’t fault technology, fault the people implementing technology in the classroom.

Unfortunately, reading the report summary gives one the impression that technology appears to be totally irrelevent when it comes to helping students increase their academic achievement levels.