Technology Effects - Acquisition of Technology Skills
RMC Research Report (extraction)
During both the spring 2006 and 2007 interviews, all of the teachers stated their teaching had changed due to using the project-provided technology. Several explained that the technology had enabled them to easily present material in ways that met the different needs of their students. The technology also caused the students to be more attentive because they perceived the technology as fun. Another positive effect was that incorporating the technology their teaching required teachers to dedicate more time to lesson planning and made them more organized. One teacher believed that she had taught her students more than in prior years because the read aloud function in Texthelp Read&Write GOLD helped students better grasp content. Additionally, all of the teachers explained that the use of the technology had caused instruction to shift from being teacher centered to involving more student interaction. The teachers primarily attributed this shift to the ACTIVboard which encouraged the class to work together as a group and Texthelp Read&Write GOLD which encouraged students to work independently.
Nearly all of the teachers credited the assistive technology with helping the students complete their schoolwork, which in turn increased their confidence, motivation, and achievement. Their comments include these:
- “I would think it has been with writing and having their own computer that they have been able to write. They can sit down and really compose and then do their revisions at the computer. They are all really comfortable with the ability to utilize Texthelp Read&Write GOLD and use Microsoft Word documents and save them. The practice they have had has made such a difference.”
- “The biggest increase is their self-confidence with writing. One kid refused to write and by the end of the year was moved to a regular English class and received an A . . . The students really wanted to learn more . . . The technology made them feel successful.”
In fall 2005 83% of the teachers reported being very prepared to fully integrate the technology into the classroom after the initial project training. This proportion decreased to 17% by spring 2006, which might indicate that in the fall the teachers were overconfident in their preparedness to fully integrate the technology into the classroom. By spring 2007 all of the teachers reported being very prepared to fully integrate the technology into the classroom and at least 83% of the teachers reported being very prepared to implement all of the project requirements. The fact that the teachers required nearly 2 years to feel very prepared to implement the project requirements has important implications for future projects. That is, future projects may need to support the participating teachers for a minimum of 2 years.
Teacher Comments
“Students are being more involved in their education and are advocating for the use of technology. Previously resistant students are more involved and seem to enjoy school more.”
“They are better than me. One kid knew how to fix the program when it broke. Many of my kids want to come back next year and train kids. They are so independent and they really know more than I do. Every day they use the technology. I have noticed the kids come in and are self-advocates for their own learning . . . For example, they will be in another class and let their teacher know they have to come to my class to scan the material and have Texthelp Read & Write GOLD read it to them.”
“You know . . . kids take to technology like ducks take to water. So, I can show ‘em something once or twice and they’re ready to fly with it . . . and they start teaching me. So . . . that’s been so wonderful to watch them learn and explore. You . . . you took a teacher who’s scared to let kids on the computer because of all the bad stuff they might do. And now they just . . . they get on and they’re able to explore and do what they need to do. And they’re teaching me as much as I’m teaching them.”
“Students feel better about coming to the class when they see it offers technology. In fact, I had a student that was ready for general education, who asked if that would mean he couldn't come to my room and use the technology. By offering him study club in my classroom, he was satisfied.”
"Just the fact that they have learned the technology. They have more pathways to be successful and have a lot more confidence.”
“I have a few students who are not in my classes who have asked to come in to use computers after school, and have had a chance to use the Activ Board and Document Camera.”
“There’s nothing they can’t do with this type of technology. ‘Cause if there’s something that they wanna’ read they can scan it in. If it’s on the internet, they can have it read out loud to them. They can highlight and dump it into a storage file so they have study notes. I have not figured out anything a student cannot do with this type of program. ‘Cause they can even do math with it.”
“Students have advocated themselves to be allowed to come to my room to utilize technology- they have spread the word of what they have access to (besides what I have been proclaiming).”
“You know . . . I teach primarily 6th grade, and they come in with . . . basically zero technology skills. They don’t know how to turn on the computer, . . . they have a hard time remembering a log-in, . . . and they get so immersed in this class that by the time they leave, they’re so confident . . . and they’re at the point now where, even with just their keyboarding skills alone, they can keyboard. And the 8th grade enrichment class will come in to borrow the computers, and they’re asking for help, because the 8th grade enrichment class doesn’t know how to keyboard. So, we’re really seeing a lot of self-confidence building with these kids and their skills. You know . . . they’re starting to be leaders where before they’ve always been the followers. They’ve always been the ones who need the help, and now they’re able to help others . . . and it’s such a self-confidence builder for these kids.”
Student Comments
“I actually want to come to school and work with all of the technology . . . There are new lessons to be learned and I am going to learn in a more cooler way. Some teachers say that school isn’t a place for fun but a place for learning, well we can learn and have fun doing learning.”
“I think technology makes life easier for me. Technology also helps me find information I need and I want.”
“This year I have improved in my work because I have great technology.”
“The technology was fun it has taught me a lot of stuff. It has helped me with spelling and reading.”
“All of the technology is helping all of us at [name of school]. I think we should get it in every class. We can all learn what we are doing not just putting stuff down and think that we are doing it right.”
“I wish that all the schools in Washington had the technology that we have.”
“The technologies help me by correcting my sentences and my spelling errors. Read & Write Gold has a dictionary to see what word to use in my sentence. So the readers understand what I am writing. The document camera helps me. By reminding me what to do and where we are in reading even what the teacher teaching us today. What to study for the test. Play games on the board that helps us by learning are writing and reading. The computer helps me by correcting word on Microsoft word. Another Reason the computer helps me by saving my writing. My third reason I can make a power point in the computer and show it to my class.”
“There’d be like a lot of conversations goin’ on, so I would . . . like . . . want to look around. And instead of the teacher . . . like . . . just talkin’ to you, you could look on the computer and it won’t be any distractions around the class for you. You just focus on that one spot on the computer . . . right there. The computer can help you do stuff, and you don’t have to have the teacher.”