Technology Article-Quantity vs. Quality

Lei's article discusses that it is far more important to consider the type of technology and how it was used versus how much it was used. A study was shown between technology use and student learning outcomes. In the last ten years the U.S. has invested more than 66 billion dollars in school technology so we should be seeing some major benefits, if it is being used to support student achievement. This article argues that so far there is not enough evidence to support that student achievement has increased by using technology. The way technology is used in education varies from country to country. Two problems are discussed that contribute to the controversy over the relationship of technology to student learning. One is that technology is often examined at a very general level. Another is that there is more of a focus on the quantity of use of technology versus the quality of the technology itself. The study in this article addresses the quantity (time spent on computers daily) and quality of technology used (how technology was used). Student achievement, technology proficiency, and improved learning habits and developmental outcomes were the outcomes of this study. Seventh and eighth grade students participated in the study. Surveys were administered to assess the outcomes. The results are not surprising to me. It isn't the quantity of time spent that counts as much as the quality. That is where our focus should be as educators. This article is valuable to educators in that it reminds us to consider the technology we are integrating: Why did we chose it? What is it's purpose? Will every child benefit from it? Does it increase student achievement? Is it challenging? Is it stimulating? Is it easy to navigate? There are so many other questions to consider. A student could be on the computer all day but it not benefit him at all.

Reference

Lei, J. (2010). Quantity versus Quality: A New Approach to Examine the Relationship between Technology Use and Student Outcomes. British Journal of Educational Technology, 41(3), 455-472. Retrieved from ERIC database.