America's Schools Not Using Computers Effectively as a Learning Tool

March 2, 2004

IOWA CITY, Iowa—America's schools now provide computer access to almost all students, but many schools are not using computers effectively to enhance student learning. This is largely because many teachers and administrators have not been adequately trained in their use, according to a new report from ACT.

"Our students are behind those in many other countries in math and science, and one of the things holding them back is our educators' inability to use technology effectively as a learning tool," said Richard J. Noeth, director of ACT's Office of Policy Research and a co-author of the report.

Research reviewed by ACT for the report suggests that the use of computers in the classroom, when combined with traditional instruction, can increase student learning and achievement, particularly among low-achieving and at-risk students. This can be especially true in the areas of math and science. Students learn more quickly and with greater retention when learning with the aid of computers, and their attitudes toward school and learning are positively affected by computer use.

Most American students now have access to computers at school, either in classrooms or in learning centers, and a majority of teachers use computers and the Internet for instructional purposes. Despite this greater access to technology, however, there is no strong evidence that overall student achievement has increased as a result.

One reason for this disconnect, according to the report, is that access to technology is only half of the mission that must be accomplished.

"You must not only have computers, you must also be able to use them effectively," said Noeth. "Too often we see teachers using computers only for basic, isolated tasks such as math calculations and word processing. Instead, computer technology should be integrated into the teaching process to help motivate students and enhance learning."

According to the report, computer technology can be used to enhance learning in a wide variety of ways, particularly in the areas of simulation and interactivity. For example, well-trained teachers can use computers to help students interact with scientific models, visualize historical events, and solve complex problems. Computers can also be used to aid instruction to multilingual and special needs student populations.

Inadequate teacher training, the report claims, is part of a larger problem: the lack of early, thoughtful, and comprehensive planning by school districts. For technology to be effective as a learning tool, schools must set appropriate objectives and goals for its use, ensure that educators are well trained to use it, and have clearly envisioned plans for evaluating its effectiveness.

Among the report's recommendations to help improve the effective use of technology as a learning tool are the following:

All relevant stakeholders (school officials, teachers, board members, etc.) should reach consensus on the purpose and intended outcomes of the planned technology implementation.
Every technology plan should include an evaluation component that uses multiple methods to assess agreed-upon outcomes.
Administrators and teachers should receive adequate, tailored, and continuing education on how to best integrate technology into their schools and classes, and they should be evaluated on their proficiency in doing so.