Dates of Study:

1998

Basis of Study:

Findings from a national study of the relationship between different uses of educational technology and various educational outcomes. Data drawn from the 1996 National Assessment of Educational Progress (NAEP) in mathematics, consisting of national samples of 6,227 fourth- graders and 7,146 eighth-graders.

Conclusions:

• For eighth-graders, teacher's professional development in technology and the use of computers to teach higher-order thinking skills were both positively related to academic achievement in mathematics and the social environment of the school.
• For fourth-graders, using computers for learning games was positively related to academic achievement and the social environment of the school by increasing the tendency of teachers to use computers for learning games.
• The frequency of home computer use was positively related to academic achievement and the social environment of the school.
• Computers are neither cure-alls for the problems facing schools, nor mere fads that have no impact on student learning.
• When they are properly used, computers may serve as important tools for improving student proficiency in mathematics, as well as the overall learning environment in the school.

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