A 6 page research paper that examines technology's integration into classroom instruction and its effect of student achievement. This discussion looks at the strengths and weaknesses in the available research literature, as well as what research says about teacher training in technology use and its effect on student achievement. Bibliography lists 8 sources.
Name of Research Paper File: D0_khrestec.rtf
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eliminating the Enhancing Education Through Technology program, which is the only source for federal funding available for K-12 technology (Ishizuka, 2005). The rationale of the Bush administration is to eliminate
programs that "arent working" (Ishizuka, 2005, p. 26). While this seems to be an indictment of technological implementation in the classroom has benefiting students, the announcement came just one month
after the release of the National Education Technology plan, which outlines ambitious new goals to advance technology integration in schools (Ishizuka, 2005). Is this a case of the right hand
(of the government), not knowing what the left hand is doing, or is it legitimate to say that technology implementation in classroom instruction has proven to be a disappointment? The
following literature review examines the evidence and endeavors to answer this question, looking at the strengths and weaknesses in the available research literature, as well as what research says about
teacher training in technology use and its effect on student achievement. Billions have been devoted to wiring nearly every school in the country with computers, but some scholars
argue that, thus far, technology has had little impact on student achievement. According to Chris Whittle, CEO of the for-profit Edison Schools, technology has not been widely integrated into school
curricula and, he asserts that computers are frequently a "waste money; theyre sitting in the back of the classroom" (Learner, 2001, p. 4). Technology holds the potential to provide instant
feedback and analysis of student progress (Learner, 2001). One of the problems with technology integration is that in-service teachers have often had little or no exposure to how to use
or integrate technology into their classroom instruction. Typically, schools spend $100 per student annually on technology and this includes teacher professional development. This contrasts sharply with the fact that the