Does Technology Boost Educational Effectiveness?

By William M. Gillum, Ed.D.
Associate Professor in the School of Education, American Public University

As we prepare learners with the skills needed for the 21st century, there is even a greater desire to further integrate technology into our classrooms. Whether it’s a K thru 12 or college classroom, it’s rare to find an environment that does not integrate technology in some form or another. In some cases, online learning has replaced the physical classroom altogether. As educators, we owe it to ourselves and our students to harness these benefits. However, while technology offers significant advantages, simply integrating it as an alternative source of delivery or as another means for students to demonstrate their comprehension is not an effective practice.

Whether it’s asynchronous, synchronous or blended learning, we must remind ourselves that any form of learning technology should also be guided. Wopereis, Sloep, and Poortman (2010) remind us that these resources are ‘‘just’’ instruments and require “high-quality guided practice” from instructors. These instruments, combined with guidance can “afford good instruction, practice and motivation” (p. 259). While technology can positively impact learning outcomes, it may be even more effective for some students if it’s instructor-led and integrated into a well-designed curriculum.

Technology is rapidly changing the educational environment and challenging students to adapt accordingly. It can frustrate students of different generations struggling to learn how to utilize a learning platform in addition to the actual subject. Some may wonder—why should I waste time learning how to create a podcast when I could simply write the paper? It’s a valid question, especially if some students are finding themselves devoting more time to mastering the technology rather than learning. We must not assume that students who were raised using technology are always comfortable learning with these tools.

A past study by West, Wright, Gabbitas, and Graham (2006) found that because of tools that some students may not have experience using (e.g., blogs); those students may need more structure in their assignments. They also require instructions on how utilizing these tools can be useful as a skill outside of the assignments. Students may also struggle with using online tools if an instructor neglects to “teach the conceptual basis of the tools” (p. 56). We must try and recognize when technology is limiting a learner’s ability and provide guidance or alternative measures to ensure that he or she is grasping the curriculum. “Technology may mean little without appropriate objectives and goals for its use, structures for its application, trained and skillful deliverers, and clearly envisioned plans for evaluating its effectiveness” (Noeth & Volkov, 2004, p. vi).

Educators are also tasked with providing students the skills they need to flourish in a highly competitive and technologically based workplace. Many of the skills obtained through online are valuable professional skills. Students taught how to utilize multiple learning technologies effectively, such as creating podcasts and developing animations, have a competitive advantage over those who are simply using technology as a method of delivery in the online classroom. Technology in these multiple mediums increases our ability to incorporate a multi-modal approach to learning and helps students to acquire more advanced skills (Weir, 2008). Regardless of the subjects we teach, integrating technology gives our students the opportunity to not only learn the content, but also to develop skills that are useful beyond our classrooms. Technology, when integrated and balanced appropriately with the curriculum and with student needs, can make us more effective as educators.


  • Noeth, R. J., & Volkov, B. B. (2004). Evaluating the effectiveness of technology in our schools: ACT policy report. Retrieved from http://www.act.org/research/policymakers/pdf/school_tech.pdf
  • West, R., Wright, G., Gabbitas, B., & Graham, C. (2006). Reflections from the introduction of blogs and RSS feeds into a preservice instructional technology course. TechTrends: Linking Research & Practice to Improve Learning, 50(4), 54-60.
  • Wopereis, I. H., Sloep, P. B., & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18(3), 245-261.
  • Weir, L. (2008). Research review: Multimodal learning through media. Retrieved fromhttp://www.edutopia.org/multimodal-learning-teaching-methods-media
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