The search for evidence

Studies into the impact of ICT on student performance are driven partly by the need for governments and schools to see a return on their investments. Finding evidence which proves that greater integration of technology leads to improved educational outcomes for students is problematic. Are standardised tests geared to measure the impact of greater integration? How do you separate the use of ICT from other factors which affect student achievement? However, there are some examples of research in this area which provide evidence that students who have greater access to computers at school and home are advantaged.

The Impact 2007 study conducted in the UK is one such research project. The study, commissioned by the British Educational Communications and Technology Agency (BECTA) aimed to gather quantitative and qualitative data on the impact of ICT integration on student performance in 67 schools in the UK. The study concludes that there are links between a school's e-maturity and student performance. The improvement is evident in results from standardised tests in mathematics and science, as well as literacy levels in the younger years. The research also found that students who have greater access to using computers at school recorded a more personalised learning experience. This is linked to ICT being a positive motivating factor for students' learning.

The European Schoolnet report on ICT integration is another comprehensive study into the benefits of ICT in schools. Working in a primary school, I was particularly interested in the findings that student achievement in English in the primary years was significantly enhanced by technology rich curriculum. They also found that the use of interactive whiteboards has a positive impact on student performance which is supportive of the findings in Australian schools referred to in my post of last week. The impact on teachers and pedagogy is also significant with teachers reporting to be more enthusiastic, efficient and collaborative through greater ICT integration. However, there is evidence that teachers do not fully exploit the creative potential of ICT. Moving from a traditional model of teachers imparting knowledge, albeit with technology enhanced tools and technique, to one where the students problem solve and construct their own knowledge is a key recommendation of the report. A report into Web 2.0 is needed?

According to this Norwegian OECD researcher, the question has shifted from 'does the use of ICT improve student performance?' to 'in what ways can ICT be used to improve education, including students' performance?' Addressing this question will be the focus of my next post, a look into the mini action research project which I am conducting at my school.