Stephanie Fazio

SEYS 753

Dr. Murfin

27 March 2008

Assignment #4

Wenglinsky, Harold (2005). Using Technology Wisely: The Keys to Success in Schools. New York, NY:

Teachers College Press.

Goals

The goal of this book is to explain to educators how to (and how not to) use successfully use technology in the classroom. According to Wenglinsky (2005), technology is “neither inherently good nor bad, but its value depends on how it is used.” The effectiveness of technology in improving student performance is greatest when the educators use it constructively (i.e. use computers as a tool for teaching rather than a replacement for teacher). Wenglinsky determines that educators must be trained in using computers and the pedagogy most productive for computer use in order for technology to improve students’ learning process.

Strengths

Wenglinsky uses both quantitative and qualitative research methodologies to present evidence on how to effectively use technology in the classroom. Most notably, the author used national data to measure technology’s effectiveness on student academic performance in mathematics, science and reading. In 1998, Wenglinsky launched a series of studies that examined the link between computer use and student test performance, using the National Assessment of Educational Progress (NAEP) database. The NAEP is administered every year or two to nationally representative samples of 4th, 8th and 12th graders, assessing students’ knowledge of mathematics, reading, science and history. Additionally, the NAEP administers surveys to the 40,000 tested students and their teachers, examining how various activities in the school and classroom (including computer access and use) correlate to student performance. (Results will be discussed later in this paper.)

The author not only presents and summarizes the data, but also states the implications of what can be learned from the numbers. Wenglinsky makes suggestions for educators and policymakers on how to incorporate technology to increase student and teacher performance. In order for educators to use technology in teaching practice, technology must be available. Wenglinsky discusses how federal, state and corporate program are (and should be) executed to provide technology for educators. Additionally, he provides examples of how professional development and other training should be provided for educators to learn how to use technology wisely in the classroom.

Weaknesses

Wenglinsky provides a great deal of information on how technology can be used in the classroom, but does not discuss its use outside of school. Many families own computers, even those impoverished. Wenglinsky should’ve examined student use of computers as an educational tool outside of the classroom as well. Many students use computers for pleasure outside of school – teaching students how to use a pleasurable tool may increase student motivation and possibly achievement.

Additionally, Wenglinsky discusses how teachers must be trained to use technology in the classroom but not how students should be (i.e. through basic computer skills classes). If students are going to use technology in the classroom, they must be taught how to use it. For example, students should know how to use word processing, computer graphics, make charts and data table, communicate and research correctly before using technology as a medium in the classroom. The author states that “learning consists of three pieces, the teacher, the student and the medium; and it’s not possible to one out from the others” (Wenglinsky 2005). Therefore, without basic knowledge of the medium (technology) both teacher and student cannot use it effectively.

Implications

According to Wenglinsky, the results from the NAEP assessments in math, science and reading for 4th and 8th graders indicate that the quality of computer usage was more important than the quantity. “Students could receive a substantial benefit, no benefit, or even negative consequences from working with computers in the classroom, depending on how their teachers chose to use technology. Using computers to help students work through complex problems, thus tapping higher-order thinking skills, produced greater benefits than using computers to drill students on a set of routine tasks.” (Wenglinsky 2005). Computers should not be used as a replacement for instruction; they should be used to promote higher-order thinking in order to be an effective tool in improving student performance.

Wenglinsky also believe that standards and teaching must also be oriented in the same fashion as technology use in the classroom. Technology should not replace the teacher in the classroom, but rather to help concretize concepts initially abstracted by the teacher. For example, technology can be used to illustrate a concept – as a way of differentiating instruction.

Concluding Thoughts

After reading this book, I reflected on the use of technology in my classroom. Although I usually use computers as an effective tool and additive to my teaching, I am guilty of using technology ineffectively as well (as a tool to replace the teacher). Often, I use computer animations and online labs to complete activities that cannot be executed in the classroom. My school does not have the necessary funds to complete certain lab procedures (i.e. gel electrophoresis) so using an online simulation was a constructive way of using technology wisely. However, I’ve also used computers for students to complete Regents Questions (using BarronsRegents.com). Students complete exams of old Regents questions (that I create) and then review the results of their exam once they’ve completed it. This is an ineffective way that I’ve used technology in the classroom.

I want to try to incorporate more web 2.0 applications into class activities, but more importantly, outside the classroom. Using ScienceMOO as a communication tool with my students outside of school would be an appropriate way to provide extra help to students while they complete homework assignments for me. Additionally, keeping a webpage with assignments and course documents would be a great tool for parents and students (as well as me) to stay organized.

Stephanie Fazio

2008-03-25