Does Internet access=student achievement?

Does Internet access=student achievement? Americans are betting billions that it does.

President Clinton’s Technology Literacy Challenge, and the subsequent government funding, grant opportunities, and private/public partnerships, may be credited with getting public schools wired. In this 1996 State of the Union address, he introduced this challenge for education: “In our schools, every classroom in America must be connected to the information superhighway, with computers and good software, and well-trained teachers.”

Today, access to computers as well as connectivity to the information superhighway, more commonly called the Internet or World Wide Web, is nearly complete. According to the National Center for Education Statistics, Internet access grew significantly from 1994 to 2002. Ninety-nine percent of schools and 92% of classrooms in the United States were online as of Fall 2002, compared to 35% of schools and 3% of classrooms in 1994.

The heavy investment in technology, however, has not yet yielded educational returns.

In an ideally wired world, computer technology and the Internet will be used for exploratory learning and the development of higher-order cognitive skills, not just as a tool for information retrieval and reinforcement of basic skills.

Those who challenge the assumption that Internet access=smarter kids without significant effort include Craig A. Cunningham, director of the Web Institute for Teachers at the University of Chicago. He provides insight into the specific issues that should be addressed before technology will impact educational outcomes: "What we don't need is a mindless pursuit of educational technology for its own sake, without regard for the opportunity costs (what we would spend the money on if we didn't have to pay for computers and access), the educational effects (enhancing basic skills as against improving higher-order thinking skills), or the substantial changes in schooling that may be necessary to use technology effectively."

Obstacles to reaping the educational power of technology remain. They include:

• A digital divide in the homes of students separating access among haves and have-nots (31% percent of students from families earning less than $20,000/year use computers at home compared to 89% in families earning more than $75,000/year).
• Need for teacher training not only in technology but the effective use of technology in instruction tied to the curriculum (6% of teachers use the Internet as a primary source for core curriculum materials although 92% access online resources for supplementary materials)
• Need for the ongoing development and selection of online content for appropriateness and usability.
• Dearth of a instructional models that facilitate exploratory learning and the development of higher-order skills.
  

Sources:

Cooper, Eric. "President Clinton's 1996 State of the Union Address" A Chronology of U.S. Historical Documents. October 26, 20024. http://www.law.ou.edu/hist/state96.html

Cunningham, Craig A. "Improving Our Nation's Schools through Computers & Connectivity." Brookings Review, Wnter 2001 v19 i1 p41.

Department of Education Press Release. "President Clinton's Call to Action for American Eduation in the 21st Century." http://www.ed.gov.updates/PresEDPlan/part11.html

Dyril, Odvard Egil. "Online education: putting the pieces together: it is time to take the final steps to integrate technology into education" District Administration, June 2002 v38 i6 p46 (l).

Eamon, Mary Keegan. "Digital divide in computer access and use between poor and non-poor youth." Journal of Sociology & Social Welfare, June 2004 v31 i2 p91(22).

Green, Douglas W. and O'Brien, Thomas. "The Internet's impact on teacher practice and classroom culture." T H E Journal (Technological Horizons In Education), June 2002 v29 i11 p44 (6).

National Center for Education Information-Statistics. National Center for Education Information-Reports. "School net access up; digital divide remains." American Libraries, Jan 2004 v35 i1 p38(1).