Document Type
Issue Area Seven
Abstract
"How do we assess the impact of technology on student achievement?" is a compelling but premature question. Premature because we must first be clear about what we mean by student achievement.
To attain clarity, three prerequisite questions need to be posed and addressed.
Experts universally agree that we must redefine the traditional models of teaching and learning if technology is to have an impact (Barron & Goldman 1994; Becker & Hativa, 1994; Carey, 1994; David 1994; Dede, 1995). The first question, therefore, becomes "what will be the redefined models?" This redefinition will result in bringing clarity to what we mean by student achievement. Thus, it follows that student achievement will take on a new meaning and, therefore, must be assessed in new ways.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
6
Issue
1
First Page
203
Last Page
205
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1996 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Curran, Nina
(1996)
"Reassessing Models, Preparations, Support, and Student Assessment Through Technology,"
Institute for Educational Leadership Monograph Series: Vol. 6:
No.
1, Article 58.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol6/iss1/58
