Document Type
Issue Area Seven
Abstract
Much of the literature abounds with information on using technology as the tool for authentic assessment of student achievement. However, little of that same literature determines the impact of the technology on student learning. To discuss this, it is essential to speak to the perspective from which this issue will be addressed. That perspective is not how to use technology for assessing students, but rather how to determine that technology can influence the teaching/learning process.
It has been suggested that we cannot consider technology's impact on education without also considering the impact of the school reform movement, since the two seem so closely intertwined (Knapp & Glenn, 1996). The premise of school reform is that schools must be accountable to the community in assisting students to achieve higher educational standards. The community is not concerned how students should reach those standards, rather that they must reach them. Further, there is an effort to employ standardized assessment devices to measure student achievement of those standards. But, there is no concentrated effort to examine the role of technology in that process of standards achievement. The assumption is that with technology it is feasible to see improvement in student learning. Is this a fair and just assumption?
Journal Title
Institute for Educational Leadership Monograph Series
Volume
6
Issue
1
First Page
221
Last Page
223
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
Smaldino, Sharon E.
(1996)
"How Can Technology Influence the Teaching/Learning Process?,"
Institute for Educational Leadership Monograph Series: Vol. 6:
No.
1, Article 64.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol6/iss1/64
