The New York Times published a lengthy, must-read article examining how investments in technology by school districts have not resulted in higher test scores. The article focuses on the Kyrene School District in Arizona, which has considerable investments in technology but stagnated test scores when compared to Arizona as a whole.
This finding doesn’t surprise me, but I also don’t think it is a problem. I have long thought that standardized tests focus on a very narrow range of skills, not including 21st century skills such as applying technology to solve problems. Thus, technology use in schools has great value beyond teaching just basic skills. The article addresses this as well, quoting Karen Cator, Director of the Office of Educational Technology:
“In places where we’ve had a large implementing of technology and scores are flat, I see that as great,” she said. “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
The article also explores other factors affecting student performance in fair detail, such as economic factors and the difficulty of doing long-term studies of student performance related to technology.