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SETDA Analysis

After reading a few sections of the SETDA report on technology integration, it still seems very subjective on how we can measure the impact of technology integration on academic curriculum. For example, I was reading a report of a school in Arkansas, which mentioned that they achieved academic gains with the integration of technology. According to the report, “teachers fully integrated technology into curriculum and instruction,” and that it contributed to significant increases in scores. On whose authority should we be convinced that this particular school “fully” integrated technology. Where is the accountability? What other factors and variables could have contributed to academic gains?

Maybe there is no way to objectively provide answers to the question, but rather offer a standardized model that all schools could follow. I am still trying to wrap my head around this central question: How much impact does educational technology integration have on academic achievement?

  1. Patrick
    October 29, 2009 at 2:59 pm

    I agree with you, Howard. A review of the literature offers little in the way of recent concrete research. While it remains conceptual, I wonder if you’ve seen Punya Mishra and Matthew Kohler’s work on Technology, Pedagogy, and Content Knowledge (TPACK).

    • October 29, 2009 at 3:58 pm

      Thank you for the link, Patrick! I will check it out. Are you an Ed Tech administrator? How are you assessing technology integration?

  2. Patrick
    November 2, 2009 at 1:24 pm

    Howard, it sounds like you’ve had the same initial feeling about Matthew and Howard’s work as I have! I am working to create something that is based on this model now.

  3. November 3, 2009 at 2:55 pm

    Hey Patrick, are you a student of Matthew? How did you find out about his work? Do you have a link to your website or blog? Thanks!

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