The Effectiveness of Technology in Educational Practices

Introduction
The use of computer technology in schools has been studied frequently over the last decade. The number of computers in schools has increased almost fifty fold during the last decade, from about 2,400,000 to 108,400,000. The percentage of schools having 15 or more computers has increased from 64% to 96%, and the percentage continues to rise (Becker, 1999). This rapid growth in the number of computers in schools inevitably has become a major force for change in educational institutions. The direction of this change depends on how computers are used in schools and how effective they are for learning.

Research Concerns
From 1980 to 1995, higher education spent over $20 billion to fund technology for educational purposes. In 1994, $2.4 billion was spent on educational technology in kindergarten through 12th grade and $6.0 billion in higher education. Computer sales have risen by 25% in each of the past two years up through 1996, placing 50 million new computers into American homes and offices (Katz, 1995). Given that educational technologies are currently receiving significant attention, questions are now being raised regarding the research and assessment results that support the adoption and inclusion of technology in all levels of the educational system, particularly because costs remain so high.

Today, many objective observers on this issue are beginning to realize that the research supporting the massive adoption of technology simply does not exist to the extent that these widespread trends are justifiable. Researchers claim that, in spite of significant increases in per-student expenditures, the use of technology in education has had little effect on productivity (Educational Technology Research and Development, 1994).