Learning with digital technology

What does the research say about the education benefits of learning with digital technology? Well quite a lot - and not much!

• Kathryn Moyle and Susanne Owen (University of Canberra) have put together a very readable literature review: Students' voices: Learning with technology (2008) which describes some of the research on students' expectations about learning with technologies. It gives us a great insight into students access to computers, the applications students use and their proficiency with ICT tasks. It notes that there is a limited amount of Australian research and little research which looks at deeper levels of student learning with digital technologies.
• The Journal of Technology, Learning and Assessment (Boston College) published the article (2005), Learning with technology: the impact of laptop use on students achievement - great title! This is certainly something we would like to know. This study reports that students scored significantly higher test scores and grades in writing (greater length and higher quality), English and mathematics when immersed in a laptop program. These results were probably positively influenced by the teachers that volunteered for the program. However there are some interesting observations made that make this worth reading.
• Cisco Systems commissioned a literature review on emergent findings on technology use in schools by the Metiri Group, Technology in schools: What the research says (2006). They make the opening comment that although after three decades of computers in schools, their use remains controversial (interesting!). A range of types of technologies are examined: TV, radio, calculators, interactive whiteboards, quick-response systems, portable ICT devices, virtual learning, computing laboratories and 1:1 ratio of computers to students (this is the only section I have read to date). The trends and research (both descriptive and rigorous) is examined in relation to knowledge and skills, content expertise, information processing and visualisation, higher-order thinking and sound reasoning and authentic learning experiences. A great starting point for some further reading.