Michael Pitsch points us to the recent report issued by the Children's Partnership as evidence of the positive impact of technology on education.
It is important to note that the Partnership conducted no research of its own: the report is a "summary" of the research findings of other, say the authors of the report. Here is their summary of the impact of technology on education: <<Second, Educational Achievement: Various studies have documented that appropriate use of technology in an educational context can help students achieve better grades, increase scores on standardized tests, increase school attendance, and improve school behavior. However, often these results are achieved in conjunction with other educational elements, such as highly trained teachers, and therefore it is difficult to measure the specific impact of the technology itself. There is also early evidence that technology can have a particularly significant impact on improved academic performance among students with lower grades or from low-income or rural backgrounds.>> So: No original research, but a summary of the work of others. And, as always, an acknowledgment that improvement seems usually associated with other matters, such as "highly trained teachers, and therefore it is difficult to measure the specific impact of the technology itself." Steve Eskow [EMAIL PROTECTED] -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Behalf Of Executive Director Sent: Wednesday, January 04, 2006 12:06 PM To: 'The Digital Divide Network discussion group' Subject: RE: [DDN] NAAL points to serious,ongoing adult basic skills problem in U.S. "You ask me, and presumably others, to point you to evidence connecting the use of computers in education to higher levels of adult literacy: the implication of this request is that there is none." To believe that these results transfer, you need to believe that educational and employment are connected to basic literacy. HOW CAN ICT IMPROVE OUTCOMES FOR YOUNG PEOPLE IN IMPORTANT AREAS OF THEIR LIVES? Our review of existing research on the impacts of ICT on youth outcomes revealed its potential to produce important and measurable impacts in four areas that matter to children: First, Improved Health: Second, Educational Achievement: Third, Economic Opportunity: Fourth, Community and Civic Participation This report is available online at www.contentbank.org/DOMS. Mike ************************* Michael F. Pitsch [EMAIL PROTECTED] -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Dr. Steve Eskow Sent: Saturday, December 31, 2005 2:31 PM To: The Digital Divide Network discussion group Subject: RE: [DDN] NAAL points to serious,ongoing adult basic skills problem in U.S. David, You ask me, and presumably others, to point you to evidence connecting the use of computers in education to higher levels of adult literacy: the implication of this request is that there is none. In an earlier post you cited a 1991 "meta-study" (why 1991, David?) that purportedly demonstrated the educational improvements attributable to "CAI"-a term still widely used in 1991. Here are some lines from the introduction to that study: <<The effects of computer use on a large number of outcome areas were examined, including academic achievement in general (30), in mathematics (13), in language arts (8), in reading (3), in science (2), in problem-solving skills (2), and in health and social studies (1 each).>> Most of us, you'll agree, assume that "language arts" and "reading" and "problem-solving skills"-indeed, all of these areas of concern are what we mean when we talk about "literacy." Those students studied in 1991 are now 15 years older, with 15 more years of using computers in school, and college. And adult literacy has declined. But let us grant your point, David: no one promised us that students literate with computers would be more literate adults. The decline in adult literacy may be just another one of those "unintended consequences." But it has happened. And the question becomes, is there a tradeoff between injecting computers into the schools and the consequences of that educational choice on the adults that are produced? Megabillions will be spent on narrowing the digital divide, and many of those billions will go to such programs as the Negroponte initiative. If we cannot learn to do more and better educating with them, the results will be as disappointing tomorrow as they have been up to this point, and that would be a human tragedy. Steve Eskow [EMAIL PROTECTED] -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Behalf Of David Rosen Sent: Saturday, December 31, 2005 8:14 AM To: The Digital Divide Network discussion group Subject: Re: [DDN] NAAL points to serious,ongoing adult basic skills problem in U.S. Steve, Forgive me if all this has been discussed on DDN before, and if so please just point me to the archived messages. If not, however, could you give some background on the argument that narrowing the digital divide would increase adult literacy. Who made this argument? When? As someone who has followed adult literacy and technology for the last decade, somehow I have managed to miss it. I don't think narrowing the digital divide in itself will necessarily improve adult literacy in the U.S. or anywhere. Adult literacy -- literally adults who cannot read well working to improve their basic reading skills -- will increase if more adults are effectively taught to read. There may be some methods which use computers (and the Internet) which may be useful in this process, but I don't follow why one would think that access to computers and the Internet would by itself result in increased basic literacy. With access to a computer and the Internet those who were already literate could improve their reading comprehension and fluency by reading more and more challenging materials. But that might happen with access to a library or bookstore, too. David J. Rosen [EMAIL PROTECTED] On Dec 29, 2005, at 12:56 PM, Dr. Steve Eskow wrote: > Andrew and all, > > Perhaps the point I am hoping to get discussed is obscured somewhat > when the issue becomes whether David Rosen or I reads the NAAL > correctly.. > > We are concerned here with narrowing or eliminating the digital > divide. > > Between 1993 and 2003 the digital divide in the US was narrowed > dramatically. Many millions, billions, spent on hardware and software, > in homes and schools and offices. A vast literature published on the > transformations in education that computers will accomplish. > > The results to date of all this money, all this experimentation, all > this hope? > > All who want to look at the results unblinkingly need to reckon with > this > conclusion: > > After ten such digital-divide-narrowing years, the ability of students > to read prose and documents has dropped slightly for all levels of > education. > > Or depending on how you read the numbers, or want to read the numbers > searching for hope, literacy has remain unchanged. > > Either way, there is no basis here for arguing that the spread of the > new communication technologies has accomplished that transformation. > > An honest appraisal of the results to date is badly needed, and new > directions uncovered if the promise of the new technologies is > genuine. > > Steve Eskow > > [EMAIL PROTECTED] > > -----Original Message----- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] Behalf Of Andrew > Pleasant > Sent: Tuesday, December 27, 2005 12:53 PM > To: The Digital Divide Network discussion group > Subject: Re: [DDN] NAAL points to serious,ongoing adult basic skills > problem in U.S. > > HI all, > > I believe both David Rosen and Steve Eskow are correct, just looking > at the same data through different filters. When looking at literacy > scores by level of education, literacy levels have either dropped or > remain unchanged. > (See my earlier posting under the other thread on the NAAL.) The > overall rise is explained by there being more people with a higher > level of education now as compared to the 1993 NALS. Education and > literacy are highly (but definitely not entirely) correlated. > > The result, more people with more education pushed the overall average > scores up. However, prose literacy declined for all education groups. > Document literacy declined by education level for all those with > education including or above 'some college'. Quantitative literacy > remained unchanged (i.e. no statistically significant changes) by all > education levels. (See page 14 of the NAAL report at > http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470). > > What is most intriguing is that Kuttner's response to the question (at > least what David Rosen kindly forwarded) leaves out that part of this > first data release from the NAAL. I don't take it as a very positive > indicator that the education system has awarded bachelor and graduate > degress to more, but less well prepared, people. > > The entire discussion, of course, assumes that the NAAL methodology is > valid and reliable - I seem to recall the developers did not allow > anyone 'outside' to look at the methodology during its development. > There are many very valid criticisms of the 1993 NALS methodology - > even though it remained the best available data for a decade - and the > same may well come true of the NAAL. A quick, but not complete, > perusal of the NAAL website seems to indicate they have released > 'sample' questions but not the complete methodology nor the method of > assessing the results to develop the scores nor the method of > adjusting the NALS data to make it 'comparable'. > So those > parts of the story remain untold. > > Finally, after the repeated postponements, is it a coincidence that > the first look at the NAAL data was released only after cuts in adult > basic education and literacy funding were approved? According to the > Dept. of Education, the 2006 budget cuts funding for Adult Basic > Education and Literacy state grants from over $500 million in 2005 to > $200 million in 2006. > > Best wishes, > > Andrew Pleasant > _______________________________________________ > DIGITALDIVIDE mailing list > DIGITALDIVIDE@mailman.edc.org > http://mailman.edc.org/mailman/listinfo/digitaldivide > To unsubscribe, send a message to digitaldivide- > [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the > message. > > > _______________________________________________ > DIGITALDIVIDE mailing list > DIGITALDIVIDE@mailman.edc.org > http://mailman.edc.org/mailman/listinfo/digitaldivide > To unsubscribe, send a message to digitaldivide- > [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the > message. _______________________________________________ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message. _______________________________________________ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message. _______________________________________________ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message. _______________________________________________ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
