In the ‘80s, teachers were excited to incorporate overhead projectors into their classrooms. In the ‘90s, cutting edge classrooms were those equipped with a computer—one that would allow students to take turns accessing CD-ROMs and saving to floppy disks. Today, digital technologies have exploded, and schools might issue tablets to all students, rely exclusively on virtual courses, or even encourage the use of cell phones in class. But does technology in the classroom really improve student achievement?
Research tells us that although technology can have a positive impact on student achievement it is no guarantee of success (Pedro, 2012). Some students in online classes might outperform their peers, while those enrolled in a particular virtual school lag significantly behind. One educational software program may lead directly to higher test scores while another produces no measurable effect. And a one-to-one laptop initiative may be a wild success in one school district while it is a complete flop in the district next door.
Given the variable success of digital learning initiatives, decision makers have much to consider when determining whether and how to invest in digital learning. McREL’s newest policy brief, “Beyond Access: Effective Digital Learning for a Globalized World,” offers recommendations to policymakers as they consider ways to formulate digital learning policy:
1. Consider digital learning options that will address the unique needs of a specific region
Effective digital learning policy accounts for the strengths and needs that are unique to a region. While investment in a learning management system may be appropriate for a highly developed region, other areas may be better served by improved access to the Internet. Likewise, disparities within regions may mean that students and teachers in rural and remote areas lack access to the educational and technological resources that more populous areas take for granted.
2. Develop a rationale for digital learning
Advocates for digital learning may cite different reasons for their support. Some emphasize the role that education plays in preparing students for the workforce, arguing that students must be highly digitally literate to succeed in today’s technology-driven workplace. Others focus on technology’s ability to improve student achievement and enhance educator effectiveness, while still others argue that digital learning promotes more equitable access to education. Consideration of these rationales is likely to increase stakeholder buy-in and produce clearer policy.
3. Support successful digital learning implementation strategies
Successful digital learning programs provide for ongoing and substantive support to teachers and principals who must be trained to effectively incorporate any new technologies into their practice and maximize on the potential of those technologies. Further, effective digital learning policy provides for the ongoing evaluation of any digital learning initiative, which in turn allows for ongoing program improvement.
How effective have digital learning initiatives in your region been? What is your current digital learning policy? What obstacles does your district or school face in creating one?
For further details on effective digital learning policy, read this free McREL resource: Beyond Access: Effective Digital Learning for a Globalized World.
Written by Allison Dunlap, policy research assistant at McREL.
Pedró, F. (2012). Trusting the unknown: The effects of technology use in education. In Soumitra Dutta & Beñat Bilbao-Osorio (Eds.) 135–146, The Global Information Technology Report 2012: Living in a Hyperconnected World. Geneva: World Economic Forum. Retrieved from http://www3.weforum.org/docs/Global_IT_Report_2012.pdf