Over taught and use a PC for

the years, there has been extensive research into the impact of ICT
in education. Two main points of interest are computer-assisted
instruction and computer-based learning. Many researchers have
researched these two types of teaching methods to show whether they
are move effective than the traditional way of learning. A study
conducted by Fletcher-Flynn and Gravatt in 1995, aimed to show the
effectiveness of computer-assisted instruction. Computer-assisted
instruction is essentially an ICT method where students are self
taught and use a PC for tutorials in their chosen subjects. The study
identified 400 reports between the years of 1987-1992 to identify the
overall impact ICT had. The analysis of the results found that
average effect across the students reports were small during the five
years. However, the reports in the final years of the years in
question showed a small improvement in comparison to the early
reports. To put the results into context, the improvement would have
placed the class 50th to 40th out 100 classes
in order of attainment. The results are interesting as it suggests
the role in which ICT has increases the performance of a learner
however, the increase in performance is minor.

opposing study conducted by the British Educational Technology
Association disagreed that ICT enhanced the performance of the
learner and teacher as they claimed that there was no link between
the level of resources for ICT and learner/teacher performance. The
study found no link between ICT in either mathematics and English
grades in key stage 1 in 1999. However, at key stage 2 there was a
clear but small association between ICT resources and pupil
attainment. Although the researchers found a small link between ICT
and pupil attainment, the results also show that outcome was largely
dependent on the performance of the student rather than, ICT
resources. Similar results were found in researcher Weavers study.
The study conducted in the USA, found a small correlation between
student performance in tests whilst using computers. Such results
again show that the use of computers makes little to no improvement
when it comes to student achievement. Similar results were found in a
study conducted by the Teacher Training Agency in England, where a
preliminary survey found an insignificant link between pupil
attainment and high computer use. However, analysts of this survey
suggested that the weak link found in these results were down to
ineffective teachers and their teaching methods. The analysts
suggested that more effective teachers who used effective teaching
methods would of had stronger results when it came to computer use
and student attainment. However, in the same study, it was reported
that their was a significant link between computer use and pupil
attainment in subjects such as Maths and English. Analysts of these
results suggested that the strong link found between ICT and pupil
attainment was not down to ICT alone, but rather how the teachers
were able to use ICT to raise the level of attainment whilst using
ICT to support their teaching in English and Maths. In this part of
the study, the use of ICT was specifically targeted in particular
areas for to maximize student attainment whilst using ICT. In these
English and Maths classes, teachers worked closely with their pupils
over an intense period of time using a variety of ICT software. The
results show that the use of ICT can have a positive effect on
learners but has to be done in a specific way. In this study, ICT was
targeted in specific areas of learning with a clear purpose of where
and when to use ICT to maximize the clear benefit ICT can give pupils
in the classroom.

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