Far too often, school leaders fail to consider how technology might dramatically improve teaching and learning, and schools frequently acquire digital devices without discrete learning goals and ultimately use these devices in ways that fail to adequately serve students, schools, or taxpayers.
Forty-one percent of eighth-grade math students from high-poverty backgrounds, for instance, regularly used computers for drill and practice. In contrast, just 29 percent of middle school students from wealthier backgrounds used the computers for the same purpose. We also found that black students were more than 20 percentage points more likely to use computers for drill and practice than white students.
<div style=”margin-bottom:5px”> <strong> <a href=”http://www.slideshare.net/LuisTaverasMBAMS/are-schools-getting-a-big” title=”Are Schools Getting a Big Enough Bang for Their Education Technology Buck?” target=”_blank”>Are Schools Getting a Big Enough Bang for Their Education Technology Buck?</a> </strong> from <strong><a href=”http://www.slideshare.net/LuisTaverasMBAMS” target=”_blank”>Luis Taveras MBA, MS</a></strong> </div>