Research in Education

The following is the first in a series of articles that will explore research on practical issues that can support teachers and parents to improve student learning. We invite you to use and share the contents of these articles. Please contact the Ministry with your suggestions for future topics.

Computers in the Classroom

Practically Speaking: What Do We Know?

We can draw a few lessons from the research on the impact of computers in the classroom, even though there is considerable opportunity for more rigorous research.

First, purpose is paramount to deciding if a computer program can support student learning. In the classroom or in the home, e-learning resources must fit the educational purpose that the teacher or parent has established. If they are not directed to the right purpose, attractively packaged and compelling e-learning materials are not likely to produce the results desired because they risk a mismatch with students’ learning needs or the purposes of learning as determined by teachers and parents.

Second, quality matters! There is uneven quality of e-learning resources, which means that teachers and parents need to look for critical reviews of e-learning resources after having identified the purposes of the resource. A good place to begin seeking resources is SchoolNet, self described as "one of the best educational web sites with over 7,000 Learning Resources." SchoolNet produces a valuable information news service about e-learning.

Third, e-learning will not substitute for quality instruction. Few, if any computer-based e-learning resources are capable of replacing the judgment of teachers or parents regarding the learning needs of a particular youngster in any given context. The professional judgment of teachers is unparalleled for meeting the individual needs of students and differentiating learning activities to maximize student success.

More Specifically: What does the Research Tell Us?

A substantive review of the current research on the benefits of using computers for learning shows that some practices stand out as beneficial for student learning. As the world of technology changes, it is only natural that the studies on the impact of using computers in the classroom will also evolve. The following is a summary of a longer report made public through the Canadian Education Statistics Council.

We know that Mathematics instruction has the longest history of using computers for instructional purposes and the largest body of research on its effects. Computer-assisted instruction in mathematics appears to have a generally positive effect on academic achievement. But, when examining teaching higher-level mathematics concepts, for children and adolescents at-risk, the use of computers was not better than the use of a qualified and caring teacher. Moreover, there is some evidence suggesting tutoring produces similar or better gain for less money. Hence, it is important to first have quality instruction, and allow the technology to complement the teaching.

We know that literacy programs for kindergarten children improve performance, especially for low achieving students, whose interest increased and off-task behaviour decreased. Writing ability, quantity, and willingness to edit appears greater for students with high access to computers, and less likely for students with little access.

We know that in science, when computers were used in conjunction with other technologies such as multimedia, laboratory and graphing instruments, students were more motivated to attend class, continue on tasks, and enjoyed the experience more than students learning without those tools. In some studies, we also see better performance and better attitudes towards science when compared to the use of standard instruction alone. Students reported that the computers afforded them opportunities for self-pacing, flexibility, and the ability to work with peers, which they liked.

We know that we still need to be cautious about the use of software to support learning. Reviews of software indicate that many programs are of poor quality and dubious value to the learner. Studies report positive results in some cases, with students demonstrating enhanced motivation, enjoyment, and performance. As made clear at the start of this brief, the quality of teaching in the classroom is of primary importance, and then the appropriate use of quality programs can enhance student motivation, learning, and success.

Find links to current Canadian and international research here.