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Technology Integration

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Principal Researchers
 

Robert Bangert-Drowns, Joseph Bowman, Carla Meskill, Karen Swan, Arthur Applebee
 

Despite schools’ investment in technology, we do not yet fully understand what it means for students to be technologically literate, how technology can help students develop stronger literacy skills, nor the particular combinations of technology, student characteristics, and instructional strategies that are most effective. Earlier research suggests that including technologies in ordinary schools can have powerful motivational effects on students. However, the benefits of electronic text seem most marked in classroom situations where instructional strategies support the special qualities and potential benefits of technology.

Using a combination of quantitative and qualitative methods to study the integration of technology in instruction, CELA researchers have investigated, among other things, the state of technology standards, student-software interactions, and how technology is used in ESL classrooms. They have shared their findings in articles and books, including:

Standards:
Nonprint Media and Technology Literacy Standards for K-12 Teaching and Learning (Report, 1999)

ESL:
Electronic Text and English as a Second Language Environments (Report, 1999)
Technologies Use with ESL Learners in New York State: Preliminary Report (Report, 1997)
Teaching and Learning in Real Time: Media Technology and Language Acquisition, Carla Meskill, 2000 (See Books)
 
 

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Last updated on Jun. 2, 2008 by the Webmaster.
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Center on English Learning and Achievement,  School of Education B9
University at Albany,  1400 Washington Ave.,  Albany,  NY 12222

Phone: (518) 442-5026  Fax: (518) 442-5933

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