The second session that I am blogging here at SITE 2017 related to K-12 Online and Blended Learning is:
The Association between Technology and Student Achievement in US History
Presider: Vince Moore, University of North Texas, United States
While technology is touted as a platform for transformative learning, much has yet to be learned about how technology impacts content knowledge acquisition. The central question of this discussion is to explore what large-scale achievement data tell us about the association between technology and student learning. Using NAEP data for U.S. History 12th grade assessment, relational differences were found between text-dependent and multimodal instruction.
Tina was already through the methodology by the time I made it to the room (both because the other session ran late and because the rooms were on different floors).
The average NAEP scores for students taking US history in online environment was 284.04 , compared to 290.33 of those students who took their history course in a face-to-face classroom. In 2012, when the data was collected, about 5% of all K-12 students took an online course. Today, that number is closer to 50% – which is problematic according to Tina because we are turning to a mode of delivery without knowing whether it is effective or how to use it effectively.
Interesting, here are the average NAEP scores for students based on the frequency use of computers in school in the history classroom (i.e., only the face-to-face students).
- never or hardly ever – 290.01
- once every few weeks – 289.75
- about once or twice a week – 286.34
- 2-3 times a week – 286.42
- every day – 276.96
The average NAEP scores based on the frequency of listening to information presented online (again with just the face-to-face students).
- never – 288.98
- a few times a year – 292.16
- 1-2 times per month – 288.88
- 1-2 times a week – 284.88
- almost every day – 275.09
Having access to a computer at home was highly correlated to performance (which is a proxy for socio-economic status).
- no – 266.74
- yes – 290.13
Tina mentioned that it is important to note that the question that this data doesn’t answer is what are teachers doing with the technology (i.e., no measure of the quality of use and the quality of content).