Title: Using Instructional Technology in Transformed Environments: An Evaluation of Project CHILD.

Author(s): Butzin, Sarah M.

Source: Journal of Research on Computing in Education, Summer 2001,

Vol. 33 Issue 4, p367, 7p, 5 charts

Intended Audience: Educators, school managers and others interested in using computer assisted learning technology

Copyright:

http://www.iste.org/

Summary

The researcher investigated the effectiveness of Project CHILD in a public school in Miami, Florida. Project CHILD, Computers Helping Instructions and Learning Development is a K-5 instructional model that utilizes technology to help schools shift from traditional learning to student centered learning.

The model uses learning stations for proving various learning strategies using technology in reading, writing, and mathematics. Teachers are trained in the delivery of the program and stay with the same group of students for three years, focusing on one subject area for the entirety. This ensures that teachers are able to integrate technology in their subject area and help students learn at their own pace. All students are able to use technology everyday.

The researcher found two schools that shared similar demographic characteristics and were technology-rich schools following the same curriculum. The data used to ensure similarities was provided by the school district. Students from both schools shared similar socio-economic characteristics and the schools shared similar teacher-student and computer-student ratios.

The purpose of the study was to determine how the students learning in the Project CHILD method compared academically with their peers in the school that did not use this method. The study showed that the students in the Project CHILD schools scored higher on all comparisons with their peers in the control school. It also showed that there was a significant difference in mathematics applications in grades 2 and 5, reading comprehension in grade 5, and mathematics in grade 5.

The researcher concluded that the significant results for higher scores by students in grade 5 in the school using the Project CHILD methods added to the growing body of evidence that Project Child has a positive effect on learning, especially when the students participate in the program for the full three-year cycle (p370).

Conclusions drawn by the author

This study concluded that students learning through the Project CHILD method do score significantly higher on same tests as their peers in the other school. The researcher also made a number of statements in her discussion that added to her conclusions:

•  Technology can be more effective when used in a transformed learning environment than when used in a traditional learning environment

•  Computers can be positive learning tools, especially with computers placed in the classroom.

•  Teachers have difficulty integrating computers into classroom instruction.

•  Traditional instructional models are not designed to accommodate computer-enhanced learning.

The conclusion that the researcher came to regarding technology being more effective when used in a transformed environment was supported with a statement that more controlled studies need to be conducted. This shows an understanding on the part of the researcher for control groups, significant samples and so on.

The researcher also provided some statistics to support her argument that teachers do not integrate computers. She pointed to research that suggests only 43% of elementary teachers assign computer work frequently. There just wasn't enough information provide to truly support this, although the conclusion appears to be justified

Are the conclusions warranted from the information provided?

The researcher set up a valid empirical study. She had a control group; she attempted to use schools that were similar in all characteristics except for the one being studied. Of course, there is any number of intangibles that could have affected the outcome of her study.

Looking at the information provide, the researcher was justified in making her conclusions. The article supplies the statistical analysis of the collected data. Results are provided of Median Stanford Achievement Test (SAT-5), in percentile rankings from both schools for all grades. There is a breakdown of the demographics of both schools that show similar characteristics in race, numbers of students and numbers of instructional computers.

Possible unstated beliefs or assumptions

The researcher has assumed that the teachers in both schools are equally motivated and equally engaged with students. It seemed to be an assumption that both schools contained equally trained teachers and provided equally quality educational opportunities.

It seemed safe to assume that the schools followed the same curriculum, but an assumption was made that the students would perform the same without the variable of Project CHILD. This would assume that the students would attain the same standards if they were in the same school.

There is also an assumption that the administration is equally supportive, teacher training and teacher abilities are similar, etc. In essence, the schools, the students, the teachers, the parents, are all similar enough to warrant the conclusions made.

Credible Conclusions?

It would be safe to hold credible the conclusions drawn from the study. Not only was the evidence presented in a logical and convincing manner, the study itself was designed with a clear sense of the requirements of empirical research. The researcher did make certain assumptions, but these were acknowledged within her study.

The statistical analysis could have contained more information, i.e. t-tests, p-values, etc. However, personal experience in schools and previous research lead me to accept her conclusions as valid. There is significant research to show that the effective integration of technology does have a positive affect on student performance in standardized tests. The Project CHILD method contains a number of elements that would allow for effective integration: teachers who are experts in their fields, who have been specifically trained in delivery of the program; students working in small groups or work centers at their own pace; team teaching; varied learning modalities; and cross-grade clusters.

Significant literature review was also presented to support the knowledge and conclusions of the researcher.

Possible Further Information

After reading this article, I would be interested in knowing more about the Project CHILD methods. I think it would be interesting to know how this program was developed, what learning theories and approaches are reflect in the program and how widely used the program is used.