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The Impact of Media and Technology in Schools
By Reeves, T. C.
The Bertelsmann Foundation
(1998)
Summary and Review | Profile and Features | Complete Study | Related Studies
 Print Version of Review
APA Reference:
Reeves, T.C. (1998). The impact of media and technology in schools: A research report prepared for The Bertelsmann Foundation. Retrieved January 28, 2002, from http://www.athensacademy.org/instruct/media_tech/reeves0.html
Summary:
Reeves (1998) reviews current literature examining the effectiveness of technology and media as educational tools. An impressive number of studies are cited in this article. The information is organized along two dimensions: Studies which examine the use of technology to convey instructional material (e.g., instructional television, computer-based instruction), and studies that examine the use of technology as cognitive tools (e.g., databases, multimedia presentation software) to support the development of high-order mental skills.
The author concludes that there is ample evidence supporting the effectiveness of television as a conveyer of educational material. Likewise, computer-based instruction programs are effective applications of media and technology in the classroom. The use of computer-based cognitive tools is also shown to be an effective aid in the development of higher-order learning skills. This is particularly true when the cognitive tools are employed within a constructivist classroom context.
Reeves (1998) suggests a number of areas where further research is indicated. He particularly advocates more longitudinal research programs that examine the use of cognitive tools in constructivist educational contexts. Reeves also points out that more research is required to examine the underlying principles of effective educational applications of media and technology. Too much current research focuses on demonstrating the effectiveness of various technology applications, without examining the specific details of the application itself.
Major implications for educators/decision makers:
Reeves (1998) comes to a number of conclusions that are of potential interest to education administrators and decision makers:- Television presentations of taped lectures are typically as effective as the actual lectures themselves.
- Television productions that are specifically designed for educational purposes have been shown to be effective instructional tools.
- There is little persuasive evidence that television causes hyperactivity or lethargy in children, or that television ‘stultifies the mind’.
- There is evidence showing a significant correlation between preferred viewing of violent television shows, and increased aggressive behavior by children and adolescents.
- Computer-based instruction has been shown to impact student performance in a number of different academic areas (e.g., math, science). This positive impact takes the form of increased performance on standardized measures of student achievement, increased student motivation, and faster rates of learning.
- The use of media and technology as cognitive tools is also an effective use of instructional technology. These cognitive tools are particularly effective when employed within a constructivist environment.
Cognitive tools are very useful in helping students to design person-specific knowledge representations.- The use of cognitive tools promotes the development of reflective thinking.
- The use of cognitive tools not only provides support for the development of higher-order mental skills, but it also provides expertise with the use of the actual tools themselves.
- Cognitive tools are effectively employed on tasks that take place within ‘real-life’ contexts.
- Multimedia presentation software can support development of a wide range of student abilities, including time management, organizational, presentation, and reflective thinking skills.
- Computerized simulations, collaborative research activities, and virtual constructivist learning environments are particularly effective educational applications of media and technology.
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Major implications for educational researchers/evaluators:
- More research is needed to determine the exact relationship between constructivist pedagogy and the use of instructional technology. While the combination of these two factors typically results in an environment conducive to the learning experience, it has proven difficult to partition the effects upon student achievement of the constructivist approach, from the effects of the use of instructional technology. This area of investigation should ideally employ long-term longitudinal research designs.
- More research is required which examines specific aspects of specific instruction technology applications. Much current research attempts to demonstrate the effectiveness of educational technology, but pays little regard to the specifics aspects of the technology, and its application, that are responsible for the successful technology implementation.
- Current research indicates that integrated learning systems are effective approaches to education. However, the current database in this area is inadequate, particularly regarding studies that examine the details of actual implementations of such learning systems.
- Much work needs to be done regarding the design of intelligent tutoring systems , so that they that provide adequate human-computer interaction facilities, and are otherwise supportive of the actual learning process.
Major intervention(s) or variables studied:
Reeves (1998) reviews literature examining the effective application of educational technology, as a means of content conveyance and as cognitive tools employed within a constructivist educational context.
Major questions addressed:
Sources of evidence identified:
The evidence presented in this article is based on educational technology research conducted in the past decade (approximately). The breadth of research examined by Reeves (1998) is certainly impressive, and it can safely be assumed that the findings presented in this review article are based on a representative sampling of current educational technology research.
Replicable strategies, practices, and/or products:
The replicability of the studies examined in Reeves (1998) cannot be determined by reading his review article. Instead, the article effectively serves as a guide towards specific research articles that might be of interest to education administrators, researchers, and practitioners.
Strengths and limitations of the study:
The strengths of this review are the range of articles that are considered by the author, and the clear, concise organization of the presented material. Reeves (1998) also provides an array of excellent practical conclusions based on presented research, as well as useful suggestions for future areas of investigation.
The primary limitation(s) of Reeves (1998) is difficult to specify. While the standard caveats regarding literature review articles certainly apply in this situation, there would appear to be few other major concerns regarding Reeves (1998). The possibility exists that Reeves’ organization of educational technology literature into ‘conveyance’ and ‘cognitive tool’ categories may be problematic for some researchers.
Suggested related studies or resources to consider:
* Parr, J. (2000). A review of the literature on computer-assisted learning, particularly integrated learning systems, and outcomes with respect to literacy and numeracy. Wellington, New Zealand: Ministry of Education. Retrieved August 19, 2002, from www.minedu.govt.nz/web/document/document_page.cfm?id=5499.
[go to CARET review]
* = Reviewed in CARET
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