Every technology–based educational innovation since the — pick your favorite — record player, telephone, reading machine, television, computer has had its advocates, willing to bet all that the panacea has been discovered, along with its doubters, demanding proof. Few doubt that the technologies pervasive in the larger society have an impact. And yet these are the same technologies that are used in schools for teaching and learning! The computer and telecommunications technologies have changed the face of business, of entertainment, and of the family. They are changing the face of education, too, and with substantive results.

Students who use computers in school demonstrate improved:

• motivation and enthusiasm for school,
• critical thinking, problem-solving, and independent learning,
• skills and content knowledge, and
• ability to compete in the workforce.

The computer helps students accomplish their school work — efficiently and effectively — yet it is only one component of an educational program. Technology is not a single entity, either; its organization and implementation vary from classroom to classroom. So its impact, too, will range considerably depending on what is used, how well it is used, and for what purpose it is used.

Dave Master, a Southern California teacher, now in charge of artist training for Warner Brothers’ Animation Division, built a world–famous program in animation at his high school. His students were hired by the studios directly from school, equipped with skills that exceeded the industry’s standards. Yet, he was continually asked about his award–winning students’ test scores.

In truth, what students use the computer to accomplish can rarely be tested with simple multiple–choice questions on standardized tests. Yet, that’s what we currently use to measure change. And that’s one reason why Dave Master is no longer in the schools. Evaluating the impact of technology must be based on an understanding of its role in the teaching and learning process.

This section of the Leader’s Guide examines the ways in which classroom computers enhance student achievement and raises some questions for policymakers who want to guarantee that their schools take advantage of the computer’s potential.