Learning with
Technology
Evidence that technology can, and does, support learning.

A white paper prepared for Cable in the Classroom
James M. Marshall, Ph.D.
San Diego State University
May 2002

Executive Summary

“We’ve wired the schools — now what?” This question resonates with educators, and troubles them at the same time. After countless local and national efforts have boosted the infrastructure of our schools, the significant issues now arise. Should we continue to pump money into educational technology for our schools? Do computers really help students learn? How can students and teachers best learn from the
World Wide Web and its content?
These questions are not new, nor unique to the dawn of Internet-connected schools. Earlier technologies, from textbook and illustration to film, television, and multimedia computer, have prompted similar ponderings. If technology is to have a significant role in schools, we need assurance that it works. More emphatically, we need confidence that use of educational technology results in learning.
Research, both historical and contemporary, suggests that technology-based instruction can and does result in learning. Witness these examples of television, multimedia, and computer technologies delivering content to support learning:
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Watching the television program Blue’s Clues has strong effects on developing preschool viewers’ flexible thinking, problem solving, and prosocial behaviors (Bryant, Mullikin, McCollum,
Ralastin, Raney, Miron, et al., 1998).

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Court TV’s Choices and Consequences program reduced middle school students’ verbal aggression
— including tendencies to tease, swear at, and argue with others (Wilson, Linz, Federman,
Smith, Paul, Nathanson, et al., 1999).

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Viewing Sesame Street was positively associated with subsequent performance in reading, mathematics, vocabulary,