--- Forwarded Message from Nina Garrett <[log in to unmask]> ---

>Date: Tue, 02 Nov 1999 17:46:38 -0500
>To: Language Learning and Technology International Information Forum               <[log in to unmask]>
>From: Nina Garrett <[log in to unmask]>
>Subject: Re: #5296 Technology and Enhanced Student Learning
>In-Reply-To: <[log in to unmask]>

------------------
You might take a look at the book _CALL: Research and Testing_ ed. Patricia
Dunkel (Newbury House, 1991), especially the chapters by Dunkel, Chapelle
and Jamieson, which give an in-depth analysis of the serious problems with
research that attempts to "prove" that using technology "improves" language
learning.  This book deals only with language learning, but I think the
critique of the research design is probably valid across disciplines.  

The real underlying problem with your Provost's question is that it's far
too simplistic.  Technology use per se doesn't do anything for learning (in
any discipline) independent of (1) the substantive value of the content
that is delivered via the technology, (2) the genuine integration of
technology-based materials into a coherent curriculum, (3) the pedagogical
validity (and, dare I say it, the theoretical soundness, discipline-wise)
of the *design* of the tech-based materials, even apart from the soundness
of the content, and (4) the adequacy of the particular campus's
technological support structure and working environment -- the appropriate
access and support for the teachers making use of it, appropriate access
and support for the students, appropriate bandwidth, appropriate funding,
appropriate expectations as to timeline for developing materials and
courses, etc. etc.   If you don't include these factors as variables in any
study of the "impact" of technology use, the question is being asked in a
vacuum.

And I have to add that even quite aside from these substantive questions,
most institutions are past the point of asking for efficacy research as a
basis for decisions about implementing technology -- they just realize that
for bad reasons as well as for good ones, they simply have to go ahead and
do it or be left behind.  It's not just a matter of keeping up with the
Joneses -- it's a matter of making it into the 21st century.  

Good luck!

        Best,
                Nina

At 02:13 PM 11/2/99 -0500, you wrote:
>--- Forwarded Message from "Jorth, Cindy" <[log in to unmask]> ---
>
>>From: "Jorth, Cindy" <[log in to unmask]>
>>To: "'LLTI-Editor'" <[log in to unmask]>
>>Subject: Technology and Enhanced Student Learning
>>Date: Mon, 1 Nov 1999 15:56:20 -0800
>
>Hello all,
>
>I have been asked to answer the following question from the Provost.
>
>        "How have instructors integrated technology into their teaching, and
>does the use of         technology enhance student learning?"   I.e. Whether
>or not the use of the technology
>        enhances student learning in some measurable and discernable way.
>
>The first half of the question is easy enough, it's the second half that
>gets murky.  As we all know, there's still much research still needed to
>actually correlate technology with improved student learning.  Any ideas on
>where I could start with this?  I've been asked to make this determination
>for the entire College of Humanities and Fine Arts, not just for my
>Department of Foreign Languages and Literatures.
>
>Thanks.
>
>Cindy
> 
Nina Garrett
Director of Language Study
Yale University
P.O. Box 208349
New Haven, CT 06520-8349

Tel.  (203) 432-8196
Fax. (203) 432-4485
[log in to unmask] 
http://www.yale.edu/cls/

Campus address: Room 308, 1 Hillhouse Avenue