Article Review: Case Studies of High Performing, High Technology Schools. Final Research Report on Schools with Predominantly Low-Income, African-American, or Latino Student Populations.

Summary:
The North Central Regional Educational Laboratory (NCREL) conducted case studies of 19 high-performing, high-technology schools that have predominantly low income, African-American, or Latino student populations. These case studies were designed to discover characteristics of high-performing, high-technology schools that may contribute to the academic achievement of low income, African-American, and Latino students. The questions for NCREL's case study were lengthy and included, “ What effects on student achievement do administrators and teachers in high-performing, high-technology schools attribute to educational technology?; (2) What effects on student achievement do administrators and teachers in high-performing, high-technology schools attribute to educational technology?” Sweet, Rasher, Abromitis, and Johnson found that technology played a part in success of the schools but perhaps more important were a caring environment, high expectations, and parental involvement. The main thing that all of the high-performing, high-technology schools have in common is computers in classrooms and at least one computer lab. Computers in classrooms and almost all have at least one computer laboratory. Because teachers have, “adequate space and adequate technology,” the common issues of not having enough are negated. Researchers also found that cell phones can offer an excellent and less expensive mode for information transference. They call phones a leapfrog technology because they use the radio spectrum and therefore do not require new physical infrastructure like phone wires, roads, or base stations as they can be powered through generators.

Issues:
The issue of funding comes up again in this article. Though cell phones are less expensive, phone companies have no incentive to help schools. Computer companies have incentives because students who know how to use their product are more likely to buy and use them in work and school. However, cell phones are owned by many students already and they require little expertise to use. If, however, schools and districts could somehow figure out the funding issue, cell phones could act as a bridge to the larger academic world to even the poorest and most remote areas of the United States.

References:
Sweet, J., Rasher, S., Abromitis, B., Johnson, E., & North Central Regional Educational Lab., N. (2004). Case Studies of High Performing, High Technology Schools. Final Research Report on Schools with Predominantly Low-Income, African-American, or Latino Student Populations. Learning Point Associates / North Central Regional Educational Laboratory (NCREL), Retrieved from ERIC database.