Tamashiro, R., Holtzman, L. & McKenna, E. (2005). The Impact of Instructional Media on Student Learning: A Meta-Analysis. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 1051-1058). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19159.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Abstract: This study examines the question "How do uses of instructional media in the classroom impact student learning?" A literature review and a review of instructional technology grant projects funded by The St. Louis County Cable Television Education Commission (CableTEC) were conducted. Four dimensions of student learning are defined: (1) achievement; (2) attitudes and motivation to learn; (3) learning styles; and (4) thinking skills. Although many examples of instructional media classroom use do positively impact student learning, other contextual variables are more critical. These include (1) school vision and leadership; (2) teachers having clear goals; and (3) teacher passion and professionalism. These variables must be firmly in place for instructional media to make a positive impact on student learning. Professional development programs such as CableTEC's instructional grants have been successful in strengthening these variables. Recommendations are given for increasing the likelihood that a professional development program will positively affect student learning.