This excerpt from Learning.com's white paper on educational technology supports how Canvastic was designed with flexibility in mind... Click the title above to see the entire white paper.
Technology applications (e.g. software for word processing, presentation, data analysis, etc.) can offer benefits to learners that other, less technology-infused instructional approaches cannot. Three significant advantages involve feedback, environment, and automated personalization. Software-based instruction can deliver immediate, personalized feedback for every student. A rich multimedia environment can engage multiple learning styles and skill levels simultaneously. Furthermore, software allows an educator to tailor instructional materials and assessments to address directly the needs and speeds of individual learners. These characteristics of technology are tied to improved academic achievement, increased motivation, more positive attitudes, and higher selfesteem in K-8 students, according to gold-level studies.
Wong (2001), for example, concluded that timely, rich, and immediate feedback is vital to improving learning and motivation levels. Mathew (1997) found that CD-ROM interactive storybooks enhanced students’ motivation and reading comprehension. Mitchell and Fox (2001) reported similar results with K-1 literacy software.
Gold-level studies suggest that for greatest effectiveness, software design should be open and flexible. This allows teachers to more easily fit use of the software into their curriculum (Brush, Armstrong, Barbrow, & Ulintz, 1999). Similarly, an open design provides students with multiple ways to engage with the content, which leads to increased academic achievement (Matthew, 1997; Mitchell & Fox, 2001). The research also indicates that curriculum design is as important as software design when integrating technology in classrooms (MacArthur, Graham, Schwartz, & Schafer, 1995; Thomas & Hoffmeister, 2002). Notably, gold-level SBR indicates that the use of technology in K-8 classrooms can lead to improved motivation, attitudes, and academic achievement in students, but does not necessarily do so. Learning outcomes seem to be a question of balance: too little technology has scant impact, but too much may overwhelm the educator or confuse students. Variables to consider in finding an effective balance include the age and skill base of students, the subject area, and the experience of the teacher in integrating technology (Laffey, Espinosa, Moore, & Lodree, 2003; Waxman & Huang, 1996). Gold-level studies show that technology integration can lead to improvements in students’ reading, writing, and mathematics skills. Collateral benefits beyond the core function of learning a subject, such as improved computer skills, confidence, and academic motivation, have also been identified (Matthew, 1997; Ross, Hogaboam-Gray, & Honnay, 2001).
