REVIEW OF RELATED LITERATURE

According to Thomas Edsion in his book entitled Israel, published the year 1998 that film

would transform education, making books obsolete, (p. 442) to the most recent

phenomenon of using internet fir instructional purposes. Large sums of money have been

spent over the years on the researching and investment of new technologies for

education, such as the 170 million dollars spent in the 1950’s on testing the use of

television for educational purposes by the Ford Foundation, to the more recent

investments in computer and networking infrastructure in schools which saw forty billion

dollars spent in the decade leading up to 2003 alone. With so much promised and

invested, the question begs as to what the benefits of using technology in education are,

if indeed, they exist at all. This paper addresses that question by describing several of the

benefits that technology brings to education including improvement in student

achievement on tests, the benefits for students who have special needs and who are at-

risk, improved attitudes towards learning, individualized learning, and the role of

technology in acting as a catalyst for change in school pedagogy.

A research conducted in Boise State University by Anthony Saba, listed the different

benefits in different aspects of Technology in learning more specifically the “Benefits of

technology in integration on education” the first once is How Technology Improves

Student Achievement on Tests and the second as it follows are the other benefits of

technology in the aspect of learning and developing the skills of students.

Technology Improves Student Achievement on Tests

There is mounting evidence that technology improves student achievement on tests in

both core subject areas as well as overall GPA. One of the major areas in which greater

achievement has been seen is in math. The Moore Independent School District in

Oklahoma used a Cognitive Tutor computer based curriculum in 5 junior high schools and

found that students who learned using the cognitive tutor curriculum outscored students

who were enrolled in a traditional Algebra curriculum on the ETS Algebra I End-of-Course

test. They also found that the results held for students of both sexes and all ethnicities

represented in the data, by (Morgan, 2002). Similar results were found at the high

Benefits of Technology in Education

School level in Pittsburgh, Iowa where the Pittsburgh Urban Mathematics Project

(PUMP), an algebra curriculum that combines a constructivist approach in studying real

world situations and the use of computer tools, was implemented. They found that there

was a 15% improvement on the Iowa Algebra Aptitude Test, which was significantly

higher than the comparison group, according to (Koedinger, 1997). They further

concluded that students who were in the PUMP program did so “at no expense to basic

skills objectives of standardized tests”, cited by (Koedinger, 1997). Better achievement

on standardized tests were also found in another study done at a large high school in the

western United States which found that students who learned geometry using computers

utilizing a constructivist approach had made stronger gains in knowledge of geometry

concepts than students in a control group using traditional methods, according to

(Funkhouser, Winter 2002/2003).

Evidence that computers in education lead to improved achievement is not only found in

the subject of mathematics. The Harvest Park Middle School, located in the Pleasanton

Unified School District in Pleasanton, California, which established a one-to-one laptop

program in 2001, found that students who participated in the program tended to get

“significantly higher test scores and grades for writing, English-language arts,

mathematics, and overall Grade Point Averages (GPAs)” (Gulek, 2005). In fact, students

scored at proficient or advanced levels, on average, 17% more than students who did not

participate in the program, cited by (Gulek, 2005, pg. 17) in his book. They also found

that a “substantially higher percentage of laptop students met or exceeded grade level

expectations in writing”, cited by (Gulek, 2005, pg. 15). More recently, a similar program

to the laptop initiative in Harvest Park was implemented in Michigan through the Freedom

to Learn Program in 196 schools including over 5,000 students. Research analysis of the

program concluded that students which participated in the program had mean scores that

were higher or equal to those in the control group, cited by(Lowther, 2007).

Benefits of Technology in Education

English in the majority of schools that were considered to be implementing the program

Effectively, cited by (Lowther, 2007, pg. 13). Gains in test achievement are not only seen

as a result of using technology to study, but also in the use of technology for assessment,

particularly for students with special needs.

Students that have physical and learning disabilities may underperform on tests not

because they have not mastered the content, but possibly because of the format through

which the test is administered, by (Dolan, 2005). A study done with children with dyslexia

found that providing computer-based read-aloud support to students improved their

performance on a multiple-choice United States history and civics tests (Dolan, 2005).

The read aloud support offered them alternatives to “reading” texts and responding to

comprehension questions. In particular, when questions had more than 100 words, a

significant increase in scores1, was found according to (Dolan, 2005, pg. 21). This is

attributed to the possibility that such students, who normally had been intimidated by

longer passages on pencil and paper exams (and would therefore skip reading them),

instead used the read-aloud support to listen to and consequently answer the previously

skipped sections, by (Dolan, 2005).

Technology Improves the Quality of Student Work

Research supports that technology has the potential to improve quantitative assessment

performance in core subjects, as well as overall GPA. However, there is also mounting

evidence that technology not only has a quantitative advantage over traditional methods,

but also leads to qualitative improvements; resulting in higher-quality student work. The

Harvest Park Middle school found that “students who use computers when learning to

write are not only more engaged and motivated in their writing, but also produce work that

is of greater length and higher quality, especially at the secondary level” according to

(Gulek, 2005, pg.29).

Improvement in writing when utilizing technology is especially evident in regard to

students 1 Approximately 22

Benefits of Technology in Education

With special needs and low-achievers. Such students appear to improve even more than

both average students and high-achievers when doing so via word processor rather than

with conventional Instructional methods, by (Hannafin, 1987).

Technology Benefits Students with Special Needs

Improved writing is not the only area in which students with special needs benefit from

technology. One study found that students with Dyslexia improved significantly in reading

ability when a computer remediation program, Fast For Word Language, was used and

that in some cases dyslexic student scores were raised into the normal range cited by

(Temple, 2003). It was found that such remediation led to “improved language, reading

performance and increased activation in multiple brain regions during phonological

processing”(Temple, 2003, pg.4).

Technology Benefits At-Risk Students

Another group that benefits greatly from learning with technology is at-risk students. The

Pittsburgh (PUMP) study found that students that may normally be disruptive in the

classroom are more engaged and cooperative when using technology to learn , according

to (Koedinger, 1997). It concluded that technology makes them more engaged and leads

to better learning and better attitudes towards learning.

Technology Improves Attitudes towards Learning

At risk students are not the only ones that respond positively to the use of technology in

learning. Many research studies have found that most students prefer learning with

technology, which in turn leads to a better attitude towards learning as well as giving them

more confidence. In the Cognitive Tutor study, students were found to be more likely to
say that mathematics is useful outside the academic context and to feel more confident

in mathematics than students in traditional classes,cited by (Morgan, 2002). Students in

the Freedom to

Benefits of Technology in Education

Learn study were found to believe that education “made it easier to do school work, made

them more interested in learning, and would help them get better jobs in the future”

According to(Lowther, 2007). The students with special needs in the Fast ForWard study,

similarly, felt that they did better on computer based tests and nearly all recommended

the program for other students, according to (Dolan, 2005). Although many studies find

that student attitude towards learning improves using technology, some studies have not

found significant difference in student attitude or motivation, cited by (Funkhouser, Winter

2002/2003). However, most research tends to support the correlation of improved attitude

with technology use.

Technology Provides Individualized Learning

One aspect which may contribute to improved attitude towards learning is that many uses

of technology in learning allow for individualized learning. Computer aided instruction,

especially when used for drill and practice as a tool for teaching in a traditional sense,

allows students to take control of the rate of learning and helps them to avoid

embarrassment by allowing them to learn and make mistakes in a non-public manner.

Koedinger states:

Students know right away that they are making progress and having success at a

challenging task. Further, because the system does not make a big deal out of errors,
students do not feel the social stigma associated with making an error in class or on

homework. Errors are a private event that are usually quickly resolved and the student is

then back to making progress. Moreover, such computer assisted instruction provides

feedback immediately which leads to reductions in learning time This is very likely to be

a key element in making students feel more confident as well as leading to better attitudes

towards learning. Such feedback reduces student frustration and provides a sense of

accomplishment, Cited by (Koedinger, 1997).

The feedback and self-pacing aspect of computer assisted instruction is not only

beneficial to students. Teachers also benefit from the way the tutor programs

accommodate

Benefits of Technology in Education

A large number of questions students have. This frees them up “to give more

individualized help to students with particular needs” (Koedinger, 1997) – which in turn

benefits students with special needs and who are at risk.

Technology Acts as a Catalyst for Change

One of the greatest areas in which technology has the potential to benefit education is its

role in being a catalyst for change in educational pedagogy. Research shows that student

centered constructivist approaches to education lead to better achievement in testing as

well as preparing students with the skills necessary in the modern workplace. One study

done in Turkey found that students who learned in a classroom with a constructivist

approach to learning showed greater cooperation and collaboration, higher levels of

learning, more confidence, and more willingness to participate in learning activities cited

by (Erdamar, 2008).

Other studies have found that student centered learning leads to better performance on

tests and greater retention of knowledge immediately after learning as well as 30 days

after learning cited by (Karaduman, 2002).

One of the most researched projects which utilized technology with a constructivis

approach were several LOGO computer programming projects in the 1980’s. The

program was developed by Seymour Papert, who postulated his own version of

constructivist theory, the constructionist approach. He postulated that the biggest benefits

to students constructing their own knowledge through computer programming would “be

in the cognitive domain: problem solving, higher order thinking skills, and mathematics

related subjects (Robinson,

1988). His program led to students performing better on achievement tests in

mathematics cited by (Robinson, 1988).

More recent studies, are finding that technology in the classroom can, in and of itself,

lead to more student-centered practices being used by teachers (Lowther, 2007). Studies

such as the Freedom to Learn project, in which there was a one-to-one laptop-to-student

ratio,

Benefits of Technology in Education 8

found an increase “in teacher use of independent inquiry, project-based learning,

meaningful laptop lessons, and higher quality hands-on activities”(Lowther, 2007).

Although technology may be a catalyst to change, several barriers to its

integrationinsufficient resources, lack of institutional and administrative support, lack or

absence of training and experience, and attitudinal or personality factors (Brinkerhoff,

2006) - are more likely to determine whether computers in classrooms are used as

traditional tools for learning or as a constructivist mode of learning. Said in another way,

technology on its own will probably not be the determining factor in bringing about such

change. As one study concluded, simply having computers in the room is not necessarily

going to lead to student centered learning, indeed teachers may not even use the

computer (Norton, 2000).

Technology Prepares Students for the Future

The future workplace will require students to have skills related to technology including

the technical ability to use spreadsheets, word processors, databases and such. By

having and working with technology in schools, students gain the skills that they will need

to be marketable in the future workplace and to operate in a high-tech world. However,

these technical skills are not enough. The modern workplace requires that one have less

tangible skills including the ability to collaborate with others, interpersonal skills, creativity,

and problem solving skills, to name a few. Technology, combined with a student centered

constructivist mode of learning, has the potential to provide students with these higher-

level cognitive and interpersonal skills.

The advantages of such a combination have been well documented in The Freedom to

Learn study. By having a 1:1 ratio of students to computers and using a student centered

learning approach, along with professional development of teachers and administrators,

most of the barriers to full integration were overcome. As a result, students in the program

used software more often than that of the national norm, engaged in meaningful computer

Benefits of Technology in Education

9 activities, did independent research and engaged in project based learning (Lowther,

2007). They also “exhibited a significantly higher ability in demonstrating understanding

of the problem and in identifying what needs to be known to solve the problem” (Lowther,

2007, pg. 5). According to the report, they also have a significant advantage when it

comes to doing presentations and using the Internet over students who were not in the

program (Lowther, 2007).

In his Conclusion, Technology in education is neither a novelty nor is it a fad. It is a part

of the modern world, and is becoming more and more ubiquitous in our lives every year.

It is also a proven method for improving learning. There is strong evidence pointing

towards technology leading to better results on standardized tests; however the real

emphasis should not be on how it improves test scores, but on how it benefits student

learning; how it enables those who are not able to perform at their peak in traditional

classrooms to do better; how it motivates students to learn and gives them a more positive

attitude towards education; how it can individualize learning by giving feedback; how it

can act as a catalyst for change towards more student centered learning; and how it better

prepares the youth of today with technical, communicative, interpersonal and creative

skills. The question we should be asking is not whether or not technology should be in

education, but what can we do to remove barriers so as to further the integration of

technology into our schools. Hence, one area in which more research must be done is on

how to best move towards more student centered learning with technology and how to

best overcome barriers to doing so. Another suggested area for research is on how to

provide students with special needs and students who are at-risk with more access to

technology since they in particular benefit from using technology.

On the other hand, a research conducted by Kevin C. Costley of Akransas TTech

University he cited the positive effect of technology in Teaching and in Learning. In his

research his proposition statement specified that Technology has a positive impact on

student learning. Technology causes students to be more engaged; thus, students often

retain more information. Because of the arrival of new technologies rapidly occurring

globally, technology is relevant to the students. Technology provides meaningful learning

experiences. Technology also provides hands-on learning opportunities that can be

integrated into all school curricular areas, including mathematics, 3 reading, science, and

social studies as well as other academic subjects. It gives students opportunities to

collaborate with their peers resulting in learning from each other. These factors combined

can lead to a positive impact on student learning and motivation. The Common Core

Standards require more technology integration than the Arkansas Frameworks required

( B. Tyler personal communication on September 8, 2014) . For this reason, technology

integration is becoming more important in public schools. Students are now having to

become more confident using computers (i.e. in order to take standardized tests presently

an in the future). In addition, the Common Core Standards include many standards that

require technology use by students, beginning at the Kindergarten level, in order for
standards to be met. Essentially, this means that all classrooms and students will be

required to integrate technology in order to meet the standards. Another reason

technology is a factor improving learning is the fact that technology is becoming such an

integral part of our everyday world. Most jobs today require some type of technology use.

Also, students and adults are using technology on a daily basis to communicate, get

information in multiple ways. The prevalent daily use of technology in people’s lives

overall makes the use of technology very relevant to the students and provides a

connection that will greatly benefit student learning.

And another literature review that came from his paper said as follows;

Students today live in a very technological world. Most students use some form of

technology on a daily basis including; texting, social networking, and web surfing.

Students see these types of technologies as useful and extremely enjoyable. These very

same students that are accustomed to these types of technologies will relate to using

technology at school. If their 4 learning environment mirrors the ways in which they

engage with the world, they will excel in their education, cited by (Christen, 2009).

Technology can transform the classroom into an interactive learning environment.

Technology is a powerful contributor to learning if it is used to deepen students’

engagement in meaningful and intellectually authentic curriculum. Technology is a tool. It

should be selected when it is the best tool for students to learn. Technology can be a

particularly effective tool for English language learners and can enhance the participation

of children with disabilities. Children in elementary schools should begin to use familiar

technology tools as a part of their academic program. Teachers should model the use of

technology in support of the curriculum so that children can see the appropriate use of
technology and benefit from exposure to more advanced applications that they will use

independently when they are older, cited by (DePasquale, McNamara, & Murphy, 2003).

Many studies have shown the advantages of using technology in classroom instruction.

Technology can be used as a tool for establishing meaningful projects to engage students

in critical thinking and problem solving. Technology can be used to restructure and

redesign the classroom to produce an environment that promotes the development of

higher-order thinking skills (Kurt, 2010). Technology also increases student collaboration.

Collaboration is a highly effective tool for learning. Students cooperatively works together

to either create projects or they can learn from each other by reading the work of their

peers, by (Keser, Huseyin, & Ozdamli, 2011). One study that was conducted to determine

whether Wiki technology would improve students’ writing skills in a college English as a

foreign language writing class showed benefits to using Wiki technology. Students were

invited to join a Wiki page where they would write and 5 post passages and then read

and respond to the passages of their fellow classmates. Students participating in the

study reported that their receiving immediate feedback from the instructor was a benefit

of using this form of technology. Students in the study also reported learning vocabulary,

spelling, and sentence structure by reading the work of their classmates, according to

(Lin & Yang, 2011). Another study was conducted to examine the experiences of pre-

service teachers implementing technology in math lessons. The study shows a positive

effect on student learning in mathematics. The pre-service teachers noted that the

internet provided math activities at different levels, which gave students an opportunity to

choose the level they are comfortable working. Findings showed that students were

engaged during the math lessons using technology and students were able to discuss
what they learned the following day. The teachers were surprised by the students’ recall

of the lesson. Some students who participated in the lessons believed that the computer

helped them understand what the teacher was saying about the lesson. Technology can

be used as a way to create a hands-on and meaningful math lesson, according to

(Herron, 2010). Another study found that integrating technology and peer-led discussions

of literature can produce increased student engagement and motivation. Technology

used in these small group discussions of literature includes wikis, online literature circles,

and online book clubs. With these technologies, students were able to connect with

readers from other schools, states, and even other countries. This type of technology is

an assessable and motivational way to expose students to other ideas and cultures.

These online literature discussions have the ability to create a sense of community and

foster positive social interaction, cited by (Coffey, 2012). Continuing advancements in

technology change the ways all people live and work. The internet is becoming a common

learning tool in many classrooms, according to (Açıkalın, 2009). This means provide a

meaningful learning experience for all students. Teachers today have many opportunities

to use technology increasing the ways students learn. Using computers and the internet

has become an integral part of our daily lives. Therefore, one of the greatest vehicles for

the 21st century is using technology for effective and permanent learning. The internet

affects peoples’ lives by increasing communication, expanding educational services, and

increasing quality along with personal interaction. More emphasis has been placed on

seeking, evaluating, organizing using and sharing information with others. The internet is

the greatest source for information and the best way to quickly share and exchange

information with others, The internet sharpens one’s ability to search and analyze
information, according to (Tutkun, 2011). The internet is being used as a source for

teaching material. Providing information and communication technologies for teaching

and learning will have some advantages. First, the students will play a more active role,

which will help them retain more information. Next, follow-up discussions will contain more

detail where students will become more independent. Last, the students will easily

process new student-based educational material and their skills will increase, by (Tutkun,

2011). In 2009, Van Meter Community School in Iowa adopted a one-to-one laptop

initiative in grades 6-12. They also enacted a strong technology focus throughout the

district. Since the launch of this program, the school has reported that there was an

evolving atmosphere of respect, creativity, collaboration, and connection. They also say

that independent thinking and learning 7 has prevailed at their school. Through this

educational transformation, Van Meter has become a place where students can find their

passion, according to (Miller, 2011). The students at Van Meter use their laptops for virtual

reality programs and creating Prezi software slideshows, YouTube videos, and reading

and writing blogs. At one school, one fifth grade girl talked about how she loved to present

and show what she could do by using technology. The students at Van Meter are very

excited about the learning activities that the laptops allow which is evident showing

students’ in learning. Students are being allowed to develop their abilities and strengths

by doing activities in which they are passionate. The learning is immediate, motivational,

and relevant. They are using technology to interact and exchange ideas, research

independently, adapt to new situations, and take ownership over their own learning, cited

by (Miller, 2011). Because technology is a big part of people’s daily lives, it is pertinent

and vital that children learn how to use it at an early age. When children use technology
tools in elementary schools, a sense of confidence and competence in their computer

skills will grow as they get older. Many children today have access to a great deal of

technology in their home; this access will result in students being comfortable by using

technology at school as well. When elementary school teachers use and model different

forms of technologies, they actively engage their students and create a stimulating work

environment, cited by (Kenney, 2011). A study to examine the effects of information and

communication technologies on students’ math and science achievement was conducted

with 4,996 students in Turkey. The data was obtained from the results of The Program

for International Student Assessment (PISA), a standardized test given to 9th grade

students. The study results indicated that students’ exposure to Information and

communication technology at home and school had a positive impact on their 8 math and

science achievement scores. Students’ who spent a lot of time using technology were

shown to have increased science knowledge. They also performed better on math skills.

Information and communication technology has a positive effect on student learning and

should be included in classroom instruction, according to (Bulut & Delen, 2011). A study

conducted by Baytak, Tarman, & Ayas found that most students believe that their learning

is improved by integrating technology into classroom curriculum. Students participating in

the study reported that using technology in school makes learning fun and helps them

learn more. They believed that technology makes learning interesting, enjoyable, and

interactive. Children today love to learn by doing, interacting, and discovering. Using

technology in classrooms has the potential to create increased student motivation,

increased social interactions, positive outcomes, enhanced student learning, and

enhanced student engagement. Technology is capable of unlocking keys of learning with

all students. This includes students with special learning needs. The Etiwanda School

District in California has implemented a technology integration program district wide.

Teachers received technology training and then began integrating technology into general

education lessons on a daily basis. This program also included a practical technology

support plan for teachers working with students with special needs. This plan enabled

teachers to help these students by weaving technology resources into instruction in

meaningful ways. The plan proved to be successful in the Etiwanda School District. The

students with special learning needs are now meeting their IEP goals more quickly due

to this technology integration. They are also improving their performance on district

benchmarks (Courduff, 2011).

Therefore, Costley concluded that the evidence in his paper shows that technology has

a positive effect on student learning expectations and outcomes. Evidence also shows

that technology integration is becoming more common in public and private schools.

Technology integration is shown to be effective in all age groups and is also shown to be

helpful for students with special learning needs. To reiterate, technology integration has

the following benefits:

1) increased student motivation;

2) increased student engagement;

3) increased student collaboration;

4, increased hands-on learning opportunities;

5) allows for learning at all levels;

6) increased confidence in students,

And lastly 7) increased technology skills.

Lastly a research conducted at the University of Texas that Computer Based Technology

used as a second language, which means a second language used by students not also

in learning but by communicating, that Asignificant amount of literature explored the

potentials of computer technology with regards to teaching and learning languages more

effectively. Dunkel (1990), for example, asserted that the possibilities of computer

technology as a tool could include increasing language learners’ (1) self esteem, (2)

vocational preparedness, (3) language proficiency and (4) overall academic skills.

Furthermore, the benefits of multimedia, the Internet, and various forms of distance

education were explored by many others (For example: Armstrong & Yetter-Vassot, 1994;

Garrett, 1991; Ruschoff, 1993; Sussex, 1991). Educators were particularly interested in

technology’s interactive capabilities, such as providing immediate feedback and

increasing learner autonomy, in addition to the capability of simulating real-world

situations via audio, Furthermore, the benefits of multimedia, the Internet, and various

forms of distance education were explored by many others (For example: Armstrong &

Yetter-Vassot, 1994; Garrett, 1991; Ruschoff, 1993; Sussex, 1991). Educators were

particularly interested in technology’s interactive capabilities, such as providing

immediate feedback and increasing learner autonomy, in addition to the capability of

simulating real-world situations via audio, Page - 6 video, and graphics (Chun & Brandl,

1992; Hoffman, 1995/1996; Jones, 1991, Legenhausen & Wolff, 1990). Moreover,

discussions of the benefits of computer technology included the exploration of the

application of certain technologies in specific language areas. Hypermedia technology

with its linking and interactive capabilities was discussed as a tool to enhance vocabulary

learning, according (Liu, 1994), and reading comprehension, by (Hult, Kalaja, Lassila, &

Lehtisalo, 1990). Chun and Plass (1997) considered the potentials of using video and

audio to support text comprehension. Kramsch and Andersen (1999) argued that

multimedia technology could provide authentic cultural contexts that are important for

language learning. Others advocated CALL programs, especially voice-interactive CALL

for improving learners' speaking skills, cited by(Ehsani, & Knodt, 1998; James, 1996).

Computer technology in combination with a conferencing system was considered an

effective means of providing goal-directed writing courses tailored to different learning

styles, acocording to (Cornu, Decker, Rosseel, & Vanderheiden, 1990). In addition,

Cononelos and Oliva (1993) reported employing usenet and email to connect students in

an Italian class with native speakers in order to facilitate discussions on cultural issues.

Others shared their personal experiences in using electronic dictionaries for reading and

writing, cited by (Hulstijn, 2000), and Web Course in a Box software to teach German, by

(Godwin-Jones, 1999). The pedagogical benefits of computer mediated communication

(CMC) as facilitated through email and programs like Daedalus Integrated Writing

Environment (DIWE), became one of the most commonly discussed topics in foreign

language literature, according to (Salaberry, 1996). Some language educators

implemented this new medium in the classroom and reported on its linguistic and

psychological benefits, according to the author which are as follows (Beauvois, 1992;

Beauvois, 1994; Chun, 1994; GonzalezBueno, 1998; González-Bueno & Pérez, 2000;

Kelm, 1992; Kern, 1995; Kroonernberg, Page - 7 1994/1995; Sullivan & Pratt, 1996;Van
Handle & Corl, 1998; Warschauer, 1995/1996). Unlike many individual CALL applications,

CMC seems to promote meaningful human interaction that can foster the language

learning process. That is, advocates claim that CMC can be an excellent medium for

cultivating new social relations within or across classrooms, resulting in collaborative,

meaningful, and cross-cultural human interactions among members of a discourse

community created in cyberspace, according to the author which are as follows

(Salaberry, 1996; Warschauer, 1997; Warschauer, Turbee, & Roberts, 1996; Zhao,

1996).

Overall supposition, different authors with their different researches purposely one main

goal is to study the benefits of computer technology in learning as well as in teaching.

And for the assumptions based on the finding of their research. That Understanding

effects of Computer Knowledge in Learning can make great impact, in their skills

enhancement especially for students who are under the curriculum of programming.

Being able to recognize diverse welfares of technology in Education and learning can be

a leverage to further more understand programming which consist logical thinking a

troubleshooting, and as a students engaged in programming, to consume computer

knowledge increases the capabilities in grasping different diverse skills and methods in

terms of handling the rapid growth of technology.

REFERENCE

https://pdfs.semanticscholar.org/9d72/fa2cc0f7cb9dfd6d8437fcacc9e80beaff44.pdf

(Computer-Based Technology Use in Second Language)