, 2007).
The use of the Cognitive Tutor not only enriches students' experience at the academic task-level but also impacts the teachers' instructional practices and relationship with her students (Level 3) A district-wide survey of high school teachers using the program reveals that the Cognitive Tutor allows them more time to provide individual assistance to students; gives them the opportunity to adjust their instructional practices as a result of students progressing in problem solving; and makes Algebra more interesting and relevant to students (Schneyderman, 2001). These views imply that the use of the program makes teaching less burdensome in the sense that the teacher acts as facilitator of learning rather than instructor, which is one of the arguments for educational technology in general.
Due perhaps to the wide acceptance of the use of Cognitive Tutor and other instructional software in American classrooms, the "No Child Left Behind" Act called for the U.S. Department of Education (ED) to conduct a national study to determine the actual contribution of this technology to students' learning (Dynarski et al., 2007). A total of 16 reading and math software products were evaluated for their effectiveness in 1st, 4th, 6th, and 9th grade students The main findings of the study are quite unexpected -- test scores are not significantly higher in classrooms using selected reading and mathematics software products. For reading products, effects on overall test scores were correlated with student-teacher ratio in 1st grade classrooms and with the amount of time that products were used in 4th grade classrooms (Dynarski et al., 2007).
Research evidence on implementation factors may suggest some explanations for the above findings. First, there are teacher-related issues. Technology products places demands on teachers' time and skills as they have to prepare the product, transfer the students to computer labs, maintain the technology, and monitor and help students as they use the software (Dynarski et al., 2007). Many teachers also feel that they have a significant need for professional development on how to manage classroom activities...
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