A report that concludes using technology in the classroom can lead to significant academic gains has drawn support from many education leaders. The fact that the report was paid for by a software industry trade group has led critics to suggest the study is biased and the reported gains may not necessarily due to technology, the New York Times reports.

The "2000 Report on the Effectiveness of Technology in Schools" concludes that the key to efficient use of technology in the classroom is a blend of the right software programs, well-trained teachers and knowledge of how students use tech tools. The study was funded by the Software and Information Industry Association (SIIA)

Education technology "has increased student achievement, enhanced student self-concept and attitude about learning, and improved interaction involving educators and students in the learning environment," SIAA states.

While conceding that computers in the classroom can help students learn basic reading, writing and math skills, some observers say this new report glosses over what can be achieved in terms of more advanced skills.

"When it comes down to it, teachers and parents are still the most important factors in influencing children's education," Kirk Johnson, policy analyst for the Heritage Foundation in Washington, D.C., told the newspaper. "If computers are so great, where are the national gains in test scores?"

Johnson based his assessment on data from the National Assessment of Educational Progress. His take on technology education can be found in the Heritage Foundation report, "Do computers in the classroom boost academic achievement?".

Other educational observers were far more critical of the SIIA report, however. At least one group, the nonprofit Learning in the Real World, says technology should be given a much harder review, the Times reports.

"It is incumbent on educators and policy leaders to adopt a caveat emptor attitude," said William Rukeyser, spokesman for Learning in the Real World. "The bottom line on education technology is that the jury is still out and more objective, arm's length research is needed."

For its part, the U.S. Education Department's Office of Educational Technology (OET) is collecting its own data from grant recipients and from other studies to prepare truly objective reviews of technology in the classroom, the newspaper reports.

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