An analysis of student test scores in Missouri offers solid evidence to suggest that using technology to facilitate an inquiry-based approach to learning can boost student achievement.

Students who participated in Missouri's educational technology program scored "consistently higher in every subject area" on the state's standardized test compared with students not involved in the program, according to an analysis of last year's test results.

The study, called "Analysis of 2001 MAP Results for eMINTS Students," compared the results of the Missouri Assessment Program (MAP) for more than 6,000 third- and fourth-graders.

The eMINTS program—which stands for Enhancing Missouri's Instructional Networked Teaching Strategies—was found to have "a positive impact on student achievement."

eMINTS combines multimedia and computer technology, an inquiry-based approach to teaching, and extensive professional development.

Each eMINTS classroom is equipped with a teacher's desktop computer and laptop, a scanner, a color printer, a digital camera, an interactive white board, a high-lumen digital projector, and one computer for every two students. Student computers are loaded only with basic productivity software, such as Microsoft Office, and all computers have high-speed internet connections.

eMINTS teachers undergo 200 hours of professional development along with in-class coaching and mentoring over a two-year period. Teachers learn to integrate technology and emphasize critical thinking and problem-solving skills in their instruction.

Teachers are required to use technology within their district's curriculum in ways that make learning significant, rather than just reading and reciting, said Monica Beglau, instructional program director for eMINTS.

"For example, instead of giving a lecture on gravity, a teacher [might have] students design an M&M dispenser to be used on a space shuttle," she said. Together, the class would research gravity and how astronauts eat in space, using web sites displayed on an interactive whiteboard. Students would listen to audio clips, look at pictures, and watch movies. Then, they would begin developing their own dispensers.

eMINTS started in 1999 as a pilot project and was so successful that state officials expanded the program. Now, approximately 450 classrooms and 10,000 students participate statewide.

For the purposes of this study, researchers analyzed test scores from 85 eMINTS classrooms and 203 non-eMINTS classrooms within the same schools.

The 85 eMINTS classrooms began participating in the fall of 1999 and were fully equipped and operational for two years before the students were tested in the spring of 2001.

"Their classrooms had the full compliment of equipment, and the teachers had completed over 200 hours of professional development and [had begun] changing their teaching," said Beglau, meaning teachers were using technology to facilitate an inquiry-based approach to classroom instruction.