This article gives summaries of studies that show that project-based learning helps utilize technology in a way that "engages students, cuts absenteeism, boosts cooperative learning skills, and improves test scores." These studies are a little outdated, occurring in the late 1990's and early 2000. But it seems they are still relevant to today's students.
Two British schools completed a math study where one used open-ended projects and the other used more direct traditional methods. The results showed the project-based students scored much higher than the others in national math examinations.
One interesting study in 1996, showed that the effectiveness of using computers in classes depended on how they were used. Drill and practice had a negative effect on student achievement, whereas using computers to solve real world problems like using spreadsheets, simulations, or changing variables tended to increase student achievement.
Three schools in Iowa had students conduct three to six month long projects on one topic the emphasis on in depth study and "doing." All of the schools showed significants gains in academics in two to four years.
The Laptop Project where Toshiba and Microsoft provided laptops for many students and teachers found that although students increasingly assumed a role of directing their own learning, that after two years, there were not significant gains in test scores. There were several possible explanations given for the lack of academic gains including students did not have access to the laptops long enough.
A study done by the University of Wisconsin-Madison found that in order to successfully implement project-based learning, certain conditions had to be created. First, students must be able to build on prior knowledge and apply that to new knowledge. Secondly, students must use "disciplined inquiry" and thirdly, projects must have value beyond school. So unless a school is willing to change a lot, just having technology does little good.
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