Technology, and academic achievement Over the last fifteen years American schools have dramatically increased spending on technology class to more than $ 5 billion a year, because there was a widespread perception of government leaders, business and education that Wiring schools, "the purchase of hardware and software, and distribution facilities throughout will lead to classroom use by teachers and students and abundant improve teaching and learning" (Cuban, Kirkpatrick and Craig , Winter 2001). In recent years, a growing number of critics of technology in the classroom has raised questions about what kind of back schools have received for this investment. Larry Cuban was quick to point out that his research suggests less than 20 percent of teachers use technology more times a week and up to half of all teachers did not use technology at all. The return of America on this massive investment in technology in the classroom seems even more dubious when parents, politicians and educators look for signs of impact on student success. Proponents of educational technology continues to believe that technology will make a difference in academic performance, but they tend to rely on anecdotal evidence of student motivation and development of criticism? Thinking to support this belief. They were forced to rely on faith and its observations by a high level because, "[T] here is still very little scientifically based research to measure the effectiveness of the technology," said John Bailey, director of the educational technology for the U.S. Department of Education (Murray, October 22, 2002). But it is important to note Wenglinsky objection to this conclusion. He argues that not all the uses of technology have been helpful. Wenglinksky found computers to teach low-level thinking skills, "...[ W] as a negative academic .... "In other words, the use of computers for example, was worse than doing nothing. Instead, teachers who had students use computers to solve mathematical simulations of the students saw the results will increase significantly. When he studied the causes of the different ways teachers use technology, Wenglinsky found that professional development was the difference between teachers who have used the software skills and drills, and those who have used the software, which could create simulations. The teachers, who were training and skills to use technology in ways that are focused on students in simulations and applications, which encouraged students to develop problem solving skills. Those teachers who had no training in software used with skill and drill (Wenglinsky, 1998). More recently, Missouri educators reported their findings in a study on the impact of the program statewide eMints had on academic achievement. This program is designed as a comprehensive approach to help teachers integrate technology. Participating teachers will receive training materials and more than 200 hours of professional development over a period of two years.