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Technology Integration In Middle School Mathematics And Reading Achievement
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Book Synopsis Technology Integration in Middle School Mathematics and Reading Achievement by : Rhonda Ruth Wade
Download or read book Technology Integration in Middle School Mathematics and Reading Achievement written by Rhonda Ruth Wade and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational leaders must support teachers in facilitating successful technology integration to impact teaching and learning. To provide this support, leaders need to understand what comprises effective integration of technology to have an impact on student achievement. This study examined the relationship between the degree to which school campuses had implemented technology into teaching and learning and the corresponding impact on student performance in reading and mathematics. The Texas Assessment of Knowledge and Skills (TAKS) scores for all Texas middle schools for the school year 2010-11 were correlated with three components in the Teaching and Learning area of the Texas Campus Student Technology and Readiness (STaR) Chart. Probit regression analyses of the three target areas on the student scores showed that Patterns of Classroom Use and Content Area Connections were each significantly uniquely predictive of achievement results. Leaders should ensure that teachers are equipped to integrate technology in their content.
Book Synopsis Laptops and Literacy by : Mark Warschauer
Download or read book Laptops and Literacy written by Mark Warschauer and published by . This book was released on 2006-09-25 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines laptop use in classrooms and how it influences literacy, discussing reading and writing challenges of the twenty-first century, the history of computer use in schools, research on schools implementing one-on-one computing, and other related topics.
Book Synopsis A Correlation of Technology Implementation and Middle School Academic Achievement in Tennesseeâs Middle Schools by :
Download or read book A Correlation of Technology Implementation and Middle School Academic Achievement in Tennesseeâs Middle Schools written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the relationship that exists between the reported implementation and integration of computer based technology into the middle schools of Tennessee and the achievement test scores of the middle school students in grades 6, 7, and 8. In January of 2004, 2005, and 2006 the Tennessee Department of Education implemented the EdTech Tennessee Online Technology Evaluation System (E-TOTE) Survey of technology implementation and integration to gather data from public schools. This survey was intended as a means of providing a measure of the status of technology to the federal government required under the No Child Left Behind (NCLB) legislation. Annually students in Tennessee take the state mandated Tennessee Comprehensive Achievement Program (TCAP) test. The reports of the test results are aggregated by school and by grade. This study investigated possible correlations between these 2 sets of data. The technology implementation and integration levels of the schools were analyzed to determine if there were any correlations between reported technology levels for the schools and the school-level TCAP achievement scores in reading and language arts, mathematics, science, and social studies. Specific technology indicators that were examined included the level of technology integration, teaching and learning, educator preparation and development, administration and support services and infrastructure for technology, number of computers, network access, and capabilities and percentages of 8th grade technology literacy. The study population consisted of 154 middle schools in Tennessee that were comprised of grades 6, 7, and 8 for which school3 level Tennessee Comprehensive Assessment Program scores were available and who completed the E-TOTE survey in 2004, 2005, and 2006. The findings include: The correlations identified in this study indicate that there is a very small relationship between the implementation and integration of technology in.
Book Synopsis Cases on Technology Integration in Mathematics Education by : Polly, Drew
Download or read book Cases on Technology Integration in Mathematics Education written by Polly, Drew and published by IGI Global. This book was released on 2014-09-30 with total page 551 pages. Available in PDF, EPUB and Kindle. Book excerpt: Common Core education standards establish a clear set of specific ideas and skills that all students should be able comprehend at each grade level. In an effort to meet these standards, educators are turning to technology for improved learning outcomes. Cases on Technology and Common Core Mathematics provides a compilation of cases and vignettes about the application of technology in the classroom in order to enhance student understanding of math concepts. This book is a timely reference source for mathematics educators, educational technologists, and school district leaders employed in the mathematics education or educational technology fields.
Book Synopsis The Relationship Between Technology Integration and Achievement Using Multi-level Modeling by : Tina N. Hohlfeld
Download or read book The Relationship Between Technology Integration and Achievement Using Multi-level Modeling written by Tina N. Hohlfeld and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this longitudinal study was to examine the relationship between technology integration indicators and school level achievement. Four years of school level secondary data from publicly available databases maintained by the Florida Department of Education were combined for all public elementary, middle, and high schools in the state. This study examined approximately 2300 schools that participated each year in the Florida Innovates Survey about technology integration between 2003-04 and 2006-07. Complexity theory supported the use of multi-level modeling to examine the relationships between technology integration and outcomes. Three achievement outcomes (reading, mathematics, and writing) and two mediating behavioral outcomes (attendance and misconduct) were investigated. Moderating variables controlled in the model included school level, demographics, and learning environment. After data preparation, all composite variables were developed using factor analysis. Models were progressively built with significant variables at each level retained in subsequent levels of the study. A total of 94 models were estimated with maximum likelihood estimation using SAS 9.1.3 statistical software. The integration of technology is only one of the many factors that impact student learning within the classroom environment. Results supported previous research about the relationship between the moderating variables and school level achievement and confirmed the need to include moderating variables in the model. After controlling for all the other moderating variables, technology integration had a significant relationship with mean school achievement. Although the percent of teachers who regularly use technology for administrative purposes was consistently significant in the models for four out of five outcomes studied, the interactions with time, time2, and time3, resulted in curvilinear trends with inconsistent results. These inconsistent significant findings make drawing conclusions about the integration of technology within Florida's public schools difficult. Furthermore, the small changes observed in mean school achievement over the span of this study support the concept that time is a critical factor for school level learning and change. Therefore, continued analyses of the longitudinal trends for Florida schools in the relationship between technology integration variables and school achievement, while controlling for moderating variables, are recommended.
Book Synopsis Integrating Technology Into Middle School Mathematics by : Denise Jarrett
Download or read book Integrating Technology Into Middle School Mathematics written by Denise Jarrett and published by . This book was released on 1998 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationships of Teachers' Levels of Technology Integration on Student Achievement in Reading and Mathematics by : Valerie S. Fields
Download or read book The Relationships of Teachers' Levels of Technology Integration on Student Achievement in Reading and Mathematics written by Valerie S. Fields and published by . This book was released on 2004 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Media Education by : David Buckingham
Download or read book Media Education written by David Buckingham and published by John Wiley & Sons. This book was released on 2013-06-26 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines recent changes in media education and in young people’s lives, and provides an accessible set of principles on which the media curriculum should be based, with a clear rationale for pedagogic practice. David Buckingham is one of the leading international experts in the field - he has more than twenty years’ experience in media education as a teacher and researcher. This book takes account of recent changes both in the media and in young people’s lives, and provides an accessible and cogent set of principles on which the media curriculum should be based. Introduces the aims and methods of media education or 'media literacy'. Includes descriptions of teaching strategies and summaries of relevant research on classroom practice. Covers issues relating to contemporary social, political and technological developments.
Book Synopsis Using Technology with Classroom Instruction That Works by : Howard Pitler
Download or read book Using Technology with Classroom Instruction That Works written by Howard Pitler and published by ASCD. This book was released on 2012-08-02 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance instruction rather than distract from it? This revised and updated second edition of that best-selling book provides fresh answers to these critical questions, taking into account the enormous technological advances that have occurred since the first edition was published, including the proliferation of social networks, mobile devices, and web-based multimedia tools. It also builds on the up-to-date research and instructional planning framework featured in the new edition of Classroom Instruction That Works, outlining the most appropriate technology applications and resources for all nine categories of effective instructional strategies: * Setting objectives and providing feedback * Reinforcing effort and providing recognition * Cooperative learning * Cues, questions, and advance organizers * Nonlinguistic representations * Summarizing and note taking * Assigning homework and providing practice * Identifying similarities and differences * Generating and testing hypotheses Each strategy-focused chapter features examples—across grade levels and subject areas, and drawn from real-life lesson plans and projects—of teachers integrating relevant technology in the classroom in ways that are engaging and inspiring to students. The authors also recommend dozens of word processing applications, spreadsheet generators, educational games, data collection tools, and online resources that can help make lessons more fun, more challenging, and—most of all—more effective.
Book Synopsis The Impact of Technology Integration on Mathematic Achievement by : Rebecca Irwin
Download or read book The Impact of Technology Integration on Mathematic Achievement written by Rebecca Irwin and published by . This book was released on 2013 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect technology has on student math achievement. A class of twenty-one students was divided into two random groups to determine if the integration of technology improved student math achievement. A T-Test was completed to determine if there is a significant difference between student achievement and technology use. Although the findings in this study do not show a significant difference, previous research and studies have shown that it can have a positive impact with proper training and resources. After evaluating the data from this study and reviewing literature, it was discovered that technology can have an impact on student achievement when educators are properly trained and resources are readily available. The challenges faced in this study can be used in future research to pinpoint how technology should be implemented in the classroom successfully.
Book Synopsis Increasing Academic Achievement and Motivation Through the Use of One-To-One Technology in the Intermediate Classroom by :
Download or read book Increasing Academic Achievement and Motivation Through the Use of One-To-One Technology in the Intermediate Classroom written by and published by . This book was released on 2017 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study explored the impact of one-to-one technology on motivating students to higher academic achievement within math and reading curricula in the fourth-grade and fifth-grade intermediate classrooms. Located at an urban/suburban PreK-5 elementary school outside of the Twin Cities of Minneapolis and St. Paul, 14 educators implemented Apple iPad technology into their everyday instruction to engage students and personalize learning in order to accelerate equitable student achievement. Data was collected over a two year span and a comparison of the quantitative results based on classrooms without one-to-one technology versus one-to-one technology based classrooms, and used statistical measures to explore the impact of technology on motivation and academic achievement growth. Student growth was measured spring-to-spring using NWEA MAP math and reading assessments. These findings are reviewed with multiple significant differences indicated. This research could be beneficial to educators, administrators, and stakeholders within the educational community interested in ways to integrate one-to-one technology as means to impact academic achievement for students."--Leaf 3.
Book Synopsis Adaptive Educational Technologies for Literacy Instruction by : Scott A. Crossley
Download or read book Adaptive Educational Technologies for Literacy Instruction written by Scott A. Crossley and published by Routledge. This book was released on 2016-06-17 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: While current educational technologies have the potential to fundamentally enhance literacy education, many of these tools remain unknown to or unused by today’s practitioners due to a lack of access and support. Adaptive Educational Technologies for Literacy Instruction presents actionable information to educators, administrators, and researchers about available educational technologies that provide adaptive, personalized literacy instruction to students of all ages. These accessible, comprehensive chapters, written by leading researchers who have developed systems and strategies for classrooms, introduce effective technologies for reading comprehension and writing skills.
Book Synopsis A Quantitative and Qualitative Study of Computer Technology and Student Achievement in Mathematics and Reading at the Second and Third Grade Levels by : Renae Knutson Dreier
Download or read book A Quantitative and Qualitative Study of Computer Technology and Student Achievement in Mathematics and Reading at the Second and Third Grade Levels written by Renae Knutson Dreier and published by . This book was released on 2000 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Kids and Credibility by : Andrew J. Flanagin
Download or read book Kids and Credibility written by Andrew J. Flanagin and published by MIT Press. This book was released on 2010 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Findings from a survey of youthful Internet users that was designed to assess kids' beliefs about the credibility of online information. How well do children navigate the ocean of information that is available online? The enormous variety of Web-based resources represents both opportunities and challenges for Internet-savvy kids, offering extraordinary potential for learning and social connection but little guidance on assessing the reliability of online information. This book reports on the first large-scale survey to examine children's online information-seeking strategies and their beliefs about the credibility of that information. This Web-based survey of 2,747 children, ages 11 to 18 (and their parents), confirms children's heavy reliance on the Internet. They are concerned about the credibility of online information, but 89 percent believe that "some" to "a lot" of it is believable; and, choosing among several options, they rate the Internet as the most believable information source for entertainment, commercial products, and schoolwork (more credible than books for papers or projects). Most have more faith information found on Wikipedia more than they say others should; and they consider an article on the Web site of Encyclopedia Britannica more believable than the identical article found on Wikipedia. Other findings show that children are appropriately skeptical of trusting strangers they meet online, but not skeptical enough about entertainment and health information found online. Older kids are more rigorous in their assessment of online information than younger ones; younger children are less analytical and more likely to be fooled.
Book Synopsis The Relationship of Technology Use with Academic Self-Efficacy and Academic Achievement in Urban Middle School Students by : Meghan M. Hollibaugh Baker
Download or read book The Relationship of Technology Use with Academic Self-Efficacy and Academic Achievement in Urban Middle School Students written by Meghan M. Hollibaugh Baker and published by . This book was released on 2015 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: The academic achievement gap between students of low socioeconomic status and their peers widens, student disengagement increases, and drop out statistics increase as students progress in K-12 education (Johnston & Viadero, 2000). In this new era, students have the opportunity to exhibit more control over their individualized learning through technology use (Caprara et al., 2008; Debowski, Wood, & Bandura, 2001). Educators continually search for the most effective approach to individualized instruction, but it remains to be explored how technology use relates to academic self-efficacy and academic achievement.This study addressed three questions through the social cognitive theory framework. What is the relationship between perceived academic self-efficacy and academic achievement in students at each successive grade level? What is the relationship between perceived academic self-efficacy and educational technology use for mathematics and reading instruction at each grade level? What is the relationship between educational technology use for mathematics and reading instruction and academic achievement? A quantitative correlational study was designed to explore the relationship between educational technology use, academic self-efficacy, and academic achievement. The sample included approximately N=414 students from an urban public middle school in the Northeast, N=100 students from each grade (5-8). A questionnaire was used to collect data on academic self-efficacy, academic achievement data were obtained from standardized STAR Assessments in reading and mathematics, and technology use data were collected from two educational technology programs. Analyses revealed a higher frequency of technology use for students at/above grade level, compared to those below, of significant difference for math ( t(410)=6.237, p=
Book Synopsis Successful K-12 STEM Education by : National Research Council
Download or read book Successful K-12 STEM Education written by National Research Council and published by National Academies Press. This book was released on 2011-06-22 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's competitiveness. However, it is challenging to identify the most successful schools and approaches in the STEM disciplines because success is defined in many ways and can occur in many different types of schools and settings. In addition, it is difficult to determine whether the success of a school's students is caused by actions the school takes or simply related to the population of students in the school. Successful K-12 STEM Education defines a framework for understanding "success" in K-12 STEM education. The book focuses its analysis on the science and mathematics parts of STEM and outlines criteria for identifying effective STEM schools and programs. Because a school's success should be defined by and measured relative to its goals, the book identifies three important goals that share certain elements, including learning STEM content and practices, developing positive dispositions toward STEM, and preparing students to be lifelong learners. A successful STEM program would increase the number of students who ultimately pursue advanced degrees and careers in STEM fields, enhance the STEM-capable workforce, and boost STEM literacy for all students. It is also critical to broaden the participation of women and minorities in STEM fields. Successful K-12 STEM Education examines the vast landscape of K-12 STEM education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school- and student-level success in STEM. The book also looks at where further work is needed to develop appropriate data sources. The book will serve as a guide to policy makers; decision makers at the school and district levels; local, state, and federal government agencies; curriculum developers; educators; and parent and education advocacy groups.
Book Synopsis Instructional Technology Integration and Situational Interest in Math by : James A. Thompson
Download or read book Instructional Technology Integration and Situational Interest in Math written by James A. Thompson and published by . This book was released on 2014 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Motivating students to be engaged in learning, especially in math, has been a perennial challenge for educators. Over the past 20 years, instructional technology has become an increasingly prevalent teaching tool that, according to many educational observers and researchers, can have a transformative effect on teaching and learning because of the way that it engages today's students. The purpose of this quantitative study was to determine the relationship between students' perceptions of technology integration and situational interest in middle school math so that educational planners will be better informed when making instructional decisions concerning the use of technology in the math classroom. In this study, the relationship between students' perceptions of teacher technology integration and situational interest in math was investigated using the Pearson product-moment correlation coefficient. A moderate, positive correlation was established and found to be significant [r=.461, n=223, p
