Download or read book Research and Data Regarding the Use of Technology in an Elementary Math Classroom and Its Impact on Achievement written by Amanda Bearden and published by . This book was released on 2013 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to analyze the affects of technology in the elementary math classroom. This study included two separate fourth grade classrooms. Both classrooms used district provided curriculum for mathematics. One classroom used only district curriculum taught in the traditional manor. The other classroom used district curriculum in combination with technology enhanced instruction. The research was conducted using math scores from the state standardized test (MAP). The findings were analyzed through Microsoft Excel and A Statistical Program (ASP) software. Findings indicate that there is an increase in student achievement when technology is incorporated into the classroom. Further training in technology integration is warranted. Additionally, the district may want to look into the increase of current technology programs or the implementation of new technology programs for teachers and classrooms.

Download or read book The Effects of IPad Devices on Elementary School Students Mathematics Achievement and Attitudes written by Jaclyn Singer and published by . This book was released on 2015 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: The integration of educational technology continues to increase as schools are endeavoring to challenge the traditional philosophy and practices of American schools. While there are many opportunities for the use of technology in classrooms and to design instruction employing the most recent technological tools, there is a need to better understand how to integrate iPad devices effectively in elementary math instruction. In response to these challenges, this exploratory case study that included quasi-experimental quantitative and qualitative data investigated the effect of iPad devices, as an individual learning tool on third grade students’ achievement and attitudes towards mathematics. The central research question that guided this study was: What is the process by which NPS School adopted iPads into a third grade mathematics classroom and what impact did it have on elementary school students’ mathematics achievement and attitudes? The succeeding sub-questions helped to provide a more complete and holistic view of the problem of practice. How does third grade students’ math achievement differ when integrating an iPad into instruction compared to the traditional-textbook based education for a unit of study? and How do students attitudes towards mathematics differ when using tablet devices compared to the traditional means of instruction? These research questions were answered using two sections of a third grade mathematics course, one that received teaching based on traditional instructional pedagogies while the other group received instruction with the integration of an iPad device. Course content, instructional design, assessments, inventories and the instructor remained consistent for both groups; the only difference was the intervention of iPads. Data on students’ learning achievement was collected through pre and post-tests and students’ attitudes were measured based on an Attitudes Towards Mathematics Inventory (ATMI). Interviews were conducted with the participating instructor and coordinating administrator to provide more inclusive and holistic results. In addition, documents, in the form of teacher lessons plans were analyzed to provide further information about what teachers intended to do; specifically how the iPad device was used during the lesson. The results that emerged from this study exposed inconsistencies between the quantitative and qualitative data. Specifically, the results from the post-test and ATMI did not show a statistically significant difference while the interviews with the participating adults created a picture of a noticeable increase in student engagement, attitudes and productivity for students that used iPads for instruction compared to the students who did not use the devices.

Download or read book Technology in Education written by Cleborne D Maddux and published by Routledge. This book was released on 2013-12-19 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examine the history of the microcomputer and its impact on education! Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools has been a powerful tool in educational settings. Now, after 20 years, Professor Johnson muses on how far information technology has come. Technology in Education: A Twenty-Year Perspective brings you a retrospective look at the trends and issues relating to the integration of computers into the school curriculum covering 25 years. He joins several other colleagues to follow the historical journey of the “dream machine” to the technological wonder it has become. Technology in Education: A Twenty-Year Perspective will leave you better informed on such topics as: the obstacles slowing the integration of information technology in education—why are computers still collecting dust in many classrooms? the predictions that were made by early computer enthusiasts, and how close or off the mark those predictions came how information technology has impacted education and society so far historical advances in education that should be celebrated, such as the advent of the World Wide Web the student’s perspective of computers in education and much more! Computers in the Schools is the one of the oldest academic journals dealing directly with the integration of information technology into the educational setting. Technology in Education: A Twenty-Year Perspective provides an important overview by some of the leading experts in the field. From the earliest predictions and opinions to the latest trends and findings, this book, celebrating the journal’s twentieth anniversary, is a vital research tool for students and professors of information technology in education.

Download or read book Impact of IPad Technology on Achievement in Math written by Cody Joseph Geiser and published by . This book was released on 2013 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: As iPads become more prevalent in education, questions about their effect on student achievement are important to explore. By setting up a control group, who are taught using traditional techniques, and an experimental group, who have each lesson supplemented with iPad activities, the study was designed to shed some light on how iPads can influence student achievement in mathematics. Data from the students' scores and their own analysis of their learning was used to determine the outcome of the study. The results of the analysis of study found that Algebra 8 classroom using iPads tested lower and improved less than the classroom that was taught without the iPad supplemental activities. However, the student response to utilizing iPads regularly in class was strongly favored and the students as a whole felt that the iPad activities did help them learn. Due to a variety of reasons and factors, further research on utilizing technology in education will be important for schools and educators to make decisions about how best to educate their students.

Download or read book Informational Technology and Its Impact on American Education written by and published by . This book was released on 1982 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Association Between the Use of Accelerated Math and Students Math Achievement written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researchers investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with prof.

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.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Uses of Technology in Lower Secondary Mathematics Education written by Paul Drijvers and published by Springer. This book was released on 2016-06-14 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: This topical survey provides an overview of the current state of the art in technology use in mathematics education, including both practice-oriented experiences and research-based evidence, as seen from an international perspective. Three core themes are discussed: Evidence of effectiveness; Digital assessment; and Communication and collaboration. The survey’s final section offers suggestions for future trends in technology-rich mathematics education and provides a research agenda reflecting those trends. Predicting what lower secondary mathematics education might look like in 2025 with respect to the role of digital tools in curricula, teaching and learning, it examines the question of how teachers can integrate physical and virtual experiences to promote a deeper understanding of mathematics. The issues and findings presented here provide an overview of current research and offer a glimpse into a potential future characterized by the effective integration of technology to support mathematics teaching and learning at the lower secondary level.

Download or read book Informational Technology and Its Impact on American Education written by États-Unis. Congress. Office of Technology Assessment and published by DIANE Publishing. This book was released on 1982 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Findings from a Multi Year Scale up Effectiveness Trial of Everyday Mathematics written by Michael Vaden-Kiernan and published by . This book was released on 2015 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addresses the effectiveness of "Everyday Mathematics" (EM), a widely used core mathematics curriculum that reflects over two decades of National Science Foundation (NSF)-sponsored research and development studies (Klein, 2007; National Research Council, 2004) and aligns well with recommended policies and practices by the National Council of Teachers of Mathematics (NCTM) Curriculum Focal Points (2006) and National Mathematics Advisory Panel (NMAP) (2008). This and other similar curricula are increasingly needed to strengthen student math skills and ensure that all children are at or above grade level in math proficiency. Statistics present concerns to reaching this goal--only 42% of fourth grade students and 35% of eighth grade students are at or above proficient-level on National Assessment of Educational Progress (NAEP) math scores (National Center for Educational Statistics, 2013). Recent initiatives emphasize the role of early math instruction and curricula, recognizing that students need to develop a well-defined set of skills in critical math content areas (e.g., whole numbers, fractions, elements of geometry, and measurement) in early grades in order to prevent difficulties in later grades. The NMAP (2008) recommended that all students receive effective preparation from an early age to ensure their later success in algebra and emphasized the need for early math programs that mitigate and prevent difficulties. To date, however, Everyday Mathematics is only one of a few elementary school math curriculum reviewed by the What Works Clearinghouse (WWC) (2007) that has demonstrated "potentially positive effects," with the evidence for effectiveness on math achievement rated as medium to large. The "Everyday Mathematics" (EM) curriculum, developed by the University of Chicago School Mathematics Project (UCSMP) during the mid-1980s, and published by Wright Group/McGraw-Hill, relies on research-based practices, which according to the National Research Council (2004), are supported by more researchers and empirical studies than any other elementary mathematics curriculum. EM is a PK-6 curriculum emphasizing six content strands (numbers and numeration; operations and computation; data and chance; measurement and reference frames; geometry; and patterns, functions, and algebra) with learning targets or curriculum focal points identified for each of the six strands at each grade level. Developed largely from NSF-sponsored studies, the curriculum shows promise in preventing math difficulties in early grades. It emphasizes a constructivist philosophy, with a strong emphasis on real-life problem solving, manipulatives, concept development, and targeted use of technology and parent participation. Besides being the highest rated elementary school math curriculum in terms of effectiveness by the WWC (2007), it has also been widely adopted and used across the country. EM is used by nearly 4 million students in more than 11,000 schools in more than 3,000 districts in all 50 states (SRA/McGraw-Hill, 2009). Results from quasi-experimental evaluations have revealed statistically significant math achievement advantages of +0.16 relative to other math curricula (Carroll, 1998; Carroll & Isaacs, 2003; Riordan & Noyce, 2001; SRA/McGraw-Hill, 2003; Waite, 2000; WWC, 2009; Woodward & Baxter, 1997). In addition, a cluster randomized controlled trial (RCT) currently being conducted by the publisher is documenting potential impacts of EM on math achievement in grades K-5 students in three schools in Washington D.C. The study is assessing classroom-level impacts of treatment assignment on the TerraNova math achievement test scores (SRA/McGraw-Hill, 2009b). Despite the curriculum's widespread use and promising research findings, EM has not been evaluated rigorously on a large scale as part of an objective, third-party evaluation. This study provides preliminary evidence that the impacts of EM are not significant on overall students' mathematics performance when implemented at scale in a large sample of schools after one or two years relative to other core math curricula. Tables are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].

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.

Download or read book Perceptions and Beliefs about Technology on the Learning of Math Concepts written by Jennifer Reil and published by . This book was released on 2011 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quasi-experimental study examined the impact using technology in the math classroom on student achievement. The researcher used a sample of convenience to compare whether students performed better after technology was introduced into classroom instruction. ... The MCAS scores of these two groups were compared. ... Implications from these findings suggest that the claims made about technology must be analyzed closely before making important decisions regarding instructional practices. Students and teachers differed only slightly in their beliefs about the use of technology. Students' who did use technology showed a higher mean scaled score on the MCAS test versus those in the non technology group. The use of technology can be supported by this study due to the evaluation of both the qualitative and quantitative data.

Download or read book The Relationship Between Using Study Island Supplemental Math Software and Third Fourth and Fifth Grade Students Mathematics Achievement written by Michael Rich and published by . This book was released on 2016 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ex post facto study investigated the relationship between the use of Study Island supplemental math software and students' math achievement in a Title I public elementary school in Georgia during the 2011-2012, 2012-2013, and the 2013-2014 school years. Data from the school was collected regarding the use of a supplemental math software program called Study Island during the 2012-2013 and the 2013-2014 school years. Data on students' math achievement test scores was collected from school level reports for the 2011-2012, 2012-2013, and the 2013-2014 school years. Data was analyzed using a two-tailed t test to investigate the possible relationship between the use of the supplemental math software and students' math achievement. Study results can be used to inform current school curriculum leaders, administrators, and teachers as they invest in technology tools and integrate technology into the math classroom. Results could also help schools of educational leadership working with finance, curriculum and instructional leaders, schools of educational technology, and teacher preparation academies as they train educators to effectively integrate technology into the classroom.

Download or read book A Case Study of a Blended Learning Environment with a Focus on Mastery that Greatly Impacted Mathematics Proficiency at Herbert Hoover Elementary School Alaska written by David L. Jones and published by . This book was released on 2016 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study is to analyze how two teachers used technology to increase student achievement in mathematics at Herbert Hoover Elementary School in rural, Alaska, significantly increasing student outcomes on the Alaska Standardized Based Assessments in mathematics. The case study reviews the qualitative data collected through interviews with the administrator, teachers, and student focus groups through the lens of the Mastery Learning Theory. The research question guiding the study is "How has the development of a blended learning classroom with a focus on Mastery Learning greatly impacted mathematics achievement in two elementary school classrooms, as perceived by the teachers using the program, the administrator, and students?" The literature review presents research on the use of technology to differentiate math instruction, increase student's engagement in mathematics instruction, Mastery Learning and students' achievement in math. The case study presents how the blended-learning approach impacted student learning, as discerned by the teachers, students, and administrator involved. The results suggest that a blended-learning approach to learning math can greatly increase student achievement over and beyond typical instructional strategies employed in schools today.

Download or read book Science Engineering Indicators written by and published by . This book was released on 1989 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Interrelationship Among Mathematics Teachers Use of Technology for Preparation Administration and Classroom Instruction and Student Achievement written by Lynnae J. Smith and published by . This book was released on 2018 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the relationship between student achievement and how mathematics teachers use technology. The productiveness and accessibility of technology has prompted many school systems to require teachers to integrate technology into the classroom. Integration of technology has become a key standard of best practices. Some schools are investing in one-to-one computing by providing each student with a personal device such as a laptop or a tablet. Nevertheless, the methods in which students are taught in the classroom have not changed considerably (Heitink, Voogt, Verplanken, van Braak, & Fisser, 2016; Mishra & Koehler, 2006). This research is a secondary data analysis using the student and teacher data from the United States for the 2011 Trends in Mathematics and Science Study (TIMSS), collected by International Association for the Evaluation of Educational Achievement (IEA). This study looked at teachers' comfort level with technology particularly for preparation, administration and classroom instruction, their access to technical support, and the quality of support received, such as professional development, and whether these factors impacted student performance. Five Hierarchical Linear Models (HLM) were fitted to investigate whether any of these determinants were statistically significant for impact on student performance. Only teachers' use of technology for administrative purposes was statistically significant, and this had a negative correlation value. Control variables were added to the HLM models to account for the school contextual situations and student backgrounds that have been found to impact student learning. The control variables that were statistically significant in relation to student performance in all five models included student gender, birth year, and their father's highest level of education. The school level variable, percent of disadvantaged students, in a school was also statistically significant. Findings suggest the use of technology by teachers does not improve student performance. The results of this study demonstrate the need for: a) school leaders to monitor how teachers are using technology and whether constructivist teaching methods are being practiced by teachers, particularly in schools with a high percentage of disadvantaged students, b) technology coaches to work with teachers to improve teachers' self-efficacy with technology, and to plan professional development as needed, c) technology use to be included in the instructional planning phases and not as an afterthought, and d) teacher preparation programs to continue to update their curricula to include activities that focus on all aspects of technology use for pre-service teachers.