The Effect of Technology Use on Student Achievement in Eighth Grade Science PDF Download

Author: Molly Ward
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 28

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Author: Gregory Scott Brunton
Publisher:
ISBN:
Category :
Languages : en
Pages : 164

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The growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude surveys, student and parent correspondence as it relates to the study such as parent notes and e-mails, and classroom observation notes. Several conclusions were made. The effects of technology on student performance as originally planned was inconclusive in this study. It was found that there was no correlation between typing assignments and student performance. Students felt that technology increased their academic performance. Students had positive attitude towards science class though the percentage decreased during the study. Students enjoyed using technology, saw it as a benefit, felt it helped them with publishing and improved their attitudes towards technology.

Author: Holly Bailey
Publisher:
ISBN:
Category : Curriculum and instruction
Languages : en
Pages :

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School districts throughout the nation spend hundreds of thousands of dollars on one-to-one technology for students in hopes of increasing academic achievement. This study examined student achievement, via project-based learning and common based assessments, of students who used one-to-one technology in eighth grade compared to students who did not use one-to-one technology in eighth grade. Utilizing mixed methodology the quantitative part of this study included data from common based assessments in mathematics and science. The teachers' and students' perspective of student achievement after using one-to-one technology, through project-based learning, in eighth grade is the qualitative component to this study. Using two separate components, this research was conducted in a large, suburban school district in southeast Texas. First, archival data of CBA scores were gathered from the suburban school district for students who used one-to-one technology in eighth grade and students who did not use one-to-one technology in eighth grade. The results were analyzed via factorial analysis of variance (ANOVA) which determined if there was a statistically significant mean difference between the two groups and within groups. Second, student focus groups were conducted to investigate student belief in the relationship project-based learning through the use of one-to-one technology had on student achievement. Finally, teacher perspectives on self efficacy of implementation of one-to-one technology, through the use of project-based learning was gathered.

Author: Cleborne D Maddux
Publisher: Routledge
ISBN: 1317825292
Category : Computers
Languages : en
Pages : 214

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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.

Author: Dalma L. Williams
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 172

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Author: Deborah L. DeLucia
Publisher:
ISBN:
Category :
Languages : en
Pages : 162

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Increased use of technology in the classroom has the potential of helping students shift from the role of passive learners to engaged participants in their own learning. The purpose of this study was to determine if the use of technology tools in 7th and 8th grade science activities would increase student motivation and understanding of science. The literature review found that, when used effectively, technology can have a profound impact on learning and student's understanding of content can increase. This study used both quantitative and qualitative research methods, in addition to incorporated action research to inform classroom decisions about the benefits of using technology. Student survey responses provided insight into the types of technology-based activities students perceived best supported their learning, and the types of activities they felt increased their motivation. Student interviews and pre-and post-assessments were analyzed to determine if student understanding of science content increased due to the use of technology-based activities. The findings determined that students preferred interactive technology activities where they could share their ideas with their classmates. Students agreed that the technology tools they used in science were exciting and the best learning experiences utilized computers or technology. As a result of participation in inquiry-based technology activities, findings for 7th grade students indicated there was no significant increase in science content knowledge; however, the 8th grade findings showed a significant gain in content knowledge. To broaden the scope of this research, it is suggested that future studies be conducted on the impact technology has on student achievement and attitudes toward learning science.

Author: David Buckingham
Publisher: John Wiley & Sons
ISBN: 074567576X
Category : Education
Languages : en
Pages : 235

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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.

Author: Lupita Hinojosa
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages :

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Although many national studies have been conducted on the effectiveness of magnet programs, there is limited research involving math, science, and technology magnet schools and their influence on student academic performance, especially at the middle school level. The purpose of this study was to determine whether a statistical difference existed between those students' academic achievement who participated in math, science, and technology magnet programs in middle school and those who did not. Specifically, this study explored possible differences of students' academic achievement in math and science as measured by the state achievement test as a function of participation in a math, science, and technology magnet program and non-magnet program for the full three years of middle school (i.e., sixth- through eighth-grade). In addition, this study examined if ethnicity, socioeconomic, and/or gender have a moderating effect on math and/or science achievement. This study was conducted in a large urban school district in Texas. The test scores of a total of 1,551 eighth grade students who had participated in math, science, and technology magnet programs and non-magnet programs for the full three years of middle schools were analyzed. To measure student achievement, the math and science Texas Assessment of Knowledge and Skills (TAKS) exams were examined. In general, the students who participated in the magnet programs had higher math and science achievement as measured by the TAKS exams. There are several conclusions and recommendations as a result of this research. In general, it is recommended that district leaders must carefully analyze and place great emphasis upon the following areas: (a) the financial cost of adequately funding a magnet program; (b) the accountability standards; and (c) the ultimate goal of magnet programs. This research has demonstrated in a general framework that magnet programs do produce higher achieving students. Therefore, appropriate, immediate, and necessary steps must be taken to ensure equity in access to high quality magnet programs for all students.

Author: Vincent William Childress
Publisher:
ISBN:
Category : Eighth grade (Education)
Languages : en
Pages : 530

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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Category : Education
Languages : en
Pages : 386

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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.