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Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
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.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
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.
Author: Dustin White Publisher: ISBN: Category : Educational technology Languages : en Pages : 0
Book Description
The purpose of this study was to understand which arrangement of technology provided the best results for middle school students. Educators and schools are trying to ensure that students are prepared for jobs that currently do not exist. Previous research has been conducted to look at the achievement of students; however, very little has been done to look at these levels at the middle school level in comparison to other schools in the same district. This quantitative causal comparative study sought to understand if differences exist between two groups of middle school students. One group participated in a 1:1 technology initiative in their classes while the other group did not participate in the 1:1 initiative. The instrumentation for the study was an achievement test, NWEA-MAP. The study utilized a large urban school district in a metropolitan area. Two middle schools were selected to participate in the study. From the population, the two schools were placed into separate groups, utilizing all scores applicable, while controlling for the prior test’s achievement scores. A One-Way ANCOVA showed significant differences with small effect sizes in dependent variables from pretest to posttest. Limitations were acknowledged and implications were noted. Recommendations for future research were made.
Author: Amy A. Woolum Publisher: ISBN: Category : Education Languages : en Pages : 0
Book Description
Since the 1960s, business leaders and educators used the idea of goal setting theory as a guide to success. Teachers who implemented goal setting strategies contributed to student success and achievement. During my study, I found little existing literature focused on academic goal setting implementation for students in Tennessee rural middle schools containing grades six through eight. The purpose of this qualitative interpretive study was to investigate Tennessee rural middle school teachers’ perceptions about implementing academic goal setting for students. I sent an online Google Forms questionnaire to 117 certified and licensed teachers in varying Tennessee rural middle schools. After 21 teachers completed the questionnaire, I found participants did not have the same experiences with academic goal setting implementation for students in their middle schools or districts. All 21 participants answered all the questions; however, I only used 20 participant responses for data analysis. I analyzed the data using open, axial, and selective coding to generate themes. The results included varying benefits in implementing student academic goal setting at the middle school level, including increased student motivation and accountability. Professional Learning Communities and various strategies were also perceived as benefits by teachers. On the contrary, additional results yielded perceived barriers to academic goal setting implementation for students, which included a lack of teacher training and experience, time, and student buy in. Rural Middle School teachers needed opportunities to collaborate, hear success stories, and learn strategies behind academic goal setting implementation for students.
Author: Valerie Smith Mercer Publisher: ISBN: Category : Academic achievement Languages : en Pages : 264
Book Description
BYOT (Bring Your Own Technology) is the practice of students bringing their own digital devices to school to use for academic purposes. This practice has been growing since the early 2000s. BYOT has been touted as a solution for schools which may lack hardware and network resources to provide devices to all students. By allowing BYOT, schools have created a learning environment which permits assortments of tablets, phones, laptops, and smart devices. With the introduction of a miscellany of devices, teacher practices have had the opportunity to change. Despite a growing proclivity of BYOT, the question has remained of the impact these devices may have for students and teachers on achievement. Mixed research methods were used to center on BYOT practices of middle schools with a focus on eighth grade standardized test scores. The student-to-computer ratio of school-owned technology was studied along with BYOT opportunities in schools. These two factors were examined in relation to the standardized test scores in the schools to determine if any achievement associations were found with school-owned technology or student-owned technology. In addition, a survey was utilized to determine BYOT practices in the school, hindrances to BYOT implementation, and teacher knowledge and skills to implement BYOT. BYOT and school-owned technology were not associated with academic achievement. The practice of BYOT will grow as schools continue to bring technology into classrooms, and teachers need more training to support school-owned technology as well as student-owned technology.
Author: Rhonda Ruth Wade Publisher: ISBN: Category : Languages : en Pages :
Book Description
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.
Author: Valerie Smith Mercer Publisher: ISBN: Category : Academic achievement Languages : en Pages : 264
Book Description
BYOT (Bring Your Own Technology) is the practice of students bringing their own digital devices to school to use for academic purposes. This practice has been growing since the early 2000s. BYOT has been touted as a solution for schools which may lack hardware and network resources to provide devices to all students. By allowing BYOT, schools have created a learning environment which permits assortments of tablets, phones, laptops, and smart devices. With the introduction of a miscellany of devices, teacher practices have had the opportunity to change. Despite a growing proclivity of BYOT, the question has remained of the impact these devices may have for students and teachers on achievement. Mixed research methods were used to center on BYOT practices of middle schools with a focus on eighth grade standardized test scores. The student-to-computer ratio of school-owned technology was studied along with BYOT opportunities in schools. These two factors were examined in relation to the standardized test scores in the schools to determine if any achievement associations were found with school-owned technology or student-owned technology. In addition, a survey was utilized to determine BYOT practices in the school, hindrances to BYOT implementation, and teacher knowledge and skills to implement BYOT. BYOT and school-owned technology were not associated with academic achievement. The practice of BYOT will grow as schools continue to bring technology into classrooms, and teachers need more training to support school-owned technology as well as student-owned technology.
Author: Ralph William Griffin Publisher: ISBN: Category : Education Languages : en Pages : 252
Book Description
The purpose of this study was to examine the impact of school-based technology implementation on middle school teacher technology efficacy. The following research questions provided a framework to guide the study: Has technology professional development changed teachers' perceptions of their technology efficacy in a rural western North Carolina middle school? Has technology professional development impacted teachers' perceptions of their teaching styles in a rural western North Carolina middle school? What positive and/or adverse impacts has the technology implementation process had on the rural western North Carolina middle school? -- Using a mixed-methods research design, the researcher used both quantitative and qualitative methods to obtain data. Through the use of the Computer Technology Integration Survey (Wang, 2004), focus group discussions, and interviews, data were collected to give insight about the questions of research. -- Findings from the study indicate that teachers at the select middle school have adequate comfort levels with technology. They are beginning to change delivery methods within the classroom setting in order to adapt to the ever-changing 21st century. However, it is clear that barriers such as time and equipment failures are hindering what seems to be an otherwise positive implementation process. Insight gained from this study may assist other schools or school districts as they begin to insert technology into the classroom.
Author: Kelly Shapley Publisher: ISBN: Category : Languages : en Pages : 7
Book Description
The Texas Education Agency (TEA) used Title II, Part D monies to fund a wireless learning environment for high-need middle schools through the Technology Immersion Pilot (TIP). A concurrent research project funded by a federal Evaluating State Education Technology Programs grant is scientifically evaluating whether student achievement improves over time as a result of exposure to technology immersion. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. The study of technology immersion employs a quasi-experimental research design with middle schools assigned to either treatment or control groups (22 schools in each). While the overarching purpose of the study is to scientifically test the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects, the evaluation also aims to examine the relationships that exist among contextual conditions, technology immersion, intervening factors, and student achievement. Data gathered through site visits to all participating middle school campuses in fall 2004 and spring 2005 allowed an in-depth examination of campus conditions, school and classroom activities, and educational roles and processes through interviews with key personnel, focus groups with teachers and students, inventories of technology resources, and reviews of documents. Appended are: (1) Technology Immersion Evaluation Design; (2) Characteristics of Technology; and (3) Technology Use in Core Subjects. Individual chapters contain footnotes. (Contains 12 tables and 1 figure.) [For "Evaluation of the Texas Technology Immersion Pilot: An Analysis of the Baseline Conditions and First-Year Implementation of Technology Immersion in Middle Schools. Executive Summary," see ED536297.].
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Author: Catherine Elizabeth Freeman
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Author: Dustin White
Author: Amy A. Woolum
Author: Valerie Smith Mercer
Author: Rhonda Ruth Wade
Author: Valerie Smith Mercer
Author: Ralph William Griffin
Author: Kelly Shapley