Teacher Levels of Technology Implementation and Student Achievement in Reading and Mathematics

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Fields, V. (2005). Teacher Levels of Technology Implementation and Student Achievement in Reading and Mathematics. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 3358-3361). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19649.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Valerie Fields, The University of Louisiana at Monroe, United States

Abstract

Implementation of technology-related reforms is costly to school districts, especially economically challenged ones. It is important to determine if student achievement in two critical areas of reading and mathematics in rural schools are positively impacted by classroom technology use. This study examined whether the level of technology implementation by fourth and eighth grade teachers in rural schools affects student achievement in reading and mathematics. Fourth and eighth grade teachers' levels of technology implementation were examined in relation to students' achievement in reading and mathematics as measured by a standardized achievement test and teacher demographics. Results indicated that despite an infusion of money for training and equipment, teachers in this sample did not use technology. Therefore, no relationship was found between teacher levels of technology implementation and student achievement. Inverse relationships were found between teacher age and certification status and level of technology implementation.

Keywords

• Elementary Education
• Achievement
• Students
• Teachers
• Mathematics

Also Read

• Ecologies for Open Learning: TOOLS at the University of Windsor
• Multimedia Use in Higher Education in the UAE: A Cognitive Load Theory Perspective
• Technology Tools for Teachers (T3): A Case Study
• Integrating iPad in a Special Education Class: A Case study
• Rapid Instructional Design Strategies for Developing Online Courses: Implementing a Re-usable Learning Object Approach
• Exploring Faculty and Student Readiness for E-Learning in a UAE Public University
• ONE-CONCEPT VIDEOS, iPADS, ’FLIPPED’ CLASSROOMS, AND HOW TO CREATE, DEPLOY AND MAKE WORK THESE NEW TOOLS AND METHODOLOGIES
• A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
• Interactive Whiteboard Technology: Promise and Reality
• Cognitive Load & Multimedia Use in Higher Learning: A United Arab Emirates Case

Tags