How does teacher-directed, Internet-enhanced math instruction improve math scores?
Rita K. Garrett, Fielding Graduate University, United States
Fielding Graduate University . Awarded
Using technology in the classroom is a current trend in education to help ensure students succeed (McCrea, 2009). According to the Educational Tech Act (ED Tech Act) the goal is to use technology to improve elementary and middle school education for every student, regardless of race, ethnicity, income, geographical location, or disability. Further, the goal is for every student to be technologically literate by the end of eighth grade. The ED Tech Act also promotes the integration of effective teacher training and research-based instructional methods into curriculum (U.S. Department of Education, 2002). The purpose of the study conducted from 2006 to 2007 was to investigate the impact of daily use of math Internet sites on student math scores in a third grade classroom. The researcher gathered archival data of scores on math mapping assessments to compare the scores of students in typical third grade classes with those of students in a third grade classroom who used a pilot computer laptop program. Study was limited to students who were part of a Title I school. Four groups of homogenous students were examined. Group A, the test group were the students who received instruction from the technology trained teacher and had the one-to-one laptops. The three control groups were only instructed with the standard math curriculum and had no access to daily laptop use. The teachers in the three control groups were not technologically trained. To provide a framework for the study, students' winter and spring scores on Measures of Academic Progress (MAP) assessments from the Northwest Evaluation Association (NWEA) were examined by looking at teacher training and student achievement. Although the study indicated increased mean MAP scores between Winter 2006 and Spring 2007 for the Test Group A, the results of the study did not unequivocally support the hypothesis that a teacher trained in technology who used laptops and selected math-focused Internet sites to supplement classroom instruction impacted the understanding of math concepts more than the three teachers not trained in technology who did not use laptops or the Internet.
Garrett, R.K. How does teacher-directed, Internet-enhanced math instruction improve math scores?. Ph.D. thesis, Fielding Graduate University.
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