Relationship of Educator Professional Development for Interactive Online Simulations to Eighth Grade Student Achievement in Math and Science
Gerald Knezek, Rhonda Christensen, University of North Texas, United States ; Alice Owen, Sam Farsaii, Irving Texas Independent School District, United States ; Rebekah McPherson, Univ. of North Texas, United States ; Sherri Brogdon, Jaeyeob Jung, University of North Texas, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Findings based on school-as-a-unit-of-analysis and classroom-as-a-unit-of-analysis data from the Texas Assessment of Knowledge and Skills (TAKS) for 8th Grade Science indicate that training in Gizmo use and in other hands-on technology based applications is associated with increases in TAKS scores. However, classroom-level analysis of 2007 to 2008 gains in 8th grade Science TAKS scores indicate that Level of Technology Implementation (LoTI) scores may be even more closely aligned with TAKS gains than are measures of Gizmo use. Further research is needed in these areas.
Knezek, G., Christensen, R., Owen, A., Farsaii, S., McPherson, R., Brogdon, S. & Jung, J. (2009). Relationship of Educator Professional Development for Interactive Online Simulations to Eighth Grade Student Achievement in Math and Science. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3276-3281). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2023 from https://www.learntechlib.org/primary/p/31950/.
© 2009 Association for the Advancement of Computing in Education (AACE)
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