The Effects of Technology Instruction on the Academic Achievement of Fifth Grade Students PDF Download
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Author: Karen Davis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 103
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Book Description
A digital native is an individual born between 1981 and 2001, and children born after 2001 are called millennials. Educators are expected to meet the needs of today's technologically savvy students. Some researchers assert that an academic `moral panic' is taking place that lacks the empirical and theoretical knowledge to support the claims that education needs to change to meet the needs of digital natives and millennials. The problem is that considering that the majority of students today are digital natives are educators meeting the learning needs of their students. This research study focused on the use of instructional technology and how it effects student achievement for fifth grade science and math instruction. Using the 2010 and 2011 math and science CRCT test scores, the SPSS statistical software was employed to run an independent sample t test to measure the mean difference between the experimental and control groups. The results found that the use of technological instruction in this instance did not increase student academic achievement.
Author: Karen Davis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 103
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Book Description
A digital native is an individual born between 1981 and 2001, and children born after 2001 are called millennials. Educators are expected to meet the needs of today's technologically savvy students. Some researchers assert that an academic `moral panic' is taking place that lacks the empirical and theoretical knowledge to support the claims that education needs to change to meet the needs of digital natives and millennials. The problem is that considering that the majority of students today are digital natives are educators meeting the learning needs of their students. This research study focused on the use of instructional technology and how it effects student achievement for fifth grade science and math instruction. Using the 2010 and 2011 math and science CRCT test scores, the SPSS statistical software was employed to run an independent sample t test to measure the mean difference between the experimental and control groups. The results found that the use of technological instruction in this instance did not increase student academic achievement.
Author: Donna Carol Cianfrani
Publisher:
ISBN:
Category : Business and education
Languages : en
Pages : 184
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Book Description
ABSTRACT: The purpose of this evaluative case study was to determine how technology-enriched instruction impacted the achievement of students at Cougar Elementary School. As a school experiencing rapid change, Cougar Elementary received help from the business community to design and implement a technology program to enhance the active participation of students academically uninvolved and to serve as a marketing strategy for the school. A specialized laptop program was developed in a wireless environment with a one-to-one student to computer ratio, software available through the Internet by a local application service provider, and with routine technical and ongoing training for teachers and students in the fourth and fifth grades. Selected as subjects were 306 fourth and fifth grade students from three different school years. Case study methodology included the collection and analyses of data from teacher surveys, student surveys, student interviews, classroom observations, and results from the North Carolina End-of-Grade test. Prompted by the conflicting reports regarding the effectiveness of technology in the classroom and the impact on student achievement, the issues of routine accessibility to technology for teachers and students and the need for ongoing teacher training and support were investigated. Recommendations for further study are provided.
Author: Laura Sue Smith
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 124
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Category : Education
Languages : en
Pages : 386
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Book Description
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.
Author: Laurie Nordahl
Publisher:
ISBN:
Category : High technology and education
Languages : en
Pages : 108
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Book Description
Author: Mark Warschauer
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 200
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Book Description
Examines laptop use in classrooms and how it influences literacy, discussing reading and writing challenges of the twenty-first century, the history of computer use in schools, research on schools implementing one-on-one computing, and other related topics.
Author: Sharon A. Brusic
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 628
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Book Description
Author: Erika Michelle Batista
Publisher:
ISBN: 9781321313048
Category : Dissertations, Academic
Languages : en
Pages : 104
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Book Description
"This 5-week action research study investigated use of technology to measure social studies content in a fifth grade class. The purpose was to measure the effect of student engagement and achievement with the incorporation of technology into classroom instruction. The research question included: How does the use of educational technology affect student engagement and achievement in learning the 50 states and capitals? The implemented program consisted of both qualitative and quantitative data collection methods, which included an observational field journal, pre- and post- implementation surveys, post-lesson questionnaires and three states and capitals assessments spaced throughout the program. The findings indicated that the achievement levels of the students increased during the program while engagement levels varied depending on the website the students were using."--Abstract, p. 1.
Author: Robin M. Price-Soots
Publisher:
ISBN:
Category : Computers and literacy
Languages : en
Pages : 44
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Book Description
Author: Wagner Jennifer
Publisher: LAP Lambert Academic Publishing
ISBN: 9783848405398
Category :
Languages : en
Pages : 100
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Book Description
This book examined student motivation and performance of fifth grade urban students in Mathematics using the lesson study model of action research. A literature review discusses the relationships found between motivation and achievement, motivation and technology, as well as technology and achievement. Interactive web-based activities were observed for motivation and engagement and alterations to the lessons were made according to that documentation. Performance was measured using standardized and teacher-created tests scores. The use of interactive computer games in mathematics lessons was found to have a positive impact on student motivation, engagement and achievement in the content areas examined since student performance on post-tests increased.
