Education Commons^™

Elementary Teachers’ Perception Of Digital Resources Based On Student Achievement, Tanya R. Small

Doctor of Education (Ed.D)

Many factors impact teachers’ decisions about when and how to implement technology during instruction. However, a gap exists in understanding teachers’ motivations for technology integration and face-to-face instruction. Therefore, this qualitative case study explored how teachers’ perceptions of student achievement, motivation, classroom behaviors, and digital challenges influenced their decisions about using technology or direct instruction in the classroom setting. A group of 20 teachers from two southern Florida public elementary schools completed anonymous Likert-scale surveys; six teachers participated in semi-structured interviews. The findings determined via descriptive statistics and thematic analysis revealed that teachers’ inclusion of technology and traditional resources is …

The Impact Of A 1:1 Technology Initiative On Student Achievement In 10th Grade English Language Arts In A South Texas Public School District, Lois E. Marshall Barker

Electronic Theses and Dissertations

This study investigated the implementation of a south Texas public school district’s 1:1 technology initiative to determine the impact on 10th grade English Language Arts student achievement. A mixed method approach was used for this exploratory case study. Multicase sampling was implemented to identify participants. Qualitative data were collected through virtual video conference interviews and analyzed to reflect five emerging themes: lack of quality professional development, teacher efficacy, leadership attitudes toward the initiative, misconceptions about student attitudes and technology skillset, and lack of communication between district administration campus stakeholders. Quantitative data were collected through the CBAM SoCQ and archival campus …

A Mixed-Method Study Of One-To-One Mobile Technology Implementation In Math In A Rural Middle School, Maxie Nathan Deaton Jr

Education Dissertations and Projects

The purpose of this mixed-methods study was to examine the extent of one-to-one mobile technology implementation on student math achievement as measured by standardized test scores. A second focus was on the extent one-to-one mobile technology implementation has influenced teacher practices in math instruction. A final focus was on the extent that teacher lesson plans support or fail to support technology implementation. The setting for the study was a small rural middle school in the Upstate of South Carolina. The participants consisted of males and females from several ethnicities and socioeconomic classes. A parallel/simultaneous method was used for the study. …

The Effects Of Cooperative And Collaborative Strategies On Student Achievement And Satisfaction In Blended And Online Learning Environments, Christine E. Nickel

STEMPS Theses & Dissertations

The purpose of this study was to examine whether cooperative versus collaborative strategies used for a group project had differential effects on students' achievement, process and solution satisfaction, value and preference for collaboration, and perceptions of community of inquiry in online and blended environments. The study sample consisted of teacher education students enrolled in a technology integration course. Students' age, academic level, online experience, and teaching experience were used as covariates in an effort to identify differential effects associated with student characteristics. Cooperative and collaborative strategies were differentiated by the amount of structure imposed by the instructor as well as …

The Effect Of Technology-Rich School Environments On Academic Achievement And Attitudes Of Urban School Students, Charles R. Grimm

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to examine the effect of technology-rich educational environments on student academic achievement and attitude. The primary independent variable was the type of school (technology-rich school (TRS) and traditional school (TS)). Additional independent variables included gender, ethnicity, and computer ownership. The dependent variables were: (1) student academic achievement (Iowa Tests of Basic Skills (4th-grade), Virginia's Literacy Passport Test (6th-grade), and Tests of Achievement and Proficiency (11th-grade)) and (2) and student attitudes (questionnaire).

The design examined the differences between TRS and TS (N = 1088). Compared were 4th-grade elementary school students attending a TRS (n = …