1:1 Laptop Experience And High-Stakes Testing: Effects On Eighth-Grade Student Achievement

Research on 1:1 laptop implementations is missing key information about student achievement on high-stakes assessment. This post hoc, quasi-experimental, quantitative study explores how 1:1 laptop access affects student achievement on the mandated eighth-grade online science assessment in five Mississippi school districts throughout the state. Fifth-grade science assessment results are used as a baseline for student achievement. Three research questions examined mean scale scores on the science assessment, change in scores from fifth to eighth-grade, and the effect on scale scores as the duration of the 1:1 laptop implementation increased. Two of the three experimental districts shoa significant difference in the mean scale scores. All three experimental districts shostatistically significant change in scale scores from fifth to eighth-grade. However, one of the control districts had higher scale scores than the comparable experimental district. Because of the mixed finding among the school districts, additional research should be conducted. Helpful information is provided for school administrators who are considering a 1:1 laptop implementation for their schools

Examining ESL Preservice Teachers’ Personal Factors That Best Predict Their Confidence to Integrate Technology in Future Classrooms

This study was designed to examine preservice teachers\u27 personal characteristics that can predict their confidence to integrate technology in their teaching practices. The investigators used a questionnaire designed based on Bandura’s Social Cognitive Theory to ask 168 ESL preservice teachers enrolled in the English Department in a public university located in central Anatolia. The results of this study found that the use of technology during ESL preservice teachers\u27 training was the most significant predictor of their self-efficacy to integrate technology in their teaching practices, then followed by the number of years they are attending the education training and finally their learning preferences such as the use of multimedia and digital materials. The results of this study also found that ESL preservice teachers’ gender and age were insignificant causes for building their confidence to integrate technology. The study also has found that there is a significant relationship between ESL preservice teachers\u27 use of technology and their levels of self-efficacy and this relationship was strong and positive. These findings indicate that prior experience with technology among preservice teachers is a key component in determining their confidence in integrating technology into teaching and learning. The study offers vital insights into how teacher education programs might effectively prepare ESL preservice teachers for technology integration. Teacher education programs should prioritize chances for preservice teachers to obtain practical experience using technology in classroom settings. Finally, the investigators provide interpretation and recommendations based on these findings

Teachers’ Perceptions Of Technology In The Coronavirus Disease 19 Era

The purpose of this study was to determine if years of experience or grade-level teaching assignment have any effect on teacher perceptions of comfort with technology, teacher perceptions of technology-based professional development, teacher perceptions of obstacles to technology usage, or teacher perceptions of technology support available in six central Arkansas school districts. In this quantitative, causal-comparative design study, there were 239 teacher responses to a modified survey combining items from the USEIT survey and the PETI survey for teachers in six school districts in Central Arkansas. The modified instrument consisted of 35 items, including two questions related to years of teaching experience and grade-level teaching assignment. The survey’s other 33 questions were divided into four constructs: teacher perceptions of comfort with technology (6 questions), teacher perceptions of technology-based professional development (7 questions), teacher perceptions of obstacles to technology usage (10 questions), and teacher perceptions of technology support available (10 questions). Each respondent completed questions on a 4-point Likert scale ranging from strongly disagree (score of 1) to strongly agree (score of 4) on the digital survey constructed with Google Forms. Eight independent sample t-tests were conducted to address the hypotheses using teacher years of experience (Novice = 0-5 years of experience versus Experienced = 6+ years of experience) and grade-level teaching assignment (Elementary = K-5and Secondary = 6-12) as the independent variables. The dependent variables were teacher perceptions of comfort with technology, teacher perceptions of technology-based professional development, teacher perceptions of obstacles to technology usage, and teacher perceptions of technology support available. This study used the Technology Acceptance Model framework. This study did not reveal that years of experience or grade-level teaching assignment influenced teacher perceptions of comfort with technology, teacher perceptions of technology-based professional development, teacher perceptions of obstacles to technology usage, or teacher perceptions of technology support available. No significant difference existed between novice and experienced or elementary and secondary teachers in any of the four dependent variables. The first recommendation for educators is related to increasing teacher comfort with technology. Based on this research and the study results, the second recommendation is that the superintendent set a vision to stress the importance of technology. The third set of recommendations are related to best practices for technology-based professional development. The fourth recommendation would be to have found multiple, creative methods of supporting teachers with technology

Based on teacher perceptions, would the use of social media via mobile devices in grades 9-12 classrooms increase student engagement in learning activities?

This research study addressed teachers’ perceptions of the use of social networking via mobile devices and the impact that social media accessed via mobile devices has on the learning engagement of students in grades 9-12 in select Louisiana high schools, in a rural southern parish of the United States (Gibbs, 2012). The study examined teachers’ perceptions of whether or not the use of social media improved students’ engagement in learning activities. Some researchers assert that the use of social media and smart cell phones is both the current and future mode of communication and that educators would do well to embrace these technology tools in the classroom, instilling correct use of the social media networking, or digital citizenship (Smith, 2007). Social media networking can inspire students to manipulate language and can also enhance student engagement in the classroom (Kolb, 2008). Other researchers maintain that social media networking through mobile devices promotes use of shortcuts, abbreviations, idioms and slang through chat acronyms. This study examined these two schools of thought by disseminating a 52 question survey to 240 high school teachers via Survey Monkey. Only 51 were completed on Survey Monkey because of parish technology difficulties. Ninety-five teachers completed the surveys by way of paper copies. Results of both surveys were merged (a total of 146) to form the data used . Quantitative methods and results were balanced by qualitative analyses of teacher written responses to survey questions. The responses to the survey questions were used to determine whether the use of social media networking via mobile devices such as cell phones in grades 9-12 secondary classrooms increased student engagement in learning activities. Overall this study revealed that teachers perceived the use of social networking via mobile devices would improve student engagement in learning activities as the mobile devices would motivate the disengaged student by addressing differentiated learning, vary learning styles and promote collaboration in the classroom. The perception of the teachers is that students already know how to download applications, calculate problems, research, email, and text on mobile devices enabling easy access to learning anytime, anywhere (Peat & Maldonado, 2006)

How Ideology And Pedagogy Impact Technology Adoption In The Classroom, A Causal-Comparative Study

As the world changes from an industrial driven society to one more focused on services and knowledge, the drive for change within higher education is mounting from both students and employers. With the availability of the vast majority of the world’s knowledge available to an ever-increasing populace via the Internet, students and employers alike are no longer satisfied with the three r’s – reading, writing, and arithmetic. Instead, employers are expecting graduates to be knowledgeable of the three C’s – collaboration, communication, and creative problem solving to negotiate a progressively complex global market. Through advances in cognitive science, we now have a better understanding of how individual learners construct and retain new knowledge. At odds with this understanding of how individuals learn is the continued use of the lecture class format where an instructor is the center of the classroom. The lecture class format or Socratic Method has not only demonstrated a lack of effectiveness compared to other methods such as active-learning which places the student at the center of the classroom but may even disenfranchise students leading to lower test scores and retention issues. Yet, when higher education institutions attempt more productive methods of learning based on the ideas of constructivism such as active-learning or student-centered learning the efforts fail as instructors naturally revert back to the lecture method for a variety of reasons. Where technology has enabled change in other areas of our lives such as social media, entertainment, and retail it has yet to make as profound of an effect in higher education. Understanding to what extent certain curricular ideologies may predict the adoption of technology in the classroom may be beneficial in emboldening change from the Socratic Method to a more student-centered learning experience. Other benefits may include improvements in the return on investments made by higher education institutions as well as shortened technology deployment timelines improving opportunities to keep up with rapidly changing technology trends. Using a combination of two survey instruments, the Schiro Curriculum Ideology Instrument (2013) and the iTEaCH Instrument (Choy, 2013), this causal-comparative research study analyzed data collected from both full-time and part-time faculty at a private liberal arts institution. Through the application of a one-way ANOVA and Tukey-Kramer post hoc test, the results identified statistically significant differences among several of the curriculum ideology types and the adoption of technology in the classroom. Insight into the relationship between curriculum ideology and technology adoption can be used both by technologists and pedagogical specialists as part of technology deployments to improve not only the use of technology in the classroom but also enabling faculty seeking opportunities to change the classroom dynamic focusing more on students and opportunities for individual learning

The Difference Between Grade 7 Female and Male Test Scores Based on One-to-One Technology Access: A Causal-Comparative Study

This causal-comparative study sought to determine whether there was a relationship between the use of one-to-one technology and student achievement among female and male students in Grades 6 and 7 in public schools in South Carolina. This study adds to the body of literature that indicates academic gains occur from using one-to-one devices in classrooms and that these didactic technology tools are beneficial to all students. The current study analyzed the science and social studies achievement scores of 3,747 Grade 7 students, comparing females and males who had access to one-to-one technology to those who did not during the 2016–2017 school year. The achievement scores came from the archived scores of the South Carolina Palmetto Assessment State Standards (SCPASS) tests in science and social studies. The study resulted in a rejection of the null hypotheses in favor of the alternative hypothesis that one-to-one technology had a statistically significant influence on test scores across all samples; however, with weak effect sizes, the practical significance of these results should be explored further. Recommendations for future research include conducting additional studies in more geographical areas, grade levels, and subjects and investigating the influence of distraction while using one-to-one technology

Impact of Mobile Devices on Student Performance in an Agriscience Classroom

This study focuses on the impact of a modeled one to one mobile device implementation in an agriscience classroom. Using a pretest posttest method, data is collected on how student performance is impacted. Students complete a class project using either the traditional method or a digital version using mobile devices. The project helps to prepare students for the plant identification posttest

Effects of 1:1 Computing by SES on Student Motivation, Engagement, and Literacy Achievement

The purpose of this dissertation was to investigate the effectiveness of the combination of 1:1 computing with collaborative instructional strategies. In the first and second hypotheses, exposure to a 1:1 computing environment in a literacy classroom (participation versus no participation) and SES (participating versus not participating) were the independent variables. The dependent variable for Hypothesis 1 was positive student motivation. The dependent variable for Hypothesis 2 was positive student engagement. Hypothesis 1 revealed that the interaction between the independent variables was significant. In the two groups participating in the 1:1 Program, the students not participating in the free and reduced lunch program, in general, demonstrated a statistically higher positive student motivation compared with the students participating in the free and reduced lunch program. In addition, in the two groups participating in the free and reduced lunch program, the students not participating in the 1:1 Program, in general, demonstrated a statistically higher positive student motivation compared with the students participating in the 1:1 Program. There were no statistically significant interaction or main effect results for the second hypothesis, participation in 1:1 computing and SES on positive student engagement. The third hypothesis determined if any predictive effects of student efficacy, 1:1 technology participation, and gender predicted literacy achievement as measured by the MAP assessment. It was discovered that SES was a significant predictor of literacy achievement. This study took place in three junior highs in Northwest Arkansas. Much of the related literature show significant findings in the ability of 1:1 computing environments to increase student achievement. The related literature also showed significance in the effects of poverty on learning

The Effect of Collaborative Flipped Learning Strategy and Socio-cognitive Ability on Students’ Metacognitive Skills

The reality shows that instructors and students are having difficulty implementing online science education during the pandemic. The purpose of this study was to determine the effect of collaborative flipped learning (CFL) strategy and socio-cognitive ability on metacognitive skills and self-efficacy in primary school pre-service teachers who were currently enrolled in a Basic Science course. This objective was motivated by the current state of education and teaching, which necessitates the use of technology to facilitate learning activities. This study employed a quasi-experimental design with a non-equivalent control group and a 2 x 2 MANOVA inferential statistical test. Prior to undertaking the inferential statistical test, we ran assumption tests, specifically normality and homogeneity analyses. The analysis results showed that there was a discrepancy in metacognitive skills between students in the experimental class who were taught the CFL strategy and those who were instructed the conventional strategy, indicated by an Fcalculated value of 11.299 and a significance value of 0.001. The analysis results also showed that there was a significant difference in metacognitive skills between students with high socio-cognitive ability and those with poor socio-cognitive ability, indicated by an Fcalculated value of 39.9724 and a significance value of 0.000. It was also found that the interaction between the learning strategy and socio-cognitive ability influenced students’ metacognitive skills. These findings suggest that educators should consider cognitive and social factors while implementing the collaborative flipped learning strategy to help students enhance their metacognitive skill

The Importance of Treatment Integrity: Examining the Effect of Dosage on Intervention Outcomes

Treatment integrity is a critical component to evaluating the impact of interventions (Collier-Meek et al., 2018). However, one frequently underreported and unacknowledged dimension of treatment integrity is intervention dosage. Determining the amount of treatment (i.e., dosage) necessary to produce desired changes is important to increasing our understanding of the impact of an intervention and the development of a more efficient and precise method of organizing and delivering treatments (Codding et al., 2016). Utilizing data (n = 391) from four individual randomized control trials and three clustered randomized control trials, the purpose of the present study was to descriptively examine the dosage of a performance feedback intervention implemented among seven cohorts of third-grade students, as well as examine the relationship between the amount of intervention dosage received and students\u27 writing productivity. Results of this study found that for every intervention session received, students wrote approximately two more words, which was considered a statistically significant outcome (p \u3c 0.001)