Signature Project + Major Assignment (A+ Required)

Running head: IMPACT OF TECHNOLOGY ON EDUCATION 1

Impact of Technology on Education

Victoria Scott

Signature Project Stage 1 Chapter 1 (Edited) & 2

University of West Alabama

IMPACT OF TECHNOLOGY ON EDUCATION 2

Abstract

This work was a comprehensive analysis in Central Illinois, using 4th grade participants

from a Title 1 elementary school. This study aimed to determine whether one to one technology

(1:1 will be used hereafter) really impacts and impacts students ' academic achievement. The

second objective of this research was to determine whether 1:1 technology also has an impact on

student motivation to learn (Orey et al. 2009).

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Chapter One:

Introduction

School officials and educators have attempted different approaches to promote pupil

participation and academic performance, including the implementation of instructional

technologies. The No Child Left Behind Act has aimed, according to the U.S. Department of

Education (2002), to eradicate the digital divide and to have children digitally literate by the end

of the eighth grade, independent of age, socioeconomic status, geographic location and

impairment.

Technology is the functional tool that people make use of to improve the extent of

their capabilities. Individuals are using technology to improve their ability to perform jobs.

Worldwide, classrooms have implemented many forms of technology to boost student interest

and achievement. Although technology programs can take on many forms in schools, 1:1

program, which provide one computer per student, are increasing in popularity and prevalence in

schools in general and in middle grades in particular (Anderman and Sayers 2019). Our interest

in 1:1 programs and supporting middle schools to effectively implement them, stems in part from

one of the author's experiences as a teacher working in various parts of the country and

witnessing first-hand the promise and perils of incorporating 1:1 technology into schools.

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Statement of the Research Problem

The hypothesis and core aim for this study was to determine whether 1:1 technology can impact

academic achievement and motivation of the students. The use of 1:1 Technology alone is not

enough to guarantee stellar academic performance and student participation. It is vital to ensure

that teachers themselves employ the use of best teaching practices. Teachers and administrators

are constantly searching for new ideas that would make classrooms more technology friendly as

this can greatly impact academic performance (Mallia and Gorg 2013).

Could we increase student productivity by the use of technology? Anchored instruction theory

supports this assertion. The theory emphasizes the place of practical instruction that is anchored

in real life experiences using technology. This approach in which learners get the opportunity to

interact with the material increases academic performance and participation substantially

(Anderman and Sayers 2019).

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Data Graphic and Discussion

Methods

The quantitative study examined the mean scores of Topic Tests in the enVision Math Series,

Discovery Education Assessments and attendance records to determine whether 1:1 Technology

was responsible for academic achievement and motivation among students. The participants in

this research were students in Fourth Grade attending school Central Illinois. 1:1 Technology in

school districts across the country is still a recent phenomenon. As our society becomes more

filled with new technology, school administrators and managers are keen on uncovering the

positive impact that new technology can bring to old educational processes(Orey et al. 2009).

Whatever the program theory behind one to-one programs; the common expectation was

that increased use should lead to improvements in the other outcomes. In this regard, while

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technology use was expected to return an increase in performance as compared to traditional

classrooms. In regards to the results from Table 1 and Figure 1, Topic 3 Test was the first test

administered by both classrooms at the beginning of the school year. The 1:1 Implementation

Classroom scored significantly higher, 82.58% vs. 65.87%, on this Topic Test than the

Traditional Classroom. These scores could be a result from the newness of the laptops, the

excitement of the students participating, and the ability to better differentiate using a laptop. In

his article, Edwards (2012) mentions that excitement and energy factor that students elicited in

his school district from students who had 1:1 Technology. Students in that school district were

even inclined to miss recess.

This proposal will seek to establish if indeed 1:1 technology will have a tangible impact on the

academic achievement on students, however, as established from the data in the study, the results

does not support the hypothesis that technology would increase student academic achievement

and motivation. Teachers must continue to be learners themselves to produce the best teaching

methods and introduce technology that works for their classroom and the specific needs of their

students. What teachers decide to bring into the classroom, must “hook” students and make them

excited to learn, thus, the programs, materials, and projects done should be meaningful to the

students. When this is done correctly, school districts will see the product of higher engagement

levels, higher achieving students, and the desire to be at school to learn.

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Impact on Student

Achievement

The purpose of this proposed study will be to decide whether 1:1 technology has effects on

academic achievement and motivation of students. It has been verified many times over that

students who do not exhibit satisfactory academic achievement end up living less successful

lives in future. Technology changed the way lessons are taught today in the classroom. The

teaching methodologies have undergone a paradigm shift from the traditional ways of education

to the more modern ones. The role of the teacher has also changed from being the only source of

information to being the learning facilitator. The role of students has also shifted from being

spoon-fed information receivers to learning discoverers. However, as noted in the study carried

out in Illinois there was no evidence to support the hypothesis that implementation of 1:1

technology will definitely lead to an increase in academic performance. Several other studies

have yielded juxtaposing results to this aforementioned hypothesis.

Suhr et al. focused on a two-year sample in upper elementary classes, where students 1:1

outperformed non-laptop student on tests in English Language Arts (ELA). Similarly, the review

of the Texas 1:1 laptop pilot by Shapley et al. explores the degree to which a sample of middle

schools successfully implemented a 1:1 system, as well as the relationship between the impact of

implementation at school, teacher, and student level, and the achievement of students in reading

and mathematics. The study by Bebell and Kay also discussed the introduction of a state pilot 1:1

initiative using ELA students and math achievement as one of many outcome measures.

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Therefore, while each of these studies has unique research goals, data sources, and outcome

measures, most papers analyze similar teacher and student outcomes and thus it is possible to

distinguish certain general patterns across the different study outcomes. The studies presented

here collectively illustrate several common themes around 1:1 computing system, and their

effects.

Through their research, Bebell and Kay found that teaching and learning habits changed when

the computers, digital learning environments and other technological tools were given to students

and teachers. In the five 1:1 schools they studied, they found that while the program's

implementation and results differed across schools and throughout the three implementation

years, exposure to 1:1 computing resulted throughout significant improvements in teacher

practices, student achievement, student participation, and student research skills relative to the

control situation.

Specifically, after accounting for previous ELA performance, 7th grade students in their second

year of the 1:1 program made statistically significant increases on ELA state evaluation scores

compared with non-1:1 student. Similarly, Shapley et al. found that the "implementation quality

of Student Access and Use (of technology) was a consistently positive predictor of student

TAKS reading and mathematics scores" and that the students ' use of their laptop for home

learning was the "most strong predictor of student TAKS reading and mathematics scores"

(Shapley et al., p. 48, 2010).

Once Suhr et al. compared ELA test scores for a group of students who entered a 4th grade 1:1

laptop program to a comparable group of students in a conventional program in the same school

IMPACT OF TECHNOLOGY ON EDUCATION 9

district, they found that the comparison group was outperformed by students in the 1:1 program

after two years. Specifically, the students 1:1 had higher gains on the ELA exam and the subtests

related to writing techniques and literary response and interpretation than the students who were

not 1:1. Their findings suggest that "laptops may have little impact on can these ratings, with

particular advantages in the areas of literary response and strategies for study and writing" (Suhr

et al., p. 38, 2010).

Summary

This data highlights the specific problem of student academic achievement in mathematics. This

study will focus on fourth and fifth grade students with disabilities in RT Elementary School. 1:1

Technology empowers students to take advantage of new forms of learning, develop digital skills

and improve learning effectiveness. This thesis will use systematic sampling as the research

methodology. This study suggests that the introduction of 1:1 technology in math classrooms

would help students remember and recall information that is being taught, thus improving math

skills. This project will conduct student observations and review data from Discovery assessment

reports at the Elementary School for both the fourth and fifth grades.

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Chapter 2: Literature Review

Introduction

Apple Classrooms of Tomorrow (ACOT) was the first platform for teachers and

students to have 1:1 computer access. The goal of ACOT was to promote change in the sense of

education. Through enthusiasm for teaching and learning by technology, improving student

writing skills, through sincere and purposeful use of technology are some of the benefits of

programs such as the AAL Program for 1:1 technology development. Such services paved the

way in the 1980s and 1990s for presidents, legislators, managers (Anderman and Sayers 2019).

There is a wide range of studies on the subject of technology-led growth in education. These

research concentrate on the effect of the use of technology at school and at home on both the

social and educational aspects. We'll discuss relevant literature for our review in the following

sections. There are very few longitudinal studies that explain technology's causal relationship to

academic performance in America in education.

Bulman and Fairlie (2016) address existing technology and education literature in the paper

Technology and Education: Computers, Software, and the Internet. In summary, technology

investment has ambiguous educational impact, and the educational gains are most often limited.

Investments in education technology are typically divided into three categories: general

investment in school ICT, individual student laptops, and educational software, i.e. elearning.

We'll focus primarily on the second form of investment, which is currently the biggest trend in

education policy. We will be presenting some studies on general ICT investments in education

first though.

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Effect of General ICT in Education

A randomized controlled experiment was performed in California where more than a

thousand computers were randomly distributed free to children attending 6th-10th grade for

home use (Fairlie and Kalil, 2016). They note that the children given to computers are more

likely to have a social networking site, but also spend more time communicating directly with

peers. There are no causal effects observed for educational outcomes and only a slight positive

contribution to the social development of children. Faber et al. (2015) study the effects of

government improvements in ICT on children's school success in England by increasing the

Internet connection speeds.

We claim that the improvements are produced uniformly across the country and can thus

manipulate exogenous variability in order to estimate the causal effect (Wright, 2009). We

connect the test scores of primary and secondary students to the availability of ICT at their home

address and find it has null and void impact on the educational achievement or productivity of

the students. 7 Malamud and Pop-Eleches (2011) are investigating a Romanian voucher program

in which 35,000 vouchers worth 200 euros were issued to subsidize the purchase of low-income

home computers for students enrolled in public schools in Romania.

The study uses a discontinuity framework for regression to estimate the causal effect on

academic achievement, cognitive abilities, computer skills and different non-cognitive outcomes.

We note that the group being studied receives significantly lower scores in Math, English, and

Romanian, but significantly higher scores in a computer skills test and self-reported computer

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fluency measures.

Effect of Laptop Programs in School

In 2002, the first large-scale one-to-one laptop system was introduced in Maine State for

educational purposes. All of the state's 7th and 8th grade students and teachers were given

laptops. They carried out a study in which they compared writing tests done in the year 2000

with the same type of testing done after the laptops were implemented in the year 2005. Writing

efficiency is improved by one-third of a standard deviation but it does not seem to influence

other types of tests (Shapley and Brite 2008). The basic comparisons made in the study may not

however be sufficiently rigorous to establish causality (Wright, 2009)

The simple comparisons made in the research may not however be sufficiently thorough to

claim causality. Suhr et al. (2010) are studying the effect of introducing a one-to - one laptop

program for graders 4th and 5th in a California school district. They use a quasi-experimental

design for the research. After two years, the students obtaining a laptop perform better in English

language arts than non-laptop students, and tests measuring writing strategies and literary

response and review. The Texas laptop initiative was implemented in 21 state schools, and

Shapley et al. (2009) is studying the effects.

The treatment group was paired with an acceptable control group comprised of schools that

did not receive laptops on various criteria such as school size, district, and minority proportion.

The study uses difference-in-difference and shows some positive effects in some of the classes

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on reading abilities. There are no discovered consequences while conducting in literature. In

addition, a study conducted by Cristia et al. (2017) looks at the One Laptop per Child Program in

Peru. The goal of this program is to provide children with laptops for use at school and at home

to enhance learning in one of the world's poorest regions.

The paper focuses on Peru's randomized controlled trial and takes advantage of the

randomized nature of government policy program. Fifteen months after the implementation and

the research tests were collected data whether there is an improvement in accumulation of human

capital at 8. The initiative has led to a significant rise in computer usage both at school and at

home. In addition, there is no major benefit on exams in neither mathematics nor language

courses. There is however a small effect on the students ' cognitive abilities (Bulman & Fairlie,

2016)s.

Overview of existing literature Based on the literature

The success of both general ICT investments in education and the implementation of

laptop programs is having little impact on the students. There is some evidence that computer

and cognitive skills are growing but evidence of spill-over effects on other subjects is low. The

results are unclear however, and it is difficult to draw any conclusions in the field of study so far.

However, the established literature focuses mostly on the impact in lower educational levels and

often on students from lower socioeconomic backgrounds than the Norwegian average.

Therefore, the assumptions for this study are unclear.

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References

Anderman, L. H., & Sayers, R. (2019). Academic motivation and achievement in

classrooms. In Visible Learning Guide to Student Achievement (pp. 166–172).

https://doi.org/10.4324/9781351257848-26

Art. Ii.—Theories Of Education. (2010). Theories of Education, 1-15.

doi:10.31826/9781463230463-001

Cady, J. (2012). Alien Education. In The Advocate (Vol. 20, Issue 2).

https://doi.org/10.4148/2637-4552.1095

Chrysostomu, S. (2017). Human Potential, Technology, and Music Education. In The Oxford

Handbook of Technology and Music Education (pp. 218–224).

https://doi.org/10.1093/oxfordhb/9780199372133.013.20

Harris, L.|Al-Bataineh, J., T.|Al-Bataineh, M., & Adel. (2015, November 30). One to One

Technology and Its Effect on Student Academic Achievement and Motivation. Retrieved

from https://eric.ed.gov/?id=EJ1117604

Laurillard, D. (2007). Technology, pedagogy and education: concluding comments. In

Technology, Pedagogy and Education (Vol. 16, Issue 3, pp. 357–360).

https://doi.org/10.1080/14759390701614496

Selwyn, N. (2011). Education and Technology: Key Issues and Debates. A&C Black.

Shapley, K.S., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the

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Implementation Fidelity of Technology Immersion and its Relationship with Student

Achievement. Journal of Technology, Learning, and Assessment, 9(4).

Sriraman, B., & English, L. (2010). Surveying Theories and Philosophies of Mathematics

Education. In Theories of Mathematics Education (pp. 7–32).

https://doi.org/10.1007/978-3-642-00742-2_2

Stakkestad, Victoria, S., Størdal, F., & Guro. (1970, January 01). The Effects of technology on

students' academic performance rollout of individual laptops in norwegian upper

secondary schools. Retrieved from https://openaccess.nhh.no/nhh-

xmlui/handle/11250/2487301

Suhr, K.A., Hernandez, D.A., Grimes, D., & Warschauer, M. (2010). Laptops and Fourth-Grade

Literacy: Assisting the Jump over the Fourth-Grade Slump. Journal of Technology,

Learning, and Assessment, 9(5).

Van Zyl, W. (2018). Learning and Curriculum in Technology Education: A Design and Visual

Communication Perspective. Five House Publishing.

Wedege, T. (2010). Commentary on Modalities of a Local Integration of Theories in

Mathematics Education. In Theories of Mathematics Education (pp. 555–559).

https://doi.org/10.1007/978-3-642-00742-2_52

Wright, S. (2009). On Supervision - Psychoanalytic and Jungian Perspectives edited by Petts,

Ann & Shapley, Bernard. In Journal of Analytical Psychology (Vol. 54, Issue 1, pp. 144

146). https://doi.org/10.1111/j.1468-5922.2008.01764_2.x

Comment Summary Page 3

1. Change Our to The Page 4

2. is to determine 3. Delete the text between the brackets. 4. • In one sentence, what is the statement of the research problem.

Page 5 5. This section should be entitled, Data and Identification of the Problem, not Data Graphic and Discussion. 6. Add a short opening paragraph for the section on Data and Identification of the Problem. 7. Delete 8. This sentence should be moved to Chapter 3.

Page 6 9. Delete the text between the brackets.

10. showed that the 1:1 classroom....

11. the Topic 3 Test than the.... 12. The Topic 3 Test was the first test administered by both classrooms. 13. Delete the text between the brackets. 14. Add your research question and research hypothesis. Review the following example: For this study, the

following research question was addressed, Will pre-school tutoring increase the level of reading readiness among students preparing for the kindergarten assessment tests? As part of this study, the investigation included one research hypothesis: Pre-school tutoring will increase the level of reading readiness among students preparing for the kindergarten assessment tests.

Page 7 15. What is your source for this claim? 16. What is your source for this claim? 17. The paragraph needs to be free of idioms and casual language. Please rewrite. 18. What does spoon-fed mean? 19. What is your source for this claim? 20. The text between the brackets need to move to Chapter 3 under the subheading, 1:1 Implementation and Student

Achievement. Page 9

21. Where is the section on Research Methodology? Page 10

22. What is the AAL Program? 23. Please rewrite. Ensure that all sentences are free of pronouns and grammar, spelling, punctuation, and/or

structural errors 24. Eliminate all pronouns and contractions from the entire research proposal. Avoid the use of 1st person

narrative when writing a technical research paper. Avoid the use of I, we, our, their, etc. You should be referring to yourself as the researcher (3rd person). For example, This researcher investigated students….

25. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness. 26. • Avoid the use of 1st person narrative when writing a technical research paper. Avoid the use of I, we, our,

their, etc. You should be referring to yourself as the researcher (3rd person). For example, This researcher investigated students….

Page 11 27. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness. 28. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness. 29. • Avoid the use of 1st person narrative when writing a technical research paper. Avoid the use of I, we, our,

their, etc. You should be referring to yourself as the researcher (3rd person). For example, This researcher investigated students….

30. • Avoid the use of 1st person narrative when writing a technical research paper. Avoid the use of I, we, our, their, etc. You should be referring to yourself as the researcher (3rd person). For example, This researcher investigated students….

31. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness.

Page 12 32. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness. 33. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness.

Page 13 34. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness. 35. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness. 36. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness. 37. Change to read, Synthesis of the Literature