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 and 2 (Edited) & 3

University of West Alabama

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Abstract

This work will be a comprehensive analysis in Chicago Illinois, using 6th 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 low income students’ academic

achievement (Orey et al. 2009).

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

programs, 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

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2019). The interest in 1:1 programs and supporting middle schools to effectively implement

them stems in part from 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.

Statement of the Research Problem

The hypothesis and core aim for this study is 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). Poor academic performance and low-class

participation rates is a major problem in many schools in the country today especially for

schools in low income and minority neighborhoods. The use of 1:1 technology can serve to

improve this state of affairs.

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.

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Data and Identification of the Problem

Poor academic performance especially in areas such as reading skills and

mathematics in many low-income public schools is a cause of concern for education

stakeholders. This poor academic performance coupled with low class participation rates raises

a lot of questions about the quality of education in Chicago’s public schools especially in

schools in low income and minority neighborhoods. For this study the following research

question was addressed: Will 1:1 Technology increase academic performance of low-income

students? As part of this study, the investigation included one key research hypothesis:

Implementing 1:1 Technology will drastically increase the academic performance of low-

income students. As the data below clearly shows, academic performance in public schools

with low income and minority students is in dire need of improvement if they are to achieve a

secure academic future.

Nearly half of Chicago schools have failed to meet the state's performance threshold

on their new accountability system, making some of them possible targets of state intervention.

Statewide, on the Illinois Report Card 2013, the state ranked 20 per cent of its nearly 3,800

schools as "underperforming" or "lowest performer." Landing at the bottom two rungs on the

new four-level ratings of the state will trigger significant aid from the state. It will grant

additional money to the failing students, visits from learning performance experts, and

collaborations with higher-rated schools.

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Sadly, public schools in Chicago have not performed well for the past couple of

years on different metrics. However, it is important to note that, that is how exactly schools

with an overwhelmingly low-income student enrollment perform. In 2009, U.S. schools with

small proportions of low-income students did as well as schools anywhere in the world on the

International Student Assessment Program — while American schools with more than 75 per

cent low-income enrollment scored like schools in developing countries.

Low income enrollments are the norm in Chicago. Shockingly, a whopping 85

percent of Chicago Public School (CPS) students last year were from low-income families.

Why is the proportion of low-income CPS students as high as it is when the proportion of low-

income families with children under the age of 18 across the city is 52 per cent? This is mainly

because so many parents of the middle class are unwilling to send their children to the public

schools in the town. Instead they send them to private schools, or they move to the suburbs

when their kids reach school age (or high school age).

That is not a new occurrence. It is a legacy of racial segregation that for decades

characterized Chicago and its public schools. The schools here moved from predominantly

white and middle-class to largely black, Latino, and low-income in the 1950s,' 60s and' 70s.

Locally, nationally, and internationally, the link between low-income students and low-test

scores has been well documented. It's clear not only when comparing the public schools in

Chicago with the rest of the Illinois state, but also within CPS itself. Our CPS data analysis

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shows that the higher the proportion of low-income children in a school, the worse the school

ends up performing on the ISAT and the PSAE — and the correlation is dramatic.

The Illinois Board of Education's school report cards issued two weeks ago once again

showed dreadful performance by CPS students. 55 per cent of Illinois students met or

exceeded state standards in reading on the Prairie State Achievement Exam given to 11th

graders while only 36 per cent of CPS students did so.

But the low-income ratio across the state is 50 percent—35 points lower than that of

Chicago. And when only the low-income students' test scores are compared, the difference is

much smaller: nationally, 35 percent met or exceeded reading expectations, compared to 31

percent in Chicago. Likewise, the test-score gap in math and science is slight when the

comparison is limited to students with low incomes.

Impact on Student Achievement

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

effects on academic achievement of low-income 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 as compared to those that do (Suhr et al., p. 38, 2010). Technology

changed the way lessons are taught today in the classroom. The teaching methodologies have

undergone a paradigm shift from the traditional forms of education to the more modern ones.

The role of the teacher has also changed from being the only source of information to be the

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facilitator of learning. The role of students has also shifted from being passive receivers of

information to active discoverers of knowledge.

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.

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

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

control situation. Whether these results are replicable amongst low income students is a key

aspect we will seek to investigate in the proposed study.

Research Methods

This study plans to use quasi-experimental research using mixed methods for data

collection through student observations and data collected from Discovery Assessment reports

progress monitoring. Systematic sampling will also be used in the research methodology.

Teachers will implement the use of 1:1 Technology through the use of Chromebooks during

their mathematics and reading classes. Teachers will employ the use of interactive lessons and

exercises on the Chromebooks that will give the students the opportunity to learn using a new

and more interactive learning model. The Discovery Assessment Reports will be used to

determine if they can recall and retain the information taught.

Summary

This data highlights the specific problem of student academic achievement in

mathematics. This study will focus on low income 6th grade students from a Title 1

elementary school. 1:1 Technology empowers students to take advantage of new forms of

learning, develop digital skills and improve learning effectiveness. This study will use

systematic sampling as the research methodology. This study suggests that the introduction of

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1:1 technology in classrooms would help students remember and recall information that is

being taught, thus growing math and reading skills. This project will conduct student

observations and review data from Discovery Assessment reports at the Elementary School for

the 6th grade students.

Chapter 2: Literature Review

Introduction

1:1 Technology has been a hot topic of debate in the past few years and their benefits

have been scrutinized to good effect. Anchored instruction theory emphasizes the place of

practical instruction that is anchored in real life experiences using technology. Anchored

Instruction underlines the use of Instructional technology. Teachers are moved from a source of

information into a coach. It is widely used at the primary level and applied to competencies in

mathematics, reading and language. Anchored instruction provides an environment for active

learning through challenging and motivating learners. The story or anchor contains embedded

data in addition to extraneous information. Therefore, it is the prerogative of the learner to

decipher, organize and extract all the relevant pieces of information.

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

education. This research concentrates on the effect of the use of technology at school and at

home on both the social and educational aspects. The researcher will discuss relevant literature

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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.

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. The researcher will 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.

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) studied 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).

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

home address and find it has a limited impact on the educational achievement or productivity

of the students. 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

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. The study involved carrying out a study comparing tests in handwritten writing results

in the year 2000 with the same type of testing done after the laptops were implemented on the

machine in 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).

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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) studied the effects. The test 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 shows some positive effects in

some of the classes on reading abilities. There are no discovered negative effects while

conducting the study.

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 countries. The paper

focuses on Peru's randomized 1:1 laptop program that was initiated by the Peruvian

government. Fifteen months after the implementation of the project, the research tests were

collected. 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 (Wright, 2009).

Synthesis of Literature Review

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

of laptop programs is having substantial impact on students from low income backgrounds.

There is considerable evidence that computer and cognitive skills are growing but evidence of

spill-over effects on other subjects is low (Wright, 2009). 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.

Chapter 3: Methodology

Introduction

1:1 Implementation refers to an initiative in which every student in the

classroom, school, school district, etc., has a laptop or computer, in the classroom to

use and learn with as a resource. The 1:1 Implementation Classroom was for the

instructor and also for the students involved in this study during its first year of

implementation. This particular Sixth Grade classroom is one of two Sixth Grade

classrooms used in the education pilot program for City of Chicago District # 299.

Population

This study will be an in-depth analysis at Chicago Illinois, using 6th grade

participants from a Title 1 elementary school. This research aimed to evaluate how

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one-to-one technology (1:1 will be used hereafter) actually impacts low income

students’ academic achievement.

Sample

Participants in this proposed study will be students from two separate classes in the

Sixth Grade. The school has 84.3 percent of the school’s population that come from

low income backgrounds. The total number of students who will be involved in the

study would be 10 students. The sample consists of three male Caucasian participants,

three Hispanic Female participants, two African American female participants, one

Caucasian female participant, and one African American male participant. The

participants’ ages vary from 10 to 13 years old.

Sample Technique

This study plans to use quasi-experimental research using mixed methods for data

collection through student observations and data collected from Discovery Assessment

progress report. The sampling technique that will be used in this particular case is the

systematic sampling technique. This is because using the systematic sampling methodology

everyone has an equal chance of being selected for data collection. In this sampling

methodology the respective names of the students will be listed alphabetically and

afterwards, from a starting point, the tenth person on each list is selected. The methods

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which will be used in the data collection will be student observations and data collected

from progress monitoring assessments.

Role of Participants and Impact on Participants

People involved in this comprehensive research were students of sixth grade

from two separate classes, but at the same Title 1 school in Chicago Illinois. In the

classroom, technology influences the academic achievement and performance of the

learners.

Plan for Protection of Human Subjects

When undertaking the research project, ethics should always be considered

and taken seriously. The study's researcher aims to ensure all participants are covered

against damages.

In the event that damage can be done to participants it is important that the

researcher takes into consideration if the study can be performed in a safer manner and if the

knowledge obtained warrants any potential harm.

Participants and their parents are told of their rights, and informed consent is

received from the participants parents or guardians. Information from the student evaluation

will be used to gather data; however, information from participants will be kept confidential.

Student assessment forms will also be kept confidential, and no identifying details will be

put on any forms. Numbers will be used instead of their actual names, to identify

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participants. When data is collected, the researcher will be restricted in access. Notify all

participants of their right to withdraw or request that their data not be used in the analysis.

Variables

The emphasis was on three independent variables, namely: quality, efficiency and

usability of ICT tools, and how these influence the learning rates of students, i.e. math and

reading skill levels. The reason these responses were aggregated was that the research

approach (i.e. 57 Pearson correlation) needed data which is continuous. In testing the

results, the researcher used a form of Pearson correlation analysis to find out if the learning

of the students was linearly associated with each of the three independent variables. That

turned the categorical data into quantitative types.

Timeline

The research study course will run over a time frame of ten weeks. Our

original action study plan was to collect data for four weeks: two weeks of lessons without

incorporation of the technology and two weeks with integration of the technology.

Nevertheless, we will collect data over a five-week period. We will use two

approaches to monitor student involvement. Next, we'll create an Engagement Observation

Method for quantitative data collection. The form will allow us to track and collect data over

a course of a lesson on ten randomly selected students.

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Second, we'll also use seating charts to record data about student engagement.

Using fast scans of the entire class at regular intervals of 3 or 5 minutes, we coded each

student as either on-task (+) or off-task-) (under the name of each student. Although this did

not give us precise behavioral details, we were able to gather a broader set of data. In

addition to student observation methods, we each documented our observations and field

notes in narrative format for each day that we incorporated technology into our lessons

inside a teacher journal. This data gathering method will help us to collect more qualitative

data about our personal experiences, achievements and technology integration failures. The

researcher’s journals will be an informal resource that will be explained after a lecture, with

regard to our experiences. The researcher will not map out any specific students.

Constitutive and Operational Definitions

1:1 Technology- It applies to the technical movement of every child in the

classroom, school, school district, etc., possessing a laptop or computer, using and

studying as a resource in the classroom.

Anchored Instruction Theory: This applies to the real-world experience as the core

content of instruction for schooling. Students explore, solve problems in various ways

of living the real world. The reality of the living world is referred to as the "anchor,"

and the process of establishing and identifying the real living world to solve the

problems is figuratively referred to as "casting the anchor." "Anchored" instruction is

one of the key educational models under the constructive theory of learning. A

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cognitive and scientific team developed it in 1992, under the guidance of American

professor John Bransford at Vanderbilt University. The Anchored Theory of

Instruction emphasizes learning based on technology. Students take the technology as

the carrier, use the reality of the living world as their main content to discover

problems, generate questions and ultimately solve the problems.

Description of Data

Four tests are conducted over the whole school year with 9-12 weeks between

each evaluation. The predictive benchmark tests are intended to forecast the success

during the academic year on the student's next high-stakes test.

Reliability and Validity of Instrument

In this study, the results of Topic Tests in Math, Discovery Education Assessment

(Math), and attendance were used to determine if 1:1 Technology positively impacts

student academic achievement. The Topic Studies were adapted from the Pearson

enVision Math sequence that Chicago Public Schools has embraced (Mallia and Gorg

2013).

Collaborative Resources

Collaborative resources include several different components. First, the primary

resource used will be the teachers. The teachers are responsible for implementing 1:1

technology, completing evaluation tasks, providing full progress tracking evaluations

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for the participants and analyzing data obtained to guide instruction. Second, access to

the online assessment program is provided by the school district. The students will

use this tool to complete their reporting evaluations of success. The data will then be

obtained from the assessment reports of the program. Collaborative resources include

several different components. First, the primary resource used will be the teachers.

The teachers are responsible for implementing 1:1 technology, completing evaluation

tasks, providing full progress tracking evaluations for the participants and analyzing

data obtained to guide instruction. Second, access to the online assessment program is

provided by the school district. The students will use this tool to complete their

reporting evaluations of success. The data will then be obtained from the assessment

reports of the program.

Leverage Plan

Resources will be acquired for 1:1 Technology program from within the

school that promotes technology in education. The school district can be leveraged to

provide resources for the program in the form of laptops to facilitate the 1:1 project study.

The laptops will be vital in being an instrument of study for the duration of the entire

program.

Teachers can employ the use of instructional content in the transmission of

pertinent educational content using a variety of different digital formats (such as video,

slideshows and online texts). The students can be able to access such content independently

and easily free up the teacher’s individual resources for other activities. Furthermore,

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students themselves can be leveraged for better implementation of the program through the

use of group projects during class time, while employing the use of online collaborative

tools which can greatly serve to expand the entire scope of their learning.

Partnership with the Chicago Public Schools (CPS) will be crucial to the

success of the program. However, even as the researcher liaises together with the relevant

school districts it is important to ensure that key stakeholders are involved and brought on

board early on. These stakeholders include, teacher, students, parents, the community and

even key school board members. There will be a working partnership with the school

administrators to ensure that the best and most effective behavioral models of digital

learners and leaders are modeled effectively.

Limitations

This research was also performed with participants of Sixth Grade aged 11 and

12. At this level, children have less control than in high-school and depend more on

their parents for guidance and support in their schooling efforts. Also, not every child

in the Traditional Classroom participated in this research, whereas all students

participated in the 1:1 Implementation Classroom. The differences between the

number of participating students could skew or misrepresent the data collected and

evaluated for this analysis, which could then skew or misrepresent the outcomes.

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References

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

doi:10.31826/9781463230463-001

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

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

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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-rade

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

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

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Appendix A

STATEMENT OF INFORMED CONSENT FOR MINORS

This method represents a research being carried out with students on the positive and

negative effects that technology has on the achievement of the students. The aim of this research

is to compare the effects that technology has on student achievement; more specifically the

positive and negative effects, as well as the resources that increase or decrease the ability of a

student to do work in class. The person carrying out the work is a graduate student at the

University of West Alabama School. When you decide to include your child in this research, he /

she will be asked to complete a questionnaire about his / her technology skills inside and outside

the math class. The possible benefits from being in this study could be that information will be

learned that would allow teachers to better a student's ability to do work in the classroom due to

the presence of technology. Teachers will be able to enhance their classrooms in the future due to

the information that prevail from this research. Your participation in this study is completely

voluntary. Being in it or refusing to be in it, will not affect your grades or class standing. You are

free to change your mind or stop being in the study at any time. The potential benefit of being in

this study could be the acquisition of knowledge that would allow teachers to improve the ability

of a student to do classroom work because of the existence of technology. Because of the

knowledge prevailing from this study, teachers will be able to improve their classrooms in future.

Your involvement in this study is absolutely voluntary. Being in or refusing to be in it will have

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no effect on your grades or status in class. You are free to change your mind at any time, or to

avoid being in the study.

I understand that:

1. My participation is voluntary, and I have the right to refuse to answer my questions. I will

have a chance to discuss any questions I have about the study with the researcher after

completing the questionnaire at any time. If you chose to not participate in the study, you

will still participate in the review unit and the grades on the tests will be included in your

6th marking period grade. The grades however will not be used in part of the study.

2. My confidentiality is guaranteed. My name will not be written on the survey. There will

be no way to connect me to the 26 written survey. If any publication results from this

research, I would not be identified by name. Results will be given anonymously and in

group form only, so that neither the participants nor their schools can be identified.

3. There will be no anticipated personal risks because of participation in this project.

4. My participation involves reading a written survey of 10 questions and answering those

questions in writing. It is estimated that this survey will take 10 minutes to complete.

5. Approximately 20 students will take part in this study. The results will be used for the

completion of a research project by the primary researcher.

6. Data and consent forms will be kept separately in a locked filing cabinet by the

investigator and will be destroyed by shredding when the research has been completed.

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You are being asked whether or not you want to participate in this study. If you wish to

participate, and you agree with the statement below, please sign in the space provided.

Remember, you may change your mind at any point and withdraw from the study. You can

refuse to participate even if your parent/guardian gives permission for you to participate.

____________________________________ ___________________________________

Project Director Participant/parent signature Date

Appendix B

STATEMENT OF INFORMED CONSENT FOR PARENTS

This form describes a study being carried out with students on the positive and negative

effects that technology has on the achievement of the students. The purpose of this research is to

compare the effects that technology has on student achievement; more specifically the positive

IMPACT OF TECHNOLOGY ON EDUCATION 28

and negative effects, as well as the tools that increase or decrease the ability of a student to do

work in class. The research person is a graduate student at West Alabama University. When you

decide to include your child in this report, he / she will be asked to complete a questionnaire on

his / her technology skills within and outside the math classroom.

During the study, students will also be introduced to different forms of technology such

as calculators, computers and websites related to maths. To assess the impact of technology on

the capacity of your student to do research in the classroom, students will also be given testing

instruments. The reports are anonymously presented in spreadsheets and table or graph formats.

During the course of the study the students will use graphing calculators and the

measuring tools will help to determine if there is an improvement in student achievement due to

the presence of technology in the math classroom. The potential benefit of being in this study

could be the acquisition of knowledge that would allow teachers to improve the ability of a

student to do classroom work because of the existence of technology. Because of the information

prevailing from this research, teachers will be able to improve their classrooms in future.

Participation of your child in this study is completely voluntary.

Being in it or refusing to be in it, will not affect your child's grades or class standing. S/he

is free to change her/his mind or stop being in the study at any time.

I understand that:

1. Participation of my child is voluntary and after completing the questionnaire he /

she will have the opportunity to discuss any questions he / she has about the study

IMPACT OF TECHNOLOGY ON EDUCATION 29

with the researcher. Refusing to engage in the study will have no effect on class

grades or scores.

2. The safety of my child is assured. The survey will not have her / his name written

on it. There's no way my child can be connected to written survey. S / he would

not be identified by name if any publication results from this research. Results

will only be given in group form anonymously, so that neither the participants nor

their schools can be identified.

3. Due to participation in this project, there will be no anticipated personal risks.

4. My child’s participation involves reading and answering in writing a written

survey of 10 questions. This survey is estimated to take about 10 minutes to

complete.

5. There will be about 10 students participating in this study. The findings will be used by

the primary researcher for finalizing a research project.

6. The investigator must keep data and consent forms separately in a locked filing cabinet

and will be destroyed by shredding once the work is complete.

You are being asked if you will allow your child to take part in this study, or not. If you

wish to allow participation, and agree with the statement below, please sign in the space

provided. Note, at any stage you may change your mind, and withdraw from the report. Your

child can refuse to attend, even if you gave her / him permission to participate. I accept the

information provided in this form and agree to allow my child to take part in this project as a

IMPACT OF TECHNOLOGY ON EDUCATION 30

participant. I'm 18 years old, or older. I have read the above statements and I understand them. In

my satisfaction, all my questions regarding my child's inclusion in this study have been

answered.

____________________________________ ___________________________________

Project Director Participant/parent signature Date

Appendix C

Technology Survey

1) State your gender

2) Grade level ___

3) Can you define what technology is? (what does it mean to you?)

4) What forms of technology have you been using in your classrooms?

5) What forms of technology are you using outside of your classroom?

6) What kinds of technology are you using in math class?

7) Does the calculator program in your laptop make maths easier to work with? Why? For what?

8) What kinds of technology do you want to see used in school?

9) Do you feel more confident in math class when calculators can be used to assist you?

10) Include ideas on how to make maths more fun. (Give 3 suggestions)

IMPACT OF TECHNOLOGY ON EDUCATION 31

Appendix D Student Survey

1. How often do you use your school issued laptop outside of the classroom for learning

purposes? (Note:' Learning' does not have to be school-related. It can include any time you spend

reading on your computer, discovering data, looking for knowledge, communicating with

experts, researching a subject you are interested in, writing, sharing ideas and information,

working creatively with others, OR doing homework or school-related work)

a. Every Day

b. Most Days

c. Sometimes

d. Rarely

e. Never

2. Do you have Internet access at home?

a. Yes

b. I had access sometimes (i.e. it was very slow or unreliable)

c. No

3. If you have access to one or more non-school issued laptop computers (including a

smartphone, smart TV, iPad, mobile, laptop, or other device) how often do you use non-school

issued laptops for learning purposes?

a. Every Day

b. Most Days

IMPACT OF TECHNOLOGY ON EDUCATION 32

c. Sometimes

d. Rarely

e. Never

4. How often do you use your school provided laptop for learning during class time in your

English language arts class?

a. Every Day

b. Most Days

c. Sometimes

d. Rarely

e. Never

5. How often do you use your school provided laptop for learning in your science class?

a. Every Day

b. Most Days

c. Sometimes

d. Rarely

e. Never

6. How often do you use your school provided laptop for learning in your social studies class?

a. Every Day

b. Most Days

c. Sometimes

d. Rarely

IMPACT OF TECHNOLOGY ON EDUCATION 33

e. Never

7. How often do you use your school provided laptop for learning in your math class?

a. Every Day

b. Most Days

c. Sometimes

d. Rarely

e. Never

Comment Summary Page 1

1. New Title: The Effect of 1:1 Technology on the Academic Achievement of Students from Designated Low Income Families

Page 2 2. the effect of one to one or 1:1 technology on the achievement level among students from designated low income

families. Page 3

3. the researcher's 4. What is the source for this claim?

Page 4 5. What is the source for this claim? 6. Check APA guidelines for citations. 7. What is the source for this claim? 8. Please proofread each section for grammar, punctuation, spelling, and structural errors. Edit writing for greater

clarity and conciseness. Remove all extraneous sentences that do not strengthen your summary or argument. Be specific, but brief. Avoid the use of ALL adverbs (e.g., nearly, sadly, overwhelmingly, mainly, shockingly, ) and ALL idioms (e.g. two rungs, will trigger).

Page 6 9. You need to follow APA guidelines for your graphs and charts. They should be labeled and referred to as Figure

1, Figure 2, etc. Page 7

10. This section should be summarizing and analyzing the data from your figures (e.g., Figure 1, Figure 2), not providing a series of personal opinions about the state of public school education in Chicago. Focus on your data from the graphs and remain objective on what the data reveals. If you cannot support any claim based on the data or a credible source, then remove it.

11. Please proofread each section for grammar, punctuation, spelling, and structural errors. Edit writing for greater clarity and conciseness. Remove all extraneous sentences that do not strengthen your summary or argument. Be specific, but brief. Avoid the use of ALL adverbs (e.g., nearly, sadly, overwhelmingly, mainly, shockingly, ) and ALL idioms (e.g. two rungs, will trigger).

12. What is the source for this claim? 13. What is the source for this claim? 14. What is the source for this claim? 15. What is the source for this claim and/or how do your figures support this claim? 16. What is the source for this claim and/or how do your figures support this claim? 17. What is the source for this claim and/or how do your figures support this claim?

Page 8 18. What is the source for this claim and/or how do your figures support this claim? 19. What is the source for this claim and/or how do your figures support this claim? 20. What is the source for this claim and/or how do your figures support this claim? 21. Use APA guidelines for citations 22. Please proofread each section for grammar, punctuation, spelling, and structural errors. Edit writing for greater

clarity and conciseness. Remove all extraneous sentences that do not strengthen your summary or argument. Be specific, but brief.

23. What are more modern one? 24. 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 9 25. The text between the brackets belongs in Chapter 2, not Chapter 1.

Page 10 26. Make sure that your research method summary aligns with your Chapter 3 methodology.

Page 11 27. Rewrite for clarity. 28. Choose an approach to focus the organization of your literature review. Write a simple statement that lets the

reader know what is your main organizing principle. Literature reviews typically are organized either

chronologically, thematically, or methodologically (The reviewed literature may also be organized by publication date or by supporting or refuting an argument.).

The literature review includes three basic elements: an introduction or background information section; the body of the review containing the discussion of sources; and, finally, a conclusion and/or recommendations section to end the review.

29. Delete the text between the brackets. Not relevant to the literature review.

30. Start new page. Page 12

31. Delete text between brackets. 32. The literature resources reviewed will focus on general investment in school ICT and individual laptops. 33. who were given computers.... 34. Their findings founds modest effects on educational outcomes and....

Page 13 35. • 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….

36. Please proofread each section for grammar, punctuation, spelling, and structural errors. Edit writing for greater clarity and conciseness. Remove all extraneous sentences that do not strengthen your summary or argument. Be specific, but brief.

37. Please proofread each section for grammar, punctuation, spelling, and structural errors. Edit writing for greater clarity and conciseness. Remove all extraneous sentences that do not strengthen your summary or argument. Be specific, but brief.

Page 14 38. Please proofread each section for grammar, punctuation, spelling, and structural errors. Edit writing for greater

clarity and conciseness. Remove all extraneous sentences that do not strengthen your summary or argument. Be specific, but brief.

39. Please proofread each section for grammar, punctuation, spelling, and structural errors. Edit writing for greater clarity and conciseness. Remove all extraneous sentences that do not strengthen your summary or argument. Be specific, but brief.

Page 15 40. Repeat your source(s) for this claim. 41. Repeat your source(s) for this claim. 42. Start New Page 43. Add: The purpose of this chapter is to introduce the research methodology for a quantitative and/or mixed

method study about ____________ and ___________. The intent is to investigate _______ and determine the effect of ___________ on _____________.

44. of Page 16

45. How did you arrive at 10 students? 46. What is the population of 6th grade students at this school? 47. In random sampling, everyone has an equal change of being selected, not systematic sampling. 48. I would recommend simple random sampling to ensure that your sample size is large enough to generalize to

the entire population of 6th grade students. Page 17

49. What are your source(s) for this claim? 50. What are your source(s) for this claim? 51. What damages? 52. Please proofread each section for grammar, punctuation, spelling, and structural errors. Edit writing for greater

clarity and conciseness. Page 18

53. This section needs a rewrite. The independent variable is the 1:1 implementation; the dependent variable is student achievement.

54. Where did you get .57 correlation? 55. Please proofread each section for grammar, punctuation, spelling, and structural errors. Edit writing for greater

clarity and conciseness. Page 23

56. Need to follow APA guidelines.