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The Effect of 1:1 Technology on the Academic Achievement of

Students from Designated Low-Income Families

Victoria Scott

University of West Alabama

Running Head: IMPACT OF TECHNOLOGY ON EDUCATION

IMPACT OF TECHNOLOGY ON EDUCATION

This proposal was written as part of the graduate course ED 504, Techniques of Educational Research, under the guidance of Dr. Chris Moersch.

Abstract

This paper is based on a comprehensive program carried out on 6th grade pupils in a Title 1 elementary school located in Chicago, Illinois. The aim of the study was to assess the impact of one to one (1:1) technology on the performance levels of students from low-income backgrounds.

Chapter One Introduction

Technology is the functional tool that people make use of to improve the extent of their capabilities. Various technologies are not only used to improve individuals’ abilities to perform jobs, they are also increasingly utilized in classrooms worldwide where they enhance student interest and their performance. 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 2019). These researchers gained experience with the 1:1 programs working in various parts of the country where they had first-hand experience of the pros and cons of incorporating 1:1 programs within schools. The findings of this research have been the impetus for the increasing interest in 1:1 program as well as the high support for middle-school adoption of such programs.

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 participation of designated low-income 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. Administrators and instructors of academic material are continuously seeking novel ideas to increase the adoption and use of technology within classrooms as this can greatly impact academic performance (Mallia and Gorg 2013). Some of the biggest challenges faced by schools, particularly those in minority and low-income communities, include low-class participation rates and poor academic performance (Mallia and Gorg 2013). The use of 1:1 technology can serve to improve this state of affairs.

Could teachers 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.

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: What impact will 1:1 technology have on the academic performance of low-income students? The chief research hypothesis for this study is: 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.

The state of Illinois introduced a new accountability system whose performance threshold was too high for almost half of all schools in Chicago, rendering them as probable targets of state intervention (Illinois Report Card 2013). Based on an educational report card, almost a fifth of the state’s 3800 schools were rated as “underperforming” (Illinois Report Card 2013). Any school that finds itself in the bottom two rating levels within the four-level rate system will be the subject of significant state aid and intervention. It will grant additional money to the failing students, visits from learning performance experts, and collaborations with higher-rated schools.

Figure 1

Figure 2 Figure 3

Figures 2 and 3 highlight a significant gap Based on the above charts, there are huge gaps between the performance of students from both low-income and non-low-income families in Chicago as compared to the state average. citywide statistics gleaned from the public-school system in Chicago. Figure 1 demonstrates that low-income families represent approximately 52% of families in city Chicago with children under 18 years of age. Moreover, low-income students within the city’s public-school system account for at least 85% of learners. While Figure 2 compares student performance in Chicago with statewide statistics, Figure 3 compares the same variable among low-income students within the city and those across the entire state. The latter two figures show that Chicago learners perform poorer than the state average in all three categories of science, math and reading. The impact of low-income status on learning performance is demonstrated by 2009 statistics that demonstrate how US schools with low a number of low-income students performed just as well as schools in other developed nations. However, schools with over three quarters of low-income students performed at par with countries in the developing world.

Some cities and towns face a higher burden of hosting and schooling low-income communities. Chicago is a fitting example of such a city since over 80% of students within its public-school system hail from low-income families and backgrounds (Illinois Report Card 2013). The question that emerges from this statistic is why the proportion of low-income students, 85%, is vastly higher than the city’s percentage of low-income families. The reason for this emerges from the behavior of the higher socio-economic classes, particularly the middle-class, who prefer private schools to the inner-city public schools. Furthermore, the geographical location also plays a role since middle-class families typically move into the suburbs, hence drawing farther and farther away from the location of most public schools. This phenomenon is hardly new or surprising, as it reflects the decades-old racial segregation that has characterized the city and its public-school system (Weis, et al, 2014). Prior to Brown v. Board of Education (1954), the schools in Chicago served a predominantly White and middle-class demographic. However, in the following three decades, this demographic was replaced by largely low-income Black and Latino communities. The relationship between low socioeconomic status and low test scores has been well documented at all levels from the local to the national level (Weis, et al, 2014). For example, whether one compares the performance of public schools in Chicago with those around the state, or whether the comparison is done for public schools exclusively within Chicago, the results all show that higher proportions of low-income students within schools is linked to lower-test scores and overall academic performance on the PSAE and ISAT (2014).

Impact on Student Achievement

The purpose of this proposed study will be to decide whether 1:1 technology has a significant effect 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 the future as compared to those that do (Wright, 2009). The Illinois Board of Education schools report cards demonstrated a pathetic revealed unacceptable performance by Chicago students. Only 55% of students met or exceeded state standards in reading on the PSAE given to 11th grade students. The state of Illinois has a lower income ratio of 50 that that of the city, 85. And when comparison is only done between low-income students’ scores, the difference is smaller since 35% of more exceeded reading expectations nationally compared to 31% in the city. 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.

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 facilitator of learning. The role of students has also shifted from being passive receivers of information to active discoverers of knowledge.

Suihr, et al. (2010) used a two-year sample in elementary classes where 1:1 students outperformed non-laptop students on English Language Arts (ELA). In a similar fashion, Shapley et al () reviewed the Texas 1:1 program to examine the level to which a sample of middle schools implemented the program. Additionally, the pilot study further assessed the link between effect of school implementation, student and teacher level, and the achievement of students in mathematics and reading. Bebell and Kay’s study similarly explored the introduction of a state pilot 1:1 initiative utilizing ELA students math and reading performance.

Despite the unique research goals, data sources and results, most papers analyze similar student and teacher outcomes enabling distinguishing of certain general patterns across different study outcomes. The studies mentioned collectively illustrate various common themes surrounding 1:1 programs and their impact. Bebell and Kay discovered via their research the change that occurred in teaching and learning habits as a result of introduction of computers, digital learning environments and other learning tools. The researchers studied five different schools which revealed differences in the 1:1 implementation and results, although they all recorded significant improvements in teacher practices, student participation, student research skills, and student achievement relative to the controls.

Research Method

The main methodology for this study will be a quasi-experimental design utilizing mixed method data collection via observation of students and data collected from Discovery Assessment reports progress monitoring. Random 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 Chicago schools compared to the state of Illinois. 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 random sampling as the research methodology. This study suggests that the introduction of 1:1 technology within classrooms will improve student academic achievement. enhance recollection of learning material by students. Furthermore, the project will carry out observations on students and review data from Discovery Assessment reports at the Elementary school for the 6th grade.

Chapter 2: Literature Review

Introduction

The 1:1 technology movement has been a hot topic of debate in the past few years and their benefits have been scrutinized to good effect. Various studies have been undertaken to investigate the impact that 1:1 technology has on academic performance. Studies have yielded different results and whereas the benefits are palpable, the cost of instituting the initiative at certain times may prove too costly. be too high a price to bear. Anchored instruction theory emphasizes the place of practical instruction that is anchored in real life experiences using technology. Teachers are transformed from mere sources of information into coaches. This theory is widely applied at the primary level and used to improve mathematic, language and reading competencies. Anchored instruction provides an environment for active learning through challenging and motivating learners. The anchor or story 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 explore relevant literature supporting the role of technology and specifically 1:1 technology in improving student academic performance. 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 an ambiguous impact on education, with such gains being mostly limited. Educational technology investments are often divided three ways: educational software, individual student laptops, and general investment in school Information and Communication Technology (ICT). The research will focus primarily on the second form of investment, individual student laptops, which is currently the biggest trend in education policy. The researchers will be presenting studies on general Technology investments in education.

Effect of General ICT in Education

A study carried out in California assessed the use of personal computers among students between grades 6 to 10. The randomized controlled experiment involved the free distribution of computers to children in these learning stages for home use (Fairlie and Kalil (2016) revealed that while students were more likely to have a social networking site and spent more time in direct communication with peers, the impact on educational outcomes were modest. with only a slight positive contribution to the children’s social development. However, Faber et al. (2015) studied the effects of government improvements in ICT on children's school success and determined that academic progress improved by increasing internet connection speeds.

The researchers claim that the improvements are produced uniformly across the country and can thus manipulate external variations in order to estimate the causal effect (Wright, 2009). The researchers connected the test scores of primary and secondary students to the availability of computers in their homes. They found out that it has a limited impact on the educational achievement or productivity of the students. In a study of a Romanian voucher program, Malamud and Pop-Eleches (2011) sought to assess the impact of computers of student performance. The program supplied 35000 vouchers, each worth 200 euros, to be used for the purchase of home computers for low-income students within the country’s public-school system. A discontinuity framework for regression was used to estrimate the causal impact on cognitive and non-cognitive abilities, computer skills and academic achievement. The results showed that despite lower scores in English, Romanian and math, the study group had significantly higher scores in self-reported fluency measures and computer skills tests.

Effect of Laptop Programs in School

In 2002, the first large-scale one-to -one laptop system was introduced in Maine 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 improved by one-third of a standard deviation but it did not seem to influence other types of tests (Shapley and Brite 2008). The basic comparisons made in the study, however, may not be sufficiently rigorous to establish causality (Wright, 2009).

The simple comparisons revealed in the research does not provide ample proof of causality. Suhr, et al (2010) studied the effect of introducing a 1:1 laptop program for students in the 4th and 5th grades within a California school district and concluded that A quasi-experimental design showed that after two years, students with laptops performed better in ELA, tests measuring literary review and response, and writing strategies than student without said laptops

The results of the Texas Laptop Initiative which was implemented in 21 state schools, 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 found some positive effects in some of the classes on reading abilities (Shapley et al., 2009). There are no discovered negative effects while conducting the study.

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 discovered has led to a significant increase in computer usage both at school and at home. Although there was no In addition, there is no major benefit on exams in neither mathematics nor language courses. a small effect on the students ' cognitive abilities occurred. (Wright, 2009).

Synthesis of Literature Review

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 (Weis et al. 2014)

Chapter 3:  Methodology

Introduction

  A 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. The purpose of this chapter is to introduce the research methodology of random sampling which will be used in the study. Quasi-experimental research will also be used alongside mixed methods for data collection through student observations and data collected from Discovery Assessment reports progress monitoring. 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. Add:

Population

This study will investigate a one to one technology (1:1) implementation at a Title 1 elementary school in Chicago Illinois. The accessible population will be the 6th grade students at __________ Elementary School. This research aimed to evaluate how 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 researchers’ settled on 10 students because it was a reasonable number that will serve as the appropriate representation of the target population. The researchers also took into account the limited resources available for the study. A small and comprehensive sample size of 10 students would not only be an accurate representation of the population under observation it would also be cost effective to the researchers. 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 random sampling technique. This is because using the random sampling methodology everyone has an equal chance of being selected for data collection. Random sampling also ensures that the sample size is large enough to generalize to the entire population of 6th grade students. In this case, the total population of 6th grade students are 70 students. The methods which will be used in the data collection will be student observations and data collected from progress monitoring assessments (Weis et al. 2014). 

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 (Weis et al. 2014).

 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 any damage that may arise as a result of the job. Researchers in the project will be inclusive of teachers who will be part and parcel of the collaborative process.

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.

The researchers should ensure to inform both participants and their parents or guardians of their rights, in addition to seeking informed consent. While information from the student evaluation will be used to glean data, participant information is kept confidential. Such confidentiality extends to student assessment forms, which will be devoid of any identifying details. Therefore, numbers will replace actual participant names. During data collection, the researcher will eb restricted in access. The researchers should make all participants aware not only of their right to withdraw from participation, but their right to request non-use of their data in the research analysis

Variables   

There are two variables in this study. The independent variable is the 1:1Technology implementation. The dependent variable is the aspect of student achievement. In testing for the results, the researcher will use a form of Pearson correlation analysis in order to find out whether or not student achievement was linearly associated with 1:1 Technology implementation. That will turn the categorical data into quantitative data.

Timeline

The researchers will collect data over a five-week period. Two approaches will be used to monitor student involvement. Next, the researchers will create an Engagement Observation Method for quantitative data collection. The form will allow for tracking and collection of data over a course of a lesson on ten randomly selected students.

Second, the researcher will 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, the researchers coded each student as either on-task (+) or off-task-) (under the name of each student. Although this did not give the researchers precise behavioral details, the researchers were able to gather a broader set of data. In addition to student observation methods, the researchers each documented their observations and field notes in narrative format for each day that they incorporated technology into their lessons inside a teacher journal. This data gathering method will help the researchers to collect more qualitative data about their personal experiences, achievements and technology integration failures. The researcher’s journals will be an informal resource that will be explained after a lecture, regarding the 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. Through real world simulation, students get to explore such problems and develop solutions in various ways. In this context, the term “anchor” refers to the reality of the living world while “casting the anchor” refers to the process of establishing and identifying real world situations in problem solution. "Anchored" instruction is one of the key educational models under the constructive theory of learning. A 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 are grounded in the reality of actual life, while using technology as a carrier, and are thus able to discover problems, generate queries and ultimate solve these 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

These resources can be broken down into several components. The initial chief resource of use are the teachers who are responsible for the implementation of 1:1 technology, completing evaluation tasks, providing full progress tracking evaluations for the participants and analyzing data obtained to guide instruction. The second resource is the online assessment program provided and run 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, 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. Children at this developmental stage have lees control than their high school counterparts and hence rely more on parental support and guidance within their schooling. Furthermore, not all students within traditional classroom setups participated in the research whereas all students were participants in the 1:1 classroom. These differences between the number of participants could possibly cause misrepresentation or skewing of data collected, hence skewing the outcomes.

References

Art. Ii.—Theories Of Education. (2010). Theories of Education, 1-15. doi:10.31826/9781463230463-001