Major Project - Urgent - 11 Hours Maximum

Running head: IMPACT OF TECHNOLOGY ON EDUCATION 1

Impact of Technology on Education

Signature Project Stage 1 Chapter 1

Victoria Scott

University of West Alabama

IMPACT OF TECHNOLOGY ON EDUCATION 10

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).

Chapter One: Introduction

School officials and educators have tried all sorts of 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. The NCTM Position Statement (1996) for instance stated categorically the

imperative role calculators played in enhancing comprehension of mathematics by students.

Cognitive gain in the sense of numbers, conceptual development and visualization can empower

and motivate students to engage in real mathematical problem solving at a level previously

denied to all but the most talented. For all students of mathematics the calculator is an essential

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IMPACT OF TECHNOLOGY ON EDUCATION 10

tool. Research has shown both positive and negative impacts of technology implementation on

student achievement. This research area is very important given the changing technological

landscape (Mallia and Gorg 2013).

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 data from this study

showed that the technology was not a specific factor in students attending school.

For the students to have the motivation to be at school and to fully comprehend

educational instruction; teachers need to keep in mind best teaching practices. However,

it is important for them to also keep in mind what's best for students, and what's going to

interest them to take them to the next stage of academic participation (Orey et al. 2009).

Teachers and administrators are constantly looking for new ideas that would make classrooms

more technology-friendly. Mastering technologies will turn a classroom around (Mallia and Gorg

2013).

Could we increase student productivity by the use of technology? It is important to note that

skills cannot be learned through simply teaching facts but can instead be gained by allowing the

learner the opportunity to interact with the material; identifying learning objectives and exploring

new understandings by real, challenging tasks.

This research is meant to compare the effects that technology has on student

achievement. Most importantly, the fields of investigation cover positive and negative effects on

student achievement, and the different types of technologies that may increase or decrease the

capacity of a pupil to do classroom work (Anderman and Sayers 2019).

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Data Graphic and Discussion

Methods

This 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 are students in Fourth Grade attending school in

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.

Subjects

The subjects in this research were Fourth Grade students from two separate classes, but

in the same Title 1 Class, located in Central Illinois. The school has a low income rate of

84.3%, according to the Illinois Integrated Report Card (2013), with 40.5% of pupils were

African-American, 15.2% Multiracial, 32.3% White, 10.2% Latino, 1.0% American-

Indian, and 0.7% Asian.

This study looked at how 1:1 technology affects the academic achievement and

motivation of participants in the classroom. The study focused on the Discovery Education

Evaluation, offered four times a year, as well as the conclusion of Math Topic Testing to

see if there are any significant differences in the performance of pupils. Monthly

attendance records for each class were used to gauge the motivational side of this research.

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IMPACT OF TECHNOLOGY ON EDUCATION 10

The school taking part in this analysis breaks the school day into Periods 1 and 2 in two.

The number of absences for each classroom was determined by adding the number of

absences from Periods 1 and 2. Instrumentation 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 and student motivation.

The Subject Studies is taken from the Pearson enVision Math sequence that Bloomington

Public School District 87 has implemented. A unique Math curriculum is consistent with

Common Core State Framework which uses the vocabulary and exercises to follow these

academic expectations.

The Subject Assessment are used to gage the mastering of Math skills as summative

assessments. The Discovery Education Assessment is an evaluation which is administered

four times per school year via computer (Anderman and Sayers 2019). According to the

Discovery Education Evaluation Report, this evaluation is used as a statistical standardized

measurement that provides data for each element on the exam using the state's education

requirements and subskills. The Discovery Education Test, as assessed under No Child Left

Behind and Race to the Top, can be used to enhance teaching, help develop academic skills

of pupils, and increase competence.

These four evaluations are administered with 9-12 weeks between each assessment

throughout the school year. The predictive benchmark assessments are meant to predict

performance on the student's next high-stakes test during the school year. TECHNOLOGY,

2016, 7(4), 368-381 375 Discovery Education Assessment uses a vertical scale score

ranging from 1000 to 2000. The Rasch Method of Item Response Theory (IRT), a single

parameter method, is used by Discovery Education to measure the vertical scale.

IMPACT OF TECHNOLOGY ON EDUCATION 10

Participation data were also studied to assess whether there are any trends of students in

school because of their desire to know using 1:1 technology (Anderman and Sayers 2019).

Impact on Student Achievement

The purpose of this study was to decide whether 1:1 technology has effects on

IMPACT OF TECHNOLOGY ON EDUCATION 10

academic achievement and encouragement of students. 1:1 Technology refers to every

child's technological movement in the classroom, school, school district, etc., having a

laptop in the classroom to manipulate and learn as a tool. 25 students enrolled in the

analysis in the 1:1 Integration Classroom, whereas only 22 students participated in the

traditional classroom. The differences between the number of participating students may

distort or misinterpret the data being collected and evaluated for this analysis. The

collected data was then put into tables and figures to determine whether 1:1

implementation has a real effect on academic achievement and motivation of students.

For this analysis the motivational dimension was calculated using the student attendance

records. The school that took part in this analysis divides the whole day of school into

Periods 1 and 2.

Research Question 1: Does 1:1 Technology Affect Student Academic Achievement?

Table 1 showed some noticeable discrepancies between the 1:1 Implementation

Classroom and the Traditional Classroom in the Topic Test scores. Those mean scores

were well above the Traditional Classroom in Topic Tests 1 and 3, whereas the

Traditional Classroom scored well above the 1:1 Implementation Classroom in Topic

Tests 5 and 6. Table 1. Tab. Comparison of Topic Test Scores between 1:1 Classroom

implementation and Traditional Classroom

Summary

IMPACT OF TECHNOLOGY ON EDUCATION 10

Since 1:1 Innovation is a rather new phenomenon in the field of education, it needs to be

introduced with care and consideration. Technology, whether computers or tablets, should be

seen as instruments and not as a replacement for best teaching practices in the classroom

(Anderman and Sayers 2019). Student motivation is another important component of 1:1

Technology. The classroom teacher should consider how students are inspired to study, and why.

Attention, Relevance, Satisfaction and Confidence are the four attributes one needs to establish

in order for people to be inspired to learn (Anderman and Sayers 2019).

While looking at incorporating 1:1 technology in a school, educators need to look

closely at their student population and consider who they are interacting for, how their

students can benefit better, and how to develop their confidence in technology so that

they will be pleased with their learning experience in exchange and thus motivated to

learn. Educators just cannot use technology as a substitute.

References

IMPACT OF TECHNOLOGY ON EDUCATION 10

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

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

Mallia, & Gorg. (2013). The Social Classroom: Integrating Social Network Use in Education:

Integrating Social Network Use in Education. IGI Global.

Orey, M., McClendon, V. J., & Branch, R. M. (2009). Graduate Programs. In Educational Media

and Technology Yearbook (pp. 411–541). https://doi.org/10.1007/978-0-387-09675-9_26

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

IMPACT OF TECHNOLOGY ON EDUCATION 10

Comment Summary Page 2

1. have attempted different approaches 2. Delete text between brackets. 3. Delete text between brackets.

Page 3 4. Why is it important? 5. The amount text needs to be reduced significantly. Please rewrite section for greater clarity and conciseness. 6. The text needs to be clear and concise and free of spelling, punctuation, grammar, and/or structural errors.

Page 4 7. What is your source for this claim? 8. Signature Project Stage 1 Chapter 1 is to articulate the research problem as part of a proposal. 9. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness.

10. This text goes into detail on an existing study which is NOT the assignment. The assignment is to reference existing data including charts in support of your own research proposal.