creator: Bebell, Damian
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Examining the Relationship between Students' Mathematics Test Scores and Computer Use at Home and at School
description- – Over the past decade, standardized test results have become the primary tool used to judge the effectiveness of schools and educational programs, and today, standardized testing serves as the keystone for educational policy at the state and federal levels. This paper examines the relationship between fourth grade mathematics achievement and technology use at home and at school. Using item level achievement data, individual student's state test scores on the Massachusetts Comprehensive Assessment System (MCAS), and student and teacher responses to detailed technology-use surveys, this study examines the relationship between technology-use and mathematics performance among 986 regular students, from 55 intact fourth grade classrooms in 25 schools across 9 school districts in Massachusetts. The findings from this study suggest that various uses of technology are differentially related to student outcomes and that in general, student and teacher technology uses are weakly related to mathematics achievement on the MCAS. Implications for improving methods for examining the relationship between technology use and standardized test scores are presented.
- – computer
- – 2008-01-18
- – application/pdf
USEiT Report 1: An Overview of the USEIT Study and the Participating Districts
collectiondate- – 2003-01-01
- – application/pdf
USEiT Report 2: Students' Beliefs, Access, and Use of Computers in School and at Home
collectiondate- – 2003-01-01
- – application/pdf
Elementary Teachers' Use of Technology: Characteristics of Teachers, Schools, and Districts Associated With Technology Use
description- – This research examines how technology is being used by elementary school teachers, and examines the school and district characteristics that are associated with the use of technology in the classroom.
- – 2003-11-01
- – application/pdf
USEiT Report 5: Teachers' Beliefs About and Use of Technology: Enhancing the Use of Technology for New and Veteran Teachers
collectiondate- – 2003-07-01
- – application/pdf
Laptop Learning: A Comparison of Teaching and Learning in Upper Elementary Classrooms Equipped With Shared Carts of Laptops and Permanent 1:1 Laptops
description- – This study compared teaching and learning in settings that create a 1:1 laptop environment on either a temporary or permanent basis. This paper provides a brief background to the study, an overview of the research methodology, and then summarizes and discusses the primary findings. A more detailed report is available at www.intasc.org.
- – 2004-02-01
- – application/pdf
USEiT Report 3: Teachers' Beliefs About Access, Use, Support, and Obstacles in Using Instructional Technology
collectiondate- – 2004-05-01
- – application/pdf
USEiT Report 11: Technical Report for the USEIT Study
collectiondate- – 2004-05-01
- – application/pdf
USEiT Report 14: Examining the Relationship Between Students' Mathematics Test Scores and Computer Use at Home and at School
collectiondate- – 2004-10-01
- – application/pdf
USEiT Report 10: Examining the Relationship Between Home and School Computer Use and Students' English/Language Arts Test Scores
collectiondate- – 2004-06-01
- – application/pdf
USEiT Report 12: Measuring Teachers' Technology Uses: Why Multiple-Measures Are More Revealing
collectiondate- – 2004-06-01
- – application/pdf
USEiT Report 13: Elementary Teachers' Use of Technology: Characteristics of Teachers, Schools, and Districts Associated With Technology Use
collectiondate- – 2004-06-01
- – application/pdf
Examining the Relationship Between Home and School Computer Use and Students' English/Language Arts Test Scores
description- – With increased emphasis on test-based accountability measures has come increased interest in examining the impact of technology use on students' academic performance. However, few empirical investigations exist that address this issue. This paper (1) examines previous research on the relationship between student achievement and technology use, (2) discusses the methodological and psychometric issues that arise when investigating such issues, and (3) presents a multilevel regression analysis of the relationship between a variety of student and teacher technology uses and fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts test. In total, 986 fourth grade students from 55 intact classrooms in nine school districts in Massachusetts were included in this study. This study found that, while controlling for both prior achievement and socioeconomic status, students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores. Use of technology at school to prepare presentations was associated with lower English/language arts outcome measures. Teachers' use of technology for a variety of purposes were not significant predictors of student achievement, and students' recreational use of technology at home was negatively associated with the learning outcomes.
- – 2005-01-01
- – application/pdf
Technology Promoting Student Excellence: An Investigation of the First Year of 1:1 Computing in New Hampshire Middle Schools
description- – Despite continued interest in and excitement about 1:1 computing, few research studies fully address the impacts on teaching and learning in these intensive computing environments. Given the initial positive results of recent 1:1 research and program evaluations, especially the Maine seventh and eighth grade statewide program, more public and policy-maker attention has turned to 1:1 technology as a promising educational reform. The current paper presents a program evaluation of the initial nine months of a 1:1 laptop program across six New Hampshire middle schools. The analysis of the New Hampshire data reflects many of the most cited benefits of 1:1 computing including: increased teacher and student use of technology across the curriculum, increased student engagement and motivation, and improved teacher-student interactions. In addition, participating teachers report improvements in student achievement and students' ability to retain content material.
- – 2005-05-01
- – application/pdf
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