creator: Higgins, Jennifer
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USEiT Report 4: Teachers' Beliefs by Content Area About Access, Use, Support, and Obstacles to Technology Use
collectiondate- – 2003-11-01
- – application/pdf
USEiT Report 6: Teachers' Beliefs About Technology and Instruction
collectiondate- – 2003-09-01
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USEiT Report 7: Teachers' Beliefs About Technology-Related Professional Development
collectiondate- – 2003-09-01
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USEiT Report 8: Teachers' Beliefs About Vision and Leadership
collectiondate- – 2003-09-01
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Assessing Effects of Technology on Learning: Limitations of Today's Standardized Tests
description- – Over the past decade, students' use of computers has increased sharply, particularly for writing and research (Becker, 1999; Russell, O'Brien, Bebell,&O'Dwyer, 2003). At the same time, the use of large-scale tests to make decisions about schools and students has exploded. But, in addition to making decisions about students and their schools, results from large-scale tests are also used to assess the impact of computer-based technology on student learning. As one example, Wenglinsky (1998) used test scores from the National Assessment of Educational Progress (NAEP) mathematics test to examine the relationship between computer use during mathematics instruction and mathematics achievement.Clearly, the use of standardized test scores to assess the effects of technology is attractive for at least two reasons. First, the public and political leaders tend to accept standardize tests as valid and reliable measures of student achievement. Second, these tests provide a common measure across large numbers of students. Yet, despite these advantages, using test scores from standardized teststo assess the impact of technology on student learning can be problematic.
- – 2003-08-01
- – 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
Examining the Effect of Text Editor and Robust Word Processor on Student Writing Test Performance: Part of the New England Compant Enhanced Assessment Project
collectiondate- – 2004-11-01
- – application/pdf
Examining the Effect of Computer-Based Passage Presentation on Reading Test Performance: Part of the New England Compant Enhanced Assessment Project
collectiondate- – 2004-10-01
- – application/pdf
Examining the Effect of Computer-Based Passage Presentation of Reading Test Performance
description- – To examine the impact of transitioning 4th grade reading comprehension assessments to the computer, 219 fourth graders were randomly assigned to take a one-hour reading comprehension assessment on paper, on a computer using scrolling text to navigate through passages, or on a computer using paging text to navigate through passages. This study examined whether presentation form affected student test scores. Students also completed a computer skills performance assessment, a paper based computer literacy assessment, and a computer use survey. Results from the reading comprehension assessment and the three computer instruments were used to examine differences in students test scores while taking into account their computer skills. ANOVA and regression analyses provide evidence of the following findings: 1. There were no significant differences in reading comprehension scores across testing modes. On average, students in the paper group (n=75) answered 58.1% of the items correctly, students in the scrolling group (n=70) answered 52.2% of the items correctly, and students in the whole page group (n=74) answered 56.9% of the items correctly. The almost a 6% point difference in scores between the paper and scrolling groups was not significant at the p<.05 or p<.1 level. Although the results suggest that, across all students, the modal effect is not statistically significant, this finding may be due in part to the unusually high computer access and higher socio-economic status of the sample.2. There were no statistically significant differences in reading comprehension scores based on computer fluidity and computer literacy, but a pattern in performance suggests that students are disadvantaged by the scrolling text mode, particularly students with lower computer skills.3. The majority of students who took the reading test on a computer indicated that they would prefer to take the test on computer. Although this sample did not include many students who had limited prior computer experience, the survey responses, completion rates, and student observations provide evidence that computer anxiety generally did not interfere with students' ability to take the assessment.4. Providing highlighters and review markers is useful for some students.The results of this study suggest that further research is warranted to understand differences in scores when reading comprehension assessments are administered via computer to a larger and more diverse group of students.
- – 2005-01-01
- – application/pdf
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