<p> With millions invested in educational technology, what is its impact on student achievement and engagement? This question formed the basis for a review of the current literature on the impact of iPads and other instructional technology on student academic growth and motivation in public schools. The research supports technology&rsquo;s positive impact on student achievement and engagement, but more research is needed in order to better understand how iPad use impacts students in the early elementary mathematics classroom. </p><p> This dissertation study examines the effects of an iPad-based math intervention, as compared to a traditional paper-pencil approach, on second graders&rsquo; achievement and engagement in mathematics. The students were assigned to treatment and control groups in matched pairs based on sex and pre-test scores. Then students engaged in a four-week math intervention, using either the iPad or paper-pencil. At the end of each intervention, students completed quantitative posttests given by their classroom teachers. Students then switched treatment and control groups for a second four-week math intervention. Quantitative pre-post assessments include Bridges math unit tests, easyCBM math tests, and a Likert-scale engagement measure. After the two interventions were completed, qualitative focus group data were collected from the teachers involved in the study, giving a more complete view of student engagement.</p><p> With finite intervention time and resources, schools need to know how to best improve student achievement and engagement in mathematics. This study fills a documented research gap and will help inform school decisions regarding instructional technology in the early elementary math classroom. </p>

<p> Although there is a large investment made in technology in our public and private schools each year, there has been comparatively little effort made into understanding the impact of that technology on our students. This study examines the relationship between student boredom, media multitasking, and distraction in an effort to understand the impact of media multitasking on our students. To examine this, a mixed methods design was utilized, consisting of a memory recall experiment, student interviews, and a survey instrument. This study found that laptops are preferred over iPads for both focus and academic reasons, and it discovered classroom environments and teaching methodologies that caused distraction to occur as well as strategies employed by students to attempt to overcome distraction. Ultimately, this study did not find an impact on academic performance as assessed by a memory recall experiment. As a result, this study contributes significant knowledge into technology distraction at the high school level as well as modifications that can help improve student focus.</p>

<p> The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effective their experiences were with Twitter as a PD tool. Results of this study can be used to improve current practice, and provide a low cost, accessible, and available mechanism to foster an on-going, learner-centered, approach to PD, thus allowing teachers to become more involved in their own professional growth. For the 4 participants in this study, Twitter use for PD and its effectiveness varied greatly. The effectiveness of the tool depended on the participant&rsquo;s fluency with the technology and attitude towards social media. For the most fluent participant, Twitter met most of the requirements for effectiveness; however, Twitter use did not automatically provide a mechanism for reflection or self-assessment; nor did Twitter use provide an evaluation of the experience, both requirements of effective PD. With added evaluation and self-assessment processes, and with a fluent practitioner, Twitter does have the potential to be a very effective PD tool with its low cost, accessibility, and availability.</p>

<p> The purpose of this study was to examine Kuwaiti mathematical elementary teachers&rsquo; perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers&rsquo; ability to create an M-learning environment. Furthermore, this study sought to understand teachers&rsquo; perceptions about their ability to create a collaborative cloud-computing learning environment that corresponds with the 21st century skills and possibly explain their readiness for future reformation of education in Kuwait. </p><p> Using an Internet-based format to this study quantitative and qualitative data, the Technological Pedagogical Content Knowledge (TPACK) and barriers survey gleaned quantitative information about how mathematics teachers and a head of a mathematics department (n = 562) viewed use of technology as well as the barriers they faced in integrating it into the classroom. Also, qualitative data were collected using a survey of open-ended questions to provide context to survey answers and better understand the barriers and affordance experienced by the participants. Moreover, a 21st century open-ended questionnaire was employed to collect qualitative information from mathematics teachers and head of the departments (n = 21) in regard the their ability to construct a 21st century learning environment based on collaboration and constructivist perspective utilizing a cloud-computing technology. </p><p> Quantitative analysis was utilized to examine elementary mathematics teachers&rsquo; perceptions using the TPACK survey, and the validity and reliability of the TPACK subscales were computed by administering the confirmatory factor analysis. Factors that were elicited were specified as: all seven subscales encompassed in the TPACK survey significantly fit model of factor structures, and the TPACK survey was reliable and valid. In addition, descriptive analysis such as the TPACK subscale means and standard deviations were computed via the SPSS software. </p><p> Qualitative content analysis was used to understand teachers&rsquo; perceptions about their ability to integrate mobile technology, perceptions of the primary barriers and affordance that limited their ability, and their perceptions of their ability to integrate collaborative cloud computing and create a 21st century learning environment based on the constructivist perspective. When analyzed, the self-reported open-ended survey yielded the following specific themes: (a) teachers perceived themselves high in their ability to integrate mobile technology; (b) the primary barriers based on teachers&rsquo; perceptions were budget constraints, IT limitations, time constraints, and administrative support; and (c) teachers perceived themselves high in their ability to integrate collaborative cloud computing to construct a 21st century learning environment based on the constructivist perspective. This study finding could be implemented to create a new modern mathematics elementary curriculum that resolves the current curriculum issues. Future research is recommended in the direction of creating a new mathematical curriculum based on administrators&rsquo;, parents&rsquo;, and students&rsquo; perspectives.</p>

<p> Professional Development for technology integration into the elementary curriculum has been a costly and frequently ineffective endeavor. The idea for the Tech Buddy model came from this frustration. Teaming a teacher who had high comfort and self-efficacy levels with technology, however who still had much to learn, together with a teacher who was willing to learn, but had low comfort and self-efficacy levels seemed natural.</p><p> The study consisted of 13 educators and one Administrative Intern from the school of study. The study paired a mentor who had a high level of comfort and self-efficacy with ICT integration with a mentee who had a low level of comfort and self-efficacy with ICT integration as measured by a pre-study self-assessment. The pairs were formed using three types; two were same grade level pairs, two were adjacent grade level pairs, and two were nonadjacent grade level pairs. All participants attended one half-day release time per quarter, one two-hour planning time per quarter and one evening stipend time per semester. Three of the six pairs began the study using iPads. Three of the six pairs began the study using Chromebooks. Midway through the study, the pairs all switched in order to use the other devices. The researcher also conducted interviews of each participant midway and at the end of the study. At the conclusion of the study, each participant again took the self-assessment in an effort to determine if the study was affective in increasing comfort and self-efficacy levels with ICT integration into the curriculum. The conclusion of the self-assessment indicated an increase in comfort level and self-efficacy in all participants except one pairing. The results were mostly positive and expected, however, one of the pairing did not show anticipated growth in all areas of self-assessment.</p><p> The conclusion of the study indicated the Tech Buddy program is a viable option for increasing comfort and self-efficacy levels of ICT integration into the elementary curriculum. The use of one particular device over another did not seem of concern. Application of the model should pay particular attention to how each mentor perceives his or her role as mentor.</p>

<p> Providing students with necessary intervention in the instruction of mathematics can be accomplished through the use of digital resources. Schools reaching a one-to-one (one device for every student) status have the ability to implement a digital intervention on a broad scale. For the purpose of this study, mixed methods research afforded an in-depth investigation into the impact of Khan Academy (digital intervention) embedded in a one-to-one program on student achievement, student perseverance with math, and teacher pedagogy within rural schools. The theoretical framework of educational technology integration known as Theoretical, Pedagogical, and Content Knowledge (TPACK) was woven into this study to answer the guiding research questions. While using Khan Academy in a one-to-one setting, participating students were tested twice a year utilizing the Measurement of Academic Progress (MAP) testing procedure provided by the Northwest Evaluation Association (NWEA). The testing data provided quantitative data for the study. In addition, interviews of teachers and administrators were conducted to reveal themes related to teacher pedagogy and student perseverance with mathematical problems. An analysis of MAP scores revealed that 9th- and 10th-grade high school students utilizing Khan Academy in a one-to-one program demonstrated significantly more growth when compared to national norms. The study involved 227 9th-grade and 114 10th-grade students from three rural high schools in the Pacific Northwest. Results from an analysis of means illustrated that each grade level demonstrated significantly greater growth when compared to national norms. When examined at the school level, each of the three sites once again exceeded growth norms. Further analysis of the interviews revealed a pedagogical shift directly related to the use of Khan Academy embedded in a one-to-one program. Themes related to the success of the program include the ability of Khan Academy to fill individual gaps and practice skills to mastery, the importance of student and teacher buy-in, and the ability for students to have daily, individual access to devices. Furthermore, the interviews revealed teachers and principals did not agree on whether Khan Academy impacts student perseverance; however, a theme related to Khan Academy&rsquo;s ability to impact confidence with math did emerge. This study fills gaps in the existing literature regarding the academic and pedagogical impact of Khan Academy on teaching and learning. In addition, this study addresses a gap in the literature regarding rural schools&rsquo; use of a digital mathematical intervention program as a means of blended learning. Implications for educational policy can result from this study given the current political climate surrounding one-to-one and blended learning deployments. This study demonstrates that when one-to-one deployments are paired with the use of Khan Academy, student achievement can be positively impacted.</p>

No description available.

This study investigates the issue of gender differences in computer-based foreign language activities. The experiment, conducted at the University of Arizona in the Fall of 1992, used as subjects students (N = 60) enrolled in intermediate French classes. Students were assigned to mixed- or same-gender dyads. All dyads engaged in a French cooperative task at the computer. The software-based pre- and posttests were composed of two parts: (1) vocabulary pertaining to description of people, and (2) geographical knowledge. Gain scores indicated no significant difference in overall learning between genders and dyad types. Further analysis of subscores revealed that females outperformed males significantly (p =.02) in learning vocabulary pertaining to description of people. Males outperformed females numerically in learning geographical facts. Differences between mixed- and same-gender dyads suggest that females tend to acquiesce to male factual preferences in mixed-gender dyads. The analysis of interaction patterns at the computer revealed that females tended to share keyboard control more than males in same-gender dyads. And, males tended to use more management statements with female partners than with male partners. Results from the MBTI personality test indicated that males and females tended to have different learning profiles. The analysis of gain scores indicated that overall, NFs and NTs learned significantly more than STs. Personality profiles also showed a significant effect (p =.03) on keyboard control. EJs controlled the keyboard significantly more than the other types. Likewise, results revealed a significant effect of personalities on overall amount of talk (p =.04), management statements (p =.02), and task statements (p =.06). EJs spoke more and used more management statements than the other types when in control of the keyboard. When not in control of the keyboard, EPs and IJs spoke more than the other types. Interestingly 'non-keyboard controllers' tended to compensate for the lack of keyboard control with verbal control. The overall results of this study established that learning achievement and interaction patterns were more strongly related to personality differences than to gender differences.

<p> A qualitative multicase study utilizing content analysis and qualitative coding techniques was conducted to explore the influence of the use of digital backchannels on student interaction and reflection during an in-class discussion. Data were collected from six front channel transcripts and twenty backchannel transcripts, which resulted from six backchannel discussions that were conducted in three different teacher education courses. Additional data were gathered from participant interviews of seven students who were enrolled in the participating courses. The outcome of the research indicates two main themes developed in regards to the influence of digital backchannels on student interactivity: (1) The content chosen for backchannel discussions influenced student &ndash; content and student &ndash; student interaction and (2) The design of the backchannel activity affected all three types of interaction. The content analysis indicated there was limited variation in the amount of dialogue dedicated to discussing content. Interaction with content was apparent in all six class sessions, and the nature of the digital backchannel activity encouraged interaction with content at a relatively high level, with evidence of students building knowledge, drawing conclusions, and asking additional questions throughout the activity. The structure of the backchannel design also influenced student interactivity. Three factors were instrumental in determining how interaction was affected: (1) Whether or not the separate backchannel groups were connected digitally to the front channel group, (2) The role the instructor took throughout the activity, and (3) The seating arrangement and number of group members in the backchannel groups.</p><p> The following primary theme emerged in relation to the second research question, which considered the influence of digital backchanneling on reflection: (1) Student reflective thinking was present and supported throughout the activity. All twenty-six front and backchannel transcripts displayed evidence of reflective thinking as measured by Rodgers (2002) criteria for reflection in an educational setting. The seven students interviewed agreed this type of thinking took place during the activity, and the technique gave them the opportunity to reflect more as compared to a verbal in-class discussion. Additionally, all seven students felt they would utilize the educational technology in their future classrooms, directly connecting their experience with current situations and new ideas.</p><p> Lastly, the third research question was designed to explore the overall learning experience associated with backchannel discussions. Two primary themes resulted in relation to the third research question (1) Digital backchanneling resulted in a meaningful, positive, and focused learning experience, and (2) Millennials/digital natives seem to be less comfortable with technology and multi-tasking when used in an educational environment.</p>

<p> E-learning modality is a viable choice for higher educational students and due to many associated features with e learning methodologies, it has become a desirable business option tool for incorporating into educational and organizational training structures. Using e learning platforms is an effective way to manage training costs for employees, enhance organizational knowledge, update employee skills, remain competitive, and meet overall organizational goals. The problem is in a high tech, knowledge based society, in order for organizations and institutions to remain competitive and effective, it is important that management identify e learning technology factors and models that influence organizational training structures and examine how those e learning factors and models can be adopted, synergized, and strategized into the overall organizational strategic planning process. The purpose of this qualitative multi case study was to examine and gaining a deeper understanding of e learning modalities, factors, and technologies that influence organizational training models, adoption, and integration into overall institutional strategies for employee training at teaching and learning facilities. The participants of the study were from a Southwestern Community College institution, and included directors and operational staff members from two employee training facilities. Both purposeful and convenience sampling selections were used with a targeted sample size of 13 participants. Of the 13 participants for the study, three were excluded, which left a total of 10 participants. To gain relevant data to address the purpose of this study, data gathering consisted of participants&rsquo; responses to 17 open ended interview questions that addressed two overarching research questions. Through conducting a thematic analysis of the interview responses, eight respective categories emerged which aligned to the study&rsquo;s two research questions. Key findings noted in this research study were the cost and challenges to acquire and update e-learning resources and to be innovative. In conclusion, the participants from the different sites viewed the importance differently on how e learning should be a part of the overall organizational strategic plan and noted several e-learning factor similarities and differences. Future research is needed to examine factors affecting the adoption and integration of e learning training into business strategies from an in-house corporate training environment.</p>