Poster presentation from the Living the Future 6 Conference, April 5-8, 2006, University of Arizona Libraries, Tucson, AZ. / This poster session describes building an Integrated Library System (ILS) for Afghanistan academic libraries using open source software. We will present our approaches in software selection, improvements, and modifications such as Persian language support and users interface.

The purpose of this mixed methods study was to ascertain using multiple tools and methods, the impact of teachers' interaction with primary students on mathematics performance using the Successmaker Integrated Learning System to determine effective teacher practices. The sample of nineteen primary teachers from an elementary school in southwest Florida included five first grade teachers, seven second grade teachers, and seven third grade teachers. Data analysis included total years of teaching experience, years of experience in Florida schools, and years of experience at each grade. Both the total years of teaching and the years of teaching at the research site were correlated to the Student Gains Reports in mathematics provided by the Successmaker Management System. A Pearson Product Moment correlation coefficient was computed to determine whether and to what degree a statistical relationship existed between the variables of years of teaching experience and student gains. Total years of teaching experience and total years at the research site revealed a significant correlation of 0.77 (p < 0.001). The correlation between total years of teaching experience and average student gains was not significant (r = -0.10, p = 0.674). The third correlation between years of teaching experience at the research site and student gains also was not significant (r = 0.03, p = 0.897). Therefore, years of teaching experience did not predict total gains. The qualitative analysis of data collected through interviews with the ITF and teachers who had the highest and the lowest student gains in mathematics at each grade, informal observations, and focus groups, revealed factors that appeared to contribute to teachers’ styles and methods which affected student gains. Several factors influenced the styles and methods of the implementation of the Successmaker program. They included: (a) time in the Successmaker lab, (b) use of Successmaker Management System reports, (c) integration of Successmaker into the curriculum, (d) motivational strategies, (e) newness to the Successmaker program, (f) influence of administration, (g) specific barriers that inhibit maximum effectiveness, and (g) professional development. Furthermore, these factors can be categorized into four general themes: (a) teachers’ role, (b) teachers’ expertise, (c) teachers’ collaboration, and (d) teachers’ attitude.

The purpose of this study was to explore the relationship between time spent on an integrated learning system (ILS) entitled, SuccessMaker®, as a supplement to traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary students. The variables of grade-level, ability level, and gender were also considered. The population consisted of students who were second-, third-, and fourth-graders during the 1997-98 school year. Data were gathered that covered the three-year period beginning in 1997 and ending in 2000. The final sample consisted of 348 students who participated in Computer Curriculum Corporation© mathematics instruction and who completed the Terra Nova in 1997-98, 1998-99, and 1999-2000. Analysis of Variance was used to identify any relationship between variables. The study's investigation of the relationship between ILS use and mathematics achievement could assist educators in planning for use of technology as a supplement to traditional instruction. While the information gleaned is specifically beneficial to Greeneville City Schools, other school systems seeking information on the relationship between ILS use and achievement will find this study constructive, especially when viewed in conjunction with the existing body of literature. Findings in this study were mixed. ILS use was associated with positive effects, negative effects, and no effects. It was noted that negative effects occurred during the year with the lowest overall usage. No interaction effects were found in any of the models, indicating that the ILS did not have differing effects for boys or girls or for students of varying ability levels. Positive effects of the ILS, Math Concepts and Skills (MCS), on math composite scale scores were noted at grades two and three, while students at grades four, five, and six were either unaffected or negatively affected by the use of MCS. Math Investigations (MI), although used on a very limited basis during the course of this study, had a positive effect overall on math composite scale scores. Clearly, when math gain was the dependent variable, there were no effects demonstrated by use of MCS or MI.

The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated Math (AM) as a supplement to traditional mathematics instruction on achievement as measured by TerraNova achievement tests of third and fourth grade high-ability students. Gender, socioeconomic status, and grade level were also considered. The population consisted of 624 students who were third and fourth grade high-ability students during the 2009-2010 school year. Data were gathered that covered a 1-year period for high-ability third and fourth graders. A series of independent samples t-tests were used to identify relationship among variables. The researcher's investigation of the relationship between AM and mathematics achievement might assist educators in planning for use of technology as a supplement to the normal mathematics curriculum. The findings indicated measurable differences in the performance of high-ability third and fourth grade students who qualified for free and reduced priced lunch and participated in AM compared to high-ability students who qualified for free and reduced priced lunch and did not participate in the program. High-ability students who participated in the AM program and who qualified for free and reduced lunch scored significantly higher on the TerraNova math achievement test than students who did not participate in AM and who qualified for free and reduced lunch. There were also measurable differences in the performance of high-ability fourth grade students who participated in the AM program compared to those who did not participate in the program. Fourth grade high-ability students who participated in the AM program scored significantly higher on the TerraNova math achievement test than fourth grade students who did not participate in the program. This study indicated no significant findings among gender, students in grade 3, and students who did not qualify for free and reduced price lunch who did and did not participate in the AM program.

Professionals in education continue to explore technology as a way to instruct young students, and there is an accompanying belief that this technology can make an educational and academic difference. Despite the high percentage of young students in classrooms using technology, the impact of this technology on the early literacy skills of young children remains largely unknown. Guided by Vygotsky’s social learning theory, this study reports a 24-week investigation on whether regular use of Istation®, an integrated learning system used by approximately 3,000,000 students in the United States, had an effect on the early literacy achievement of children in twelve kindergarten classrooms. A mixed-method, quasi-experimental design was constructed using propensity scores. Also investigated were the effects of the level of teacher literacy support on early literacy achievement and the interaction between Istation® use and the level of teacher literacy support. A descriptive discriminant analysis was performed to determine the main effect of Istation®. The level of teacher support and the interaction effect was then tested using a multivariate between-subject analysis. Results indicated that Istation® did have a statistically significant effect on the early literacy skills of the 72 kindergarten students studied and was able to explain 17.7% of the variance in group differences. Hearing and recording sounds and letter sound knowledge were the main contributors to group differences. Teacher literacy support and the interaction between teacher support and Istation were not significant. This study considers the relationship between technology and early literacy and concludes that Istation® can serve as a more knowledgeable other as students develop some early literacy skills; however, teachers are still needed to provide complete literacy instruction for young students.