FINAL RESEARCH PRESENTATION:
Presentation:
docs.google.com/a/tu.edu/presentation/d/1G42oilQPOx36kD5L8DOiWC7d8RUEz0z7IkxdSmivMJQ/edit?usp=sharing
docs.google.com/a/tu.edu/presentation/d/1G42oilQPOx36kD5L8DOiWC7d8RUEz0z7IkxdSmivMJQ/edit?usp=sharing
FINIAL RESEARCH PAPER LINK:
Research Paper link:
https://docs.google.com/a/tu.edu/document/d/1_2gPrZMCZafg7bkFW8Lqw0B85XW64eC8tdduYdRsI7s/edit?usp=sharing
Data Collection Tools:
Digital Storytelling tool: Voice Thread
Self Assessment:
https://docs.google.com/a/tu.edu/document/d/1DmzH3ikypWDMXHK8tsvhLYPsOVJBwVtYBNO1FI9mILM/edit?usp=sharing
Rubric and Graphic Organizer:
https://docs.google.com/a/tu.edu/document/d/1Z48vAiB5tRJOPRykzgKLEDjBjdx9JJQ1Rnr6jTPADNk/edit?usp=sharing
Accelerated Reader Comprehension Test
Self Assessment:
https://docs.google.com/a/tu.edu/document/d/1DmzH3ikypWDMXHK8tsvhLYPsOVJBwVtYBNO1FI9mILM/edit?usp=sharing
Rubric and Graphic Organizer:
https://docs.google.com/a/tu.edu/document/d/1Z48vAiB5tRJOPRykzgKLEDjBjdx9JJQ1Rnr6jTPADNk/edit?usp=sharing
Accelerated Reader Comprehension Test
IRB FINAL DRAFT:
https://docs.google.com/a/tu.edu/document/d/1Hcp5ylF1OebioKGsHppvXIftAmKaz23N8g9xJG4RozM/edit?usp=sharing
ARTICLES:
https://www.learntechlib.org/f/9304/
Abstract
"There are many issues related to the successful use of technology in the classroom. Some of the more salient include securing necessary annual funding, the development of dynamic plans, and decisions concerning platforms, hardware, T1 lines, software, and so forth. While these are perhaps the most obvious considerations, an often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is a less than obvious one…the teacher. While attention to choosing the appropriate hardware and software for the classroom is prerequisite, it is the skill and attitude of the teacher that determines the effectiveness of technology integration into the curriculum."
https://eric.ed.gov/?id=ED522678
"Electronic books (e-books) are gaining popularity for personal reading. Options for access to a large selection of book titles and "anytime/anywhere" reading choices have added to the increased use of e-books. For this study, 22 third-grade students completed satisfaction surveys and reading comprehension tests on three separate reading sessions: one traditional print-based and two e-book titles. Indicators of reading engagement included motivation for independent reading and comprehension as measured by standardized tests on the print book and both e-books. Results showed that format was not as important as students' identification with setting, characters, and theme of the book. Students did, however, indicate a preference for e-books when given the option of a wide selection of titles and the freedom to choose their own e-book. Students further indicated a preference for the amenities associated with e-book reading such as pop-up definitions and pronunciations of words, automatic page turning, and the option of read-aloud narration. The authors concluded that children quickly become comfortable with e-books and welcomed the technology. However, they are not completely ready to disregard print books. (Contains 5 tables.)"
https://search.proquest.com/docview/1766588589
"The purpose of this study was to investigate the effectiveness of how technology is being utilized in the elementary classroom setting. As we already know, it is important to set students up for success in our technologically advanced society. As we go through the 21st century, students continue to have limited opportunities for the use of technology in the academic setting. This research project sought to answer the following questions: (1) How is technology used in instruction in the elementary grades? (2) Does the use of technology improve student motivation and learning? (3) What is the extent of teachers' technological understanding and how does this affect implementation in the academic setting? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]"
https://0-search.proquest.com.library.touro.edu/docview/251109403/fulltextPDF/6799807A03134258PQ/5?accountid=40250
"The purpose of this study is to (1) examine the effects of classroom computers on student achievement; and (2) examine the attitudes of teachers regarding the effects of computer on student achievement.
The student sample consisted of 142 second and third grade students selected from the Redding School District, Redding, California. Half of the students were selected from high-technology classrooms and half were selected from limited technology classrooms. The researcher attempted to select an equal number of subjects by gender and socioeconomic status.
Raw and scaled scores from the selected students' 1999 Stanford-9 tests were collected. Descriptive statistics and a One-Way Analysis of Variance were used to compare and analyze the differences in second and third grade student scores for the high and limited-technology samples. A One-Way Analysis of Covariance was used to determine the effects of additional independent variables such as gender and socioeconomic status on student achievement.
Both quantitative and qualitative data from this study suggested that computer technology does have a positive effect on studentachievement. The results of the analysis showed no statistically significant differences in student achievement between studentsin high versus limited-technology classrooms. Analysis of Covariance indicated other findings that provide significant information about the effects of gender and socioeconomic status on student achievement. There was a significant difference in second grademath scores with boys scoring at a significantly higher level than girls. When examining second grade reading scores, high SES students again scored significantly higher than low SES students. Third grade reading scores also showed high SES studentsscoring significantly higher than low SES students.
Despite the lack of statistically significant differences between high and limited-technology samples, there were mean differences throughout the study that favored high-technology classrooms. The data consistently revealed lower SES students, particularly males, having higher mean scores in high-technology classrooms than in limited-technology classrooms in both grade levels."
https://0-search.proquest.com.library.touro.edu/docview/304731469/abstract/6799807A03134258PQ/20?accountid=40250
"This study investigated the effects of a large-scale technology grant on 3rd and 4th grade students' state achievement scores at nine elementary schools over a period of three years. The study reviewed the students' achievement scores before and after the implementation of the Enhancing Education Through Technology (EdTech) grant. Each individual school's math and reading/language scores were reviewed. In addition, one school's individual test scores were analyzed for all four subject areas (math, science, social studies, and reading/language), gender, and socioeconomic status interactions. A causal-comparative research study was conducted to find any significant changes in academic achievement on the Tennessee Comprehensive Assessment Program (TCAP) for 3rd and 4th graders using an ANOVA at the ∝ = .05 level. All 3rd and 4 th grade student achievement scores from one year before the technology grant were compared to scores from the first two years of grant implementation. As a method to gain a clearer overall picture, all eight additional elementary schools that received the EdTech grant in 2004 were reviewed in terms of student proficiency percentages. Each school's 3rd and 4th grade proficiency information was observed and summarized based on the percentage of advanced, proficient, and below proficient students. Results from the research illustrated that those students who were not involved in the technology grant scored significantly higher than those with the additional technology from the grant. In addition, studentswithout the technology grant scored significantly higher in social studies and science. Male students and high socioeconomic status students without the technology grant also scored significantly higher. However, when comparing scores from the year before the technology grant to the second year of grant implementation, the only significant difference was a decrease in social studies scores. When the observed proficiency percentages were combined with the statistical analyses, seven of nine schools involved in the technology grant experienced a decrease in achievement scores at the end of the first year of grant implementation. By the end of the second year, the schools returned to pre-grant levels of achievement and proficiency in most areas, suggesting that the grant implementation was initially overwhelming."
https://0-search.proquest.com.library.touro.edu/docview/304611756/previewPDF/2D6A66D7BC1D4579PQ/8?accountid=40250
ABSTRACT:
"The purpose of this modified, rotational Delphi study was to identify the unique and appropriate characteristics of technologyeducation for the elementary curriculum. Two groups of participants, experts in technology education and elementary teachers with some experience of technology education completed three rounds of the Delphi study using an electronic World Wide Web based survey.
Overall, the participants were asked to rate 27 characteristics of methodology, 22 characteristics of knowledge and understanding, and 43 skills. The survey was conducted electronically and the items were rotated around the two groups to prevent fatigue.
The results suggest that there are many characteristics of methodology, knowledge and understanding, and skills that both the technology experts and the elementary teachers perceive as being important for elementary education. However, the most unique characteristics identified were those of skills and methodology. These findings suggest that technology education experts and elementary teachers feel that technology education has many characteristics that are fundamental to the elementary curriculum. They identified intellectual capabilities, practical skills, design and problem solving as unique and appropriate characteristics of elementary technology education. They also identified technological concepts as unique to this field of study.
Many countries have technology education as a core component of the elementary curriculum. The USA has standards for technology education but as yet does not have an agreed elementary technology education curriculum. The findings of this study could provide a core of characteristics from which a curriculum could be built at the school, district, or state level.
Further research is needed about children's learning in technology education. Research has found that children learning science through design based learning, gain and retain more knowledge than children learning in other classroom environments. The same research now needs to be applied to technology education."
Abstract
"There are many issues related to the successful use of technology in the classroom. Some of the more salient include securing necessary annual funding, the development of dynamic plans, and decisions concerning platforms, hardware, T1 lines, software, and so forth. While these are perhaps the most obvious considerations, an often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is a less than obvious one…the teacher. While attention to choosing the appropriate hardware and software for the classroom is prerequisite, it is the skill and attitude of the teacher that determines the effectiveness of technology integration into the curriculum."
https://eric.ed.gov/?id=ED522678
"Electronic books (e-books) are gaining popularity for personal reading. Options for access to a large selection of book titles and "anytime/anywhere" reading choices have added to the increased use of e-books. For this study, 22 third-grade students completed satisfaction surveys and reading comprehension tests on three separate reading sessions: one traditional print-based and two e-book titles. Indicators of reading engagement included motivation for independent reading and comprehension as measured by standardized tests on the print book and both e-books. Results showed that format was not as important as students' identification with setting, characters, and theme of the book. Students did, however, indicate a preference for e-books when given the option of a wide selection of titles and the freedom to choose their own e-book. Students further indicated a preference for the amenities associated with e-book reading such as pop-up definitions and pronunciations of words, automatic page turning, and the option of read-aloud narration. The authors concluded that children quickly become comfortable with e-books and welcomed the technology. However, they are not completely ready to disregard print books. (Contains 5 tables.)"
https://search.proquest.com/docview/1766588589
"The purpose of this study was to investigate the effectiveness of how technology is being utilized in the elementary classroom setting. As we already know, it is important to set students up for success in our technologically advanced society. As we go through the 21st century, students continue to have limited opportunities for the use of technology in the academic setting. This research project sought to answer the following questions: (1) How is technology used in instruction in the elementary grades? (2) Does the use of technology improve student motivation and learning? (3) What is the extent of teachers' technological understanding and how does this affect implementation in the academic setting? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]"
https://0-search.proquest.com.library.touro.edu/docview/251109403/fulltextPDF/6799807A03134258PQ/5?accountid=40250
"The purpose of this study is to (1) examine the effects of classroom computers on student achievement; and (2) examine the attitudes of teachers regarding the effects of computer on student achievement.
The student sample consisted of 142 second and third grade students selected from the Redding School District, Redding, California. Half of the students were selected from high-technology classrooms and half were selected from limited technology classrooms. The researcher attempted to select an equal number of subjects by gender and socioeconomic status.
Raw and scaled scores from the selected students' 1999 Stanford-9 tests were collected. Descriptive statistics and a One-Way Analysis of Variance were used to compare and analyze the differences in second and third grade student scores for the high and limited-technology samples. A One-Way Analysis of Covariance was used to determine the effects of additional independent variables such as gender and socioeconomic status on student achievement.
Both quantitative and qualitative data from this study suggested that computer technology does have a positive effect on studentachievement. The results of the analysis showed no statistically significant differences in student achievement between studentsin high versus limited-technology classrooms. Analysis of Covariance indicated other findings that provide significant information about the effects of gender and socioeconomic status on student achievement. There was a significant difference in second grademath scores with boys scoring at a significantly higher level than girls. When examining second grade reading scores, high SES students again scored significantly higher than low SES students. Third grade reading scores also showed high SES studentsscoring significantly higher than low SES students.
Despite the lack of statistically significant differences between high and limited-technology samples, there were mean differences throughout the study that favored high-technology classrooms. The data consistently revealed lower SES students, particularly males, having higher mean scores in high-technology classrooms than in limited-technology classrooms in both grade levels."
https://0-search.proquest.com.library.touro.edu/docview/304731469/abstract/6799807A03134258PQ/20?accountid=40250
"This study investigated the effects of a large-scale technology grant on 3rd and 4th grade students' state achievement scores at nine elementary schools over a period of three years. The study reviewed the students' achievement scores before and after the implementation of the Enhancing Education Through Technology (EdTech) grant. Each individual school's math and reading/language scores were reviewed. In addition, one school's individual test scores were analyzed for all four subject areas (math, science, social studies, and reading/language), gender, and socioeconomic status interactions. A causal-comparative research study was conducted to find any significant changes in academic achievement on the Tennessee Comprehensive Assessment Program (TCAP) for 3rd and 4th graders using an ANOVA at the ∝ = .05 level. All 3rd and 4 th grade student achievement scores from one year before the technology grant were compared to scores from the first two years of grant implementation. As a method to gain a clearer overall picture, all eight additional elementary schools that received the EdTech grant in 2004 were reviewed in terms of student proficiency percentages. Each school's 3rd and 4th grade proficiency information was observed and summarized based on the percentage of advanced, proficient, and below proficient students. Results from the research illustrated that those students who were not involved in the technology grant scored significantly higher than those with the additional technology from the grant. In addition, studentswithout the technology grant scored significantly higher in social studies and science. Male students and high socioeconomic status students without the technology grant also scored significantly higher. However, when comparing scores from the year before the technology grant to the second year of grant implementation, the only significant difference was a decrease in social studies scores. When the observed proficiency percentages were combined with the statistical analyses, seven of nine schools involved in the technology grant experienced a decrease in achievement scores at the end of the first year of grant implementation. By the end of the second year, the schools returned to pre-grant levels of achievement and proficiency in most areas, suggesting that the grant implementation was initially overwhelming."
https://0-search.proquest.com.library.touro.edu/docview/304611756/previewPDF/2D6A66D7BC1D4579PQ/8?accountid=40250
ABSTRACT:
"The purpose of this modified, rotational Delphi study was to identify the unique and appropriate characteristics of technologyeducation for the elementary curriculum. Two groups of participants, experts in technology education and elementary teachers with some experience of technology education completed three rounds of the Delphi study using an electronic World Wide Web based survey.
Overall, the participants were asked to rate 27 characteristics of methodology, 22 characteristics of knowledge and understanding, and 43 skills. The survey was conducted electronically and the items were rotated around the two groups to prevent fatigue.
The results suggest that there are many characteristics of methodology, knowledge and understanding, and skills that both the technology experts and the elementary teachers perceive as being important for elementary education. However, the most unique characteristics identified were those of skills and methodology. These findings suggest that technology education experts and elementary teachers feel that technology education has many characteristics that are fundamental to the elementary curriculum. They identified intellectual capabilities, practical skills, design and problem solving as unique and appropriate characteristics of elementary technology education. They also identified technological concepts as unique to this field of study.
Many countries have technology education as a core component of the elementary curriculum. The USA has standards for technology education but as yet does not have an agreed elementary technology education curriculum. The findings of this study could provide a core of characteristics from which a curriculum could be built at the school, district, or state level.
Further research is needed about children's learning in technology education. Research has found that children learning science through design based learning, gain and retain more knowledge than children learning in other classroom environments. The same research now needs to be applied to technology education."
