1:1 Chromebooks in Middle School Science Classrooms: Exploring the Impact on Student Achievement and Discourse

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Autor/in	Daniel, Jami L.
Titel	1:1 Chromebooks in Middle School Science Classrooms: Exploring the Impact on Student Achievement and Discourse
Quelle	(2023), (210 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Drake University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3241-6
Schlagwörter	Hochschulschrift; Dissertation; Technology Uses in Education; Educational Technology; Middle School Students; Science Education; Academic Achievement; Peer Relationship; Teacher Student Relationship; Grade 7; Laptop Computers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; Schulleistung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 07; 7. Schuljahr; Schuljahr 07; Laptop computer; Laptop; Computer; Digitalrechner
Abstract	Given the rapid rate at which educational technology is continually evolving compounded by the rapid transition to digital learning due to the COVID-19 pandemic in 2020 and its aftermath, this research seeks to understand how one-to-one Chromebooks impact a variety of facets of the middle school science classroom. In three separate, yet related studies, the researcher explored how one-to-one Chromebooks impacted: student achievement, student-student discourse, and teacher-student discourse in two 7th grade science classrooms. In the first study, 226 7th grade science students' background knowledge was assessed using Gotwals & Songer's (2010) "Reasoning Up and Down a Food Chain" assessment. Following the pre-assessment, all students participated in a 2-week unit taught by their typical science teacher. Half of the classes were taught without the use of one-to-one Chromebooks while the other half of the classes were taught utilizing the one-to-one devices. Students then took the same assessment to measure their growth. Comparisons of the pre-assessment scores, post-assessment scores, and student growth (post assessment - pre assessment) were made. Students not utilizing one-to-one Chromebooks made more statistically significant growth compared to those that did use the devices. In the second study, during the instructional unit taught in the first study, student conversations were audio recorded. Audio recordings were later transcribed, and the transcriptions coded according to four categories of scientific classroom discourse as described by Cosgrove & Schaverien (1996) and Waight & Abd-El-Khalick (2007). MANOVA results indicated a statistically significant decrease in off content utterances and housekeeping talk during peer-to-peer discourse when one-to-one Chromebooks were not utilized. When the technology was not present, students were more likely to be engaged in content-based conversations rather than off topic discussions, or conversations about the directions of the task and what they were supposed to be doing. In the third study, during the instructional unit taught in the first study, teacher-student conversations were also audio recorded. Audio recordings were later transcribed, and the transcriptions were coded according to Lee & Irving's (2018) Classroom Discourse Analysis Tool (CDAT). MANOVA analysis was conducted to determine differences in teacher-student discourse. There were statistically significant differences in teacher explanations and examples based on student experiences, types of feedback provided, and teacher directions, classroom management and behavior management. However, pairwise comparisons revealed that the differences were attributed to the instructional provider rather than the implementation of 1:1 Chromebooks. While educational technology is not going away, nor does the researcher want it to, there are significant implications to be taken from these studies. Implications and future research opportunities are discussed with the intent to foster conversation about intentionality and best practices for technological implementation. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01