Effects of Technology Immersion on Middle School Students' Learning Opportunities and Achievement

Autor/inn/en	Shapley, Kelly; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny
Titel	Effects of Technology Immersion on Middle School Students' Learning Opportunities and Achievement
Quelle	In: Journal of Educational Research, 104 (2011) 5, S.299-315 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Middle Schools; Student Attitudes; Mathematics Achievement; Educational Technology; Technology Integration; Computer Uses in Education; Comparative Analysis; Laptop Computers; Faculty Development; Technical Assistance; Computer Literacy; Interaction; Small Group Instruction; Discipline; Reading Achievement; Likert Scales; Poverty; Disadvantaged Youth; Class Activities; Texas + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtsmedien; Computernutzung; Laptop computer; Laptop; Computer; Digitalrechner; Technische Hilfe; Computerkenntnisse; Interaktion; Disziplin; Leseleistung; Likert-Skala; Armut; Benachteiligter Jugendlicher
Abstract	An experimental study of the Technology Immersion model involved comparisons between 21 middle schools that received laptops for each teacher and student, instructional and learning resources, professional development, and technical and pedagogical support, and 21 control schools. Using hierarchical linear modeling to analyze longitudinal survey and achievement data, the authors found that Technology Immersion had a positive effect on students' technology proficiency and the frequency of their technology-based class activities and small-group interactions. Disciplinary actions declined, but treatment students attended school somewhat less regularly than control students. There was no statistically significant immersion effect on students' reading or mathematics achievement, but the direction of predicted effects was consistently positive and was replicated across student cohorts. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10