The Impact of Technology Use and Teacher Professional Development on U.S. National Assessment of Educational Progress (NAEP) Mathematics Achievement

Autor/inn/en	Havard, Byron; Nguyen, Giang-Nguyen; Otto, Barbara
Titel	The Impact of Technology Use and Teacher Professional Development on U.S. National Assessment of Educational Progress (NAEP) Mathematics Achievement
Quelle	In: Education and Information Technologies, 23 (2018) 5, S.1897-1918 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Havard, Byron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-018-9696-4
Schlagwörter	Technological Literacy; Faculty Development; National Competency Tests; Mathematics Achievement; Pedagogical Content Knowledge; Mathematics Instruction; Mathematics Teachers; Grade 4; Technology Uses in Education; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Technisches Wissen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The purpose of this study was to determine the impact of technology use and teacher professional development on students' mathematics academic achievement. The U.S. Department of Education National Assessment of Educational Progress (NAEP) published results for mathematics assessments for Grade 4 from the years 2005-2015 served as the dependent variable. Specific items related to technology use and professional development selected from both student and mathematics teacher questionnaires served as the independent variables. The Technological Pedagogical and Content Knowledge (TPACK) was used as a framework to guide this research. Data analyses revealed significant differences across multiple variables and multiple years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01