Achievement Impacts from a K-12 Mathematics Technology Scale-Up Statewide
Sarah Brasiel, Utah State University, United States ; Taylor Martin, O'Reilly Media, United States ; Soojeong Jeong, Kevin Lawanto, Clarence Ames, Min Yuan, Utah State University, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Educational technology can support mathematics teachers to develop students’ mathematical understanding and achievement. Despite the recognized benefits, not all technology products are educationally meaningful for students, and many teachers have challenges integrating technology into their instruction. Approximately 200,000 K-12 students were able to have access to 11 mathematics software programs through funding by the state legislature. We assessed achievement gains for these students in comparison to similar students in the state. We also surveyed teachers to understand the successes, challenges, and barriers to implementation. There were only two products where statistically significant achievement differences were found between the intervention and control groups. However, the effect size of the difference exceeded 0.16 for six products when students met the recommended benchmark for usage. We also share a high level overview of the feedback from the teachers.
Brasiel, S., Martin, T., Jeong, S., Lawanto, K., Ames, C. & Yuan, M. (2016). Achievement Impacts from a K-12 Mathematics Technology Scale-Up Statewide. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2790-2795). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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