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The Impact of a One-to-One Laptop Te...

Ruch, Michael A.

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The Impact of a One-to-One Laptop Technology Initiative On Student Achievement in a High School American History Course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of a One-to-One Laptop Technology Initiative On Student Achievement in a High School American History Course./
Author:	Ruch, Michael A.
Description:	226 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707376
ISBN:	9781321820096

The Impact of a One-to-One Laptop Technology Initiative On Student Achievement in a High School American History Course.
Ruch, Michael A.

The Impact of a One-to-One Laptop Technology Initiative On Student Achievement in a High School American History Course. - 226 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2015.

One-to-one laptop technology initiatives are expanding to provide improved engagement, classroom management, and instructional strategies to increase achievement scores. The research problem was to assess the impact of the one-to-one technology initiative on achievement scores and instructional strategies in American History. The purpose and significance was to investigate the impact of one-to-one initiatives in order to provide data for policy-makers and educators. The quantitative research question investigated the impact of a one-to-one laptop technology initiative on American History end-of-course achievement scores. Quantitative sub-questions investigated the impact that the use of technology had on the social studies achievement scores of male, female, socioeconomic, special education, college preparatory, and non-college preparatory sub-groups. The qualitative research question investigated the impact on instructional strategies of the teachers. The concurrent embedded mixed methods research design used single-factor ANOVA testing with post hoc Scheffe tests to conclude aggregate scores statistically improved the aggregate scores after the implementation of one-to-one technology, but only the college preparatory students among sub-groups. The qualitative data themes suggested consistent teacher perceptions of improved student engagement and technology skills; supportive administrative leadership and technical support; use of the technology initiative for assessment and end-of-course exam preparation; and the overall benefits and challenges. However, the teachers had inconsistent perceptions of professional development and eMINTS instructional strategies which impacted the final results. The results suggest one-to-one laptop initiatives supported by student-centered, inquiry-based instruction using the eMINTS model of professional development positively impact achievement scores.

ISBN: 9781321820096Subjects--Topical Terms:

517670
Educational technology.

The Impact of a One-to-One Laptop Technology Initiative On Student Achievement in a High School American History Course.
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245 1 4 $a The Impact of a One-to-One Laptop Technology Initiative On Student Achievement in a High School American History Course.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Carl Holschen.
502 $a Thesis (Ed.D.)--Missouri Baptist University, 2015.
520 $a One-to-one laptop technology initiatives are expanding to provide improved engagement, classroom management, and instructional strategies to increase achievement scores. The research problem was to assess the impact of the one-to-one technology initiative on achievement scores and instructional strategies in American History. The purpose and significance was to investigate the impact of one-to-one initiatives in order to provide data for policy-makers and educators. The quantitative research question investigated the impact of a one-to-one laptop technology initiative on American History end-of-course achievement scores. Quantitative sub-questions investigated the impact that the use of technology had on the social studies achievement scores of male, female, socioeconomic, special education, college preparatory, and non-college preparatory sub-groups. The qualitative research question investigated the impact on instructional strategies of the teachers. The concurrent embedded mixed methods research design used single-factor ANOVA testing with post hoc Scheffe tests to conclude aggregate scores statistically improved the aggregate scores after the implementation of one-to-one technology, but only the college preparatory students among sub-groups. The qualitative data themes suggested consistent teacher perceptions of improved student engagement and technology skills; supportive administrative leadership and technical support; use of the technology initiative for assessment and end-of-course exam preparation; and the overall benefits and challenges. However, the teachers had inconsistent perceptions of professional development and eMINTS instructional strategies which impacted the final results. The results suggest one-to-one laptop initiatives supported by student-centered, inquiry-based instruction using the eMINTS model of professional development positively impact achievement scores.
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773 0 $t Dissertation Abstracts International $g 76-10A(E).
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