Student achievement has acted as the metric for school accountability and transparency. Administrators are becoming more innovative as they examine methods that will increase student achievement. However, research has shown little achievement gains in student achievement with regard to technology applications in schools. The theoretical framework of the digital divide guided this study. The original divide separated those who had technology and those who did not. The purpose of this study was to examine the differences in achievement scores between students who participated in a one-to-one technology program and students who participated in a traditional high school. The data generated for this study was from the New England Common Assessment Program (NECAP). This study examined 428 scores in mathematics and 429 scores each in reading and writing. To determine whether the one-to-one students outperformed the traditional students in mathematics, reading, and writing, the researcher conducted a t test. The t test indicated that no statistically significant difference existed between the achievement scores of the one-to-one students and those of the traditional student.
|Commitee:||Cipra, David, Feldborg, Eric|
|School:||Grand Canyon University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 78/03(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Secondary education, Educational technology|
|Keywords:||Digital divide, One-to-one technology, Technology integration|
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