A Mixed-Method Study of One-to-One Mobile Technology Implementation in Math in a Rural Middle School

Autor/in	Deaton, Maxie N., Jr.
Titel	A Mixed-Method Study of One-to-One Mobile Technology Implementation in Math in a Rural Middle School
Quelle	(2017), (73 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Gardner-Webb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-8835-8
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; Rural Schools; Middle Schools; Handheld Devices; Program Implementation; Mathematics Achievement; Influence of Technology; Mathematics Instruction; Teacher Attitudes; Technology Uses in Education; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Mittelschule; Mittelstufenschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The purpose of this mixed-methods study was to examine the extent of one-to-one mobile technology implementation on student math achievement as measured by standardized test scores. A second focus was on the extent one-to-one mobile technology implementation has influenced teacher practices in math instruction. A final focus was on the extent that teacher lesson plans support or fail to support technology implementation. The setting for the study was a small rural middle school in the Upstate of South Carolina. The participants consisted of males and females from several ethnicities and socioeconomic classes. A parallel/simultaneous method was used for the study. The results revealed statistically significant differences in student achievement growth between grade levels. The areas of gender, ethnicity, and socioeconomic status did not result in any statistically significant differences. Teacher perceptions of technology and implementation varied. The teachers with greater technology proficiency had lower student growth. Teacher lesson plans included technology implementation to a great extent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01