L. - UW-Stout

Using Technology Tools in the Public School Classroom

by Rose Young A Research Paper

Submitted in Partial Fulfillment of the

Requirements for the

Master of Science Degree

III

Education

Approved: # (2) Semester Credits

l.

The Graduate School

University of Wisconsin-Stout

December, 2008

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The Graduate School

University of Wisconsin-Stout

Menomonie, WI

Author:

Young, Rose

Title:

Using Technology Tools in the Public School Classroom

Graduate Degree/ Major: MS EducationlProfessional Development

Research Adviser: Jim Lehmann, Ed.D.

MonthNear:

December, 2008

Number of Pages: 59

Style Manual Used: American Psychological Association, 5th edition

ABSTRACT

The purpose of this study was to detennine the effect that computer technology use in the classroom had on students' grades, motivation, attitude and attendance. Teacher/student technology surveys were used to measure teacher use, student use, and overall use of technology in the classroom. The sample for this study consisted of teachers from the Kaiserslautern School District. Results of the study indicated that teachers' technology use, students' technology use, and overall technology use depended on how well the teacher used the technology in the classroom. For the most part, the use of technology was motivating for the students, but it had no significant positive effect on their grades and/or attendance, including "at risk" students. In addition, the study found that the continued use of technology was low among the teachers in the sample. These results suggest that for technology to be effective and make changes in students' grades, motivation, attitude, and attendance, schools must be prepared for technology use in the classroom. Leaders must develop a model of implementation that includes a shared vision among

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teachers and leaders and includes entire school community involvement. They must also offer consistent and specific training for staff, time during the school day for the training, a full-time technology director, and time for the staff to communicate and share with peers for technology to be an effective tool in the classroom curriculum.

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The Graduate School

University of Wisconsin Stout

Menomonie, WI

Acknowledgments I would like to acknowledge Amy Gullixson for her endless help with the requirements for graduation. I must have asked her a million questions. I would also like to acknowledge Jim Lehmann, my thesis advisor, for his encouragement and opinions.

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TABLE OF CONTENTS

ABSTRACT

ii

Chapter I: Introduction

I

Statement ofthe Problem

4

Purpose ofthe Study

5

Research Questions

5

Assumptions ofthe Study

6

Definition ofTerms

6

Limitations ofthe Study

8

Methodology

8

Chapter II: Literature Review

10

Student-Centered Technology in the Classroom

II

Children ofthe Technology Tools Revolution

12

Student Learniing with Technology

13

The Use of Technology Tools to Support Reading Skill Development

15

Writing and Technology Tools

16

Government Support and Standardized Testing

17

Barriers to Teachers' Use ofComputers

19

Technology Assessment

21

Teacher Training

26

Summary

27

Chapter III: Methodology

29

Subject Selection and Description

29

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