Student achievement with technology incorporation

Technology has become a core part of the global society. 21st century skills such as inventive thinking, effective communication and problem-solving skills using technology are a integral part of a comprehensive education for today's students. Past research demonstrates that there are a wide variety of strategies used to incorporate technology into classrooms and that it is hard to determine if any particular strategy is better than others. This study examined the effects on student achievement when technology was incorporated on a regular basis, on average two hours per week, on student achievement. Quantitative data from pre and post tests was used to determine the level of student achievement in control and experimental student participant groups in a low-income, high minority population public middle school. This study found that there was no significant difference in student achievement, despite the regular incorporation of technology in the Language Arts curriculum. It was concluded that there were several factors such as over-planning, un-tested lessons and different levels of teaching experience that could have been the reason for the lack of student achievement difference. KEYWORDS: Technology incorporation, 21st century skills, Language Arts, student achievement