Thesis

Technology Access in the Common Core State Standards and Student Performance

Access to technology in the classroom is expanding rapidly across the United States. Most recently, school districts have received extra funding as part of the monies being pushed out to schools to support the Common Core State Standards (CCSS). This study was conducted to show if there was a correlation between student access to technology and performance on the district-wide English Language Arts (ELA) benchmark test. Technology access and ELA benchmark scores of seventh and eighth grade students were compared at two schools in the Grove Union Elementary School District. One school had more computers in the classroom, more access to the computer lab, and mobile iPad carts which are shared in the grade level. This site also had a technology focus with the support of a site instructional coach who is very passionate and knowledgeable about instructional technology. The other school had limited classroom computer, less access to computer labs, and no mobile iPad carts. The initial findings suggested access to technology does affect student performance based on the performance of students enrolled in courses, which offer more access to technology, compared to those who do not. Further study will be needed, however the results suggested that a relationship between student achievement and increased access to technology exists. Additionally the researcher suggests as more and more districts secure funding to implement greater access to technology in the schools, teachers must be supported in building shared knowledge to embrace the power technology has to positively change the education of students’ lives.

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