Teacher Technology Use and State Accountability Scores: A Correlational Study
Date of Degree
Doctor of Philosophy (PhD)
This study was an exploratory study that sought to find a positive correlation between teachers' perceived use of technology and successful test scores as measured by state indicators.
This was an exploratory study that sought to find a positive correlation between teachers' perceived use of technology and successful test scores as measured by state indicators. As more districts purchase expensive technology to assist teachers in reaching the lofty goals set by the state, it is important for administrators and local school board members to know whether or not the purchases are in fact an enhancement to the education process. As districts receive funds from the state, it is equally important for legislators and other state policymakers to have an understanding of the relationship or non-relationship between student learning and technology. The research design employed was correlational intended to assess the relationship between the percent of secondary students meeting passing standards on the state accountability exams for reading and mathematics and teacher responses to the Texas School and Technology Readiness Chart (STaR). The exams used were the reading and math sections of the Texas Assessment of Knowledge and Skills (TAKS). The study populations were schools with enrollments over 100 students in an educational service region located in Texas. The scores were all based on campus results therefore no individual student or teacher scores were used in this study. This research was similar in nature to a study performed by the Texas Education Agency. As in that study, this study indicated that positive correlations did exist although they were all very slight in nature.
Borjes, Robert L., "Teacher Technology Use and State Accountability Scores: A Correlational Study" (2012). Theses & Dissertations. 251.
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