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THE EFFECTS OF INTEGRATING TECHNOLOGYINTO AN 8TH GRADE SCIENCE CURRICULUM

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Date Issued:
2005
Abstract/Description:
The growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude surveys, student and parent correspondence as it relates to the study such as parent notes and e-mails, and classroom observation notes. Several conclusions were made. The effects of technology on student performance as originally planned was inconclusive in this study. It was found that there was no correlation between typing assignments and student performance. Students felt that technology increased their academic performance. Students had positive attitude towards science class though the percentage decreased during the study. Students enjoyed using technology, saw it as a benefit, felt it helped them with publishing and improved their attitudes towards technology.
Title: THE EFFECTS OF INTEGRATING TECHNOLOGYINTO AN 8TH GRADE SCIENCE CURRICULUM.
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Name(s): Brunton, Gregory, Author
Jeanpierre, Bobby, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2005
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude surveys, student and parent correspondence as it relates to the study such as parent notes and e-mails, and classroom observation notes. Several conclusions were made. The effects of technology on student performance as originally planned was inconclusive in this study. It was found that there was no correlation between typing assignments and student performance. Students felt that technology increased their academic performance. Students had positive attitude towards science class though the percentage decreased during the study. Students enjoyed using technology, saw it as a benefit, felt it helped them with publishing and improved their attitudes towards technology.
Identifier: CFE0000375 (IID), ucf:46338 (fedora)
Note(s): 2005-05-01
M Ed
Education, Department of Teaching and Learning Principles
Masters
This record was generated from author submitted information.
Subject(s): technology
technology integration
attitude
science
student performance
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0000375
Restrictions on Access: public
Host Institution: UCF

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