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Digital Education: The Impact of Change, Acceleration, and Student Achievement Improvement

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Date Issued:
2019
Abstract/Description:
The aim is to understand if the implementation plan in place by the public school system is exceeding the expectations of the stakeholders or if it is falling below what is expected. This quantitative research examines the English Language Arts (ELA), Florida Standard Assessment (FSA) scores for the state of Florida with a closer inspection of Orange County Public Schools (OCPS) with relation to their digital implementation plan. With an increase in digital technology and amplified emphasis on technology-based learning, the objective of this research was to determine what impact students and schools are experiencing in regards to test scores after the first year of implementation. Data reflects a decrease in gains in relation to ELA test scores, specifically within the year of implementation of technology. With the knowledge of this information the conversation needs to be started about what needs to be done to help this from becoming a permanent issue. There needs to be an allotment for adjustments to allow for the inclusion of strategies to assist in the minimizing of the achievement gap.
Title: Digital Education: The Impact of Change, Acceleration, and Student Achievement Improvement.
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Name(s): Walsh, Sarah, Author
Olan, Elsie, Committee Chair
Puig, Enrique, Committee Member
Jeanpierre, Bobby, Committee Member
Damico, Nicole, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The aim is to understand if the implementation plan in place by the public school system is exceeding the expectations of the stakeholders or if it is falling below what is expected. This quantitative research examines the English Language Arts (ELA), Florida Standard Assessment (FSA) scores for the state of Florida with a closer inspection of Orange County Public Schools (OCPS) with relation to their digital implementation plan. With an increase in digital technology and amplified emphasis on technology-based learning, the objective of this research was to determine what impact students and schools are experiencing in regards to test scores after the first year of implementation. Data reflects a decrease in gains in relation to ELA test scores, specifically within the year of implementation of technology. With the knowledge of this information the conversation needs to be started about what needs to be done to help this from becoming a permanent issue. There needs to be an allotment for adjustments to allow for the inclusion of strategies to assist in the minimizing of the achievement gap.
Identifier: CFE0007740 (IID), ucf:52396 (fedora)
Note(s): 2019-08-01
M.Ed.
Community Innovation and Education, School of Teacher Education
Masters
This record was generated from author submitted information.
Subject(s): digital education -- student achievement -- digital divide -- test scores -- digital equality -- digital competence -- digital native -- digital education policy
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007740
Restrictions on Access: public 2019-08-15
Host Institution: UCF

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