Effects of technology integration in K-12 settings

UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
Megan Maltez (Creator)
The University of North Carolina Wilmington (UNCW )
Web Site: http://library.uncw.edu/
Scott Imig

Abstract: This review of literature assessed the use and effect of technology in the K-12 public school setting. Local, state and federal governments annually invest billions of dollars to purchase technology; yet, there is still a great deal of uncertainty and debate about the ability of technology to improve classroom teaching and learning. Several types of technologies are available to enhance student learning in the classroom. Everything from audio and video content to handheld technologies and notebook computing has been used in classrooms, and new WEB 2.0-based technology such as Wikis and Blogs are emerging. While it is impossible for any one researcher to present information for all technologies in use in public classrooms across the United States, the goal of this review is to show what is available, who is in control of the technology and how it can be used in the classroom to enhance the learning process. A primary issue of concern for administrators and policy makers in determining whether or not to implement technology is the lack of statistically significant data indicating the effectiveness of current technologies. While not measured by quantitative analyses of standardized tests, findings suggest that the positive influences of technology integration are revealed through more qualitative research.

Additional Information

A Thesis Submitted to the University of North Carolina Wilmington in Partial Fulfillment of the Requirements for the Degree of Master of Education
Language: English
Date: 2009
Computer-assisted instruction--United States--History, Educational technology--United States--Evaluation
Educational technology -- United States -- Evaluation
Computer-assisted instruction -- United States -- History

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