Does Adding Technology Matter? Results of a Three-Year Study With 2,300 Underrepresented Middle School Students

• In Event: 16.038 - Restructuring Instruction Through Technology

Abstract

This research is a mixed-methods, 3-year study investigating the effects of science and mathematics teacher professional development (PD) on teachers in 2 middle schools in neighboring rural, low-income districts in a southeastern U.S. state. The 21 teachers experienced 2-3 years of inquiry-based, technology-infused PD. We collected state end-of-grade (EOG) mathematics and science assessment data for a total of 2300 students. We found that there were significant increases in both the teachers’ reform-based teaching beliefs and comfort using new technologies, demonstrating a transformative shift. Students who had more project teachers earned significantly higher EOG assessments; this effect was significant for African American but not Caucasian students, with the most impressive gains for students with project teachers for all 3 years.

Authors

• Margaret R. Blanchard, North Carolina State University

• Catherine LePrevost, North Carolina State University

• Dell Tolin, North Carolina State University

• Kristie Gutierrez, North Carolina State University