The Impact of Professional Development Involving Technology on Reading Achievement

• In Event: 52.083 - Roundtable Session 19
  In Roundtable Session: 52.083-8 - Finding Answers: Using NAEP Data to Guide Research

Abstract

The purpose of this non-experimental quantitative study was to analyze the results of the eighth grade 2011 National Assessment of Educational Progress (NAEP) in Reading in order to determine if teachers’ technology professional development influenced student achievement. The researcher used variables such as students’ School Lunch Eligibility, gender, and teachers’ professional development involving technology use in the classroom. It accounted for 36% of the variance in Reading. In today’s society, technology continues to remain at the forefront of everything educators do. Therefore, educators must rise to the occasion and begin to incorporate many facets of technology into their curricula. Common Core Standards mandate all teachers to not only address technology, but also infuse it into today’s classrooms.

Authors

• Dawn-Marie Sealy, St. John's University

• Marcella Mandracchia, St. John's University