The Impact of Instructional Technology on Student Academic Achievement in Reading and Mathematics

Middleton, Betty M., Murray, Richard K., International Journal of Instructional Media

ABSTRACT

This study examined the relationship between levels of technology implementation in the classroom and standardized test scores in reading and mathematics in grades four and five. A sample of teachers (n=107) were surveyed using the Levels of Technology Implementation (LoTi) Instrument to determine their personal level of technology implementation in their classroom. Standardized test achievement scores in reading and mathematics were gathered from the teachers' students (n=2574) for analysis to determine whether a significant difference existed in achievement between students from teachers who characterized themselves as low level users of technology in their classroom. Results showed a significant difference in both math and reading scores among the fifth grade students. However, no significant difference was found among the fourth grade students.

INTRODUCTION

Today's business and industrial leaders are emphasizing the need for workers who are adequately prepared for the technical jobs of the future (Kazi-Ferrouil-let, 1989). These leaders have further emphasized the need to restructure public education to better prepare students for this technical environment (David, 1991; Kearns, 1988; Mitchell & Encamation, 1984; Seeley, 1988). Furthermore, business leaders continue to emphasize the need for advancing technologies from the industrial and political world into the instructional programs of public schools (Ambach, 1992; Goodlad, 1984).

Public education must prepare students to make effective use of technology which they will need in the 21st century (Moursund, 1991b). As students move from school-to-work, they will need a wide range of skills, including strong communication and interpersonal skills and math and technology skills (Stintson, 1993). For education to be successful, public schools must make current technologies available to students that are already available in the business world (Davis & Henry, 1993). For this transition to properly occur, students must become actively involved, and teachers must be given the resources and training needed to properly implement technology (Hill, 1992; Moursund, 1991, 1992; National Academy of Sciences [NAS], 1995; Pearlmati, 1999; Stintson, 1993). In support of education's reform efforts, many schools and school districts across the nation have made monumental changes by incorporating technology into their restructuring efforts. However, the key to a successful partnership between educational reform and technology lies in educational leaders developing curriculum and instructional methods and goals that use technology as a support tool to improve the way teachers teach and children learn (NAS, 1995; Sheingold & Tucker, 1990).

Despite research on the importance of technology …

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Publication information: Article title: The Impact of Instructional Technology on Student Academic Achievement in Reading and Mathematics. Contributors: Middleton, Betty M. - Author, Murray, Richard K. - Author. Journal title: International Journal of Instructional Media. Volume: 26. Issue: 1 Publication date: Winter 1999. Page number: 109. © 1999 Westwood Press, Inc. COPYRIGHT 1999 Gale Group.

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