Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Steven Bingham

Abstract

The purpose of this mixed-methods study was to examine the extent of one-to-one mobile technology implementation on student math achievement as measured by standardized test scores. A second focus was on the extent one-to-one mobile technology implementation has influenced teacher practices in math instruction. A final focus was on the extent that teacher lesson plans support or fail to support technology implementation. The setting for the study was a small rural middle school in the Upstate of South Carolina. The participants consisted of males and females from several ethnicities and socioeconomic classes. A parallel/simultaneous method was used for the study. The results revealed statistically significant differences in student achievement growth between grade levels. The areas of gender, ethnicity, and socioeconomic status did not result in any statistically significant differences. Teacher perceptions of technology and implementation varied. The teachers with greater technology proficiency had lower student growth. Teacher lesson plans included technology implementation to a great extent.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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