Title of Study:  Improving Mathematics Performance Using Laptop Technology: The Importance of Professional Development for Success

Author(s): David L. Singernail & Pamela J. Buffington

Summary:

A study of the impact of teacher professional development on student learning in specific areas of mathematics with recommendations for future research and student remediation.

Sponsoring entity(s): Maine Education Policy Institute & Maine International Center for Digital Learning, University of Southern Maine funded by US Dept of Ed through a Evaluating State Education Technology Program, (ESETP) grant

Date conducted: 2003-2005

Location of the study: This study can be accessed through the Center for Education Policy, Applied Research, & Evaluation at University of Southern Maine publications. http://usm.maine.edu/cepare

Setting(s) addressed:

• Classroom
• School Site
• District

Targeted population(s):

• Middle School
• In-service educators
• K-12 Teachers

Primary sources of evidence used in the study or report:

• Standardized academic performance measures
• Local/district academic assessment measures
• Interview protocols
• Systematic observations
• Review of existing data

Primary Technology Application(s) Addressed: Laptop Computer for students at school/home

Major education topic(s) addressed:

• Student Learning
• Professional Development
• Curriculum:  Math

Major findings/conclusions:

• By the end of the two year professional development program, teacher content knowledge had significantly increased for the experimental group of teachers
  
  
• Teachers in the experimental group reported higher levels of use of technology in their teaching than did teachers in the control group.
  
  
• Experimental group teachers changed their instructional strategies, and increasingly were integrating the use of laptops into their curriculum and instruction.
  
  
• Students in the experimental group significantly outperformed students in the control group on the section of the MEA mathematics test dealing with Patterns, but there was not a significant difference between the experimental and control group students’ scores on sections of the test pertaining to Numbers and Operations

Practical implications of the findings:

• Sustained professional development, over 20 months or more, is necessary for successful implementation of laptop technology into classroom instruction to effect change in student performance
  
  
• Support and reinforcement of extensive practice of content specific with technology integrated teaching strategies enables positive change in student performance

Reviewer Comments:

This is carefully designed and conducted experimental research with important suggestions for future research to document and deepen understanding of the ways professional development for content specific technology integration increases student performance.

The title of the study may be misleading in that it does not identify the independent effects of laptop computers on learning. However, the study and report fulfill their stated purpose, which was to document the impact of professional development on student performance in mathematics.