Title of Study:  Evaluation of the Impact of the Enhancing Education Through Technology Project on Mathematics Achievement

Author(s):  John Cradler, Ruthmary Cradler, Ric Barline

Summary:

This study reports preliminary results of the first year of implementing a grant-funded technology integration program.  The program uses MathScore software as an instructional intervention to supplement math instruction in grades 4-7 in combination with interactive whiteboards, additional classroom computers, technology applications related to the math textbook adoption and professional development for teachers.

Sponsoring entity(s):  Del Norte County Unified School District

Date conducted:  2008-09

Location of the study: This study can be accessed through the Del Norte County Unified School District website at: http://www.delnorte.k12.ca.us/webfiles/Impact%20of%20the%20EETT%20v8.pdf.

Setting(s) addressed:

* Classroom

Targeted population(s):

* Elementary

* Middle school

Primary sources of evidence used in the study or report:

* Student and teacher surveys

* District benchmarking assessment

* California Standards Test

Primary Technology Application(s) Addressed:

* Instructional software

Major education topic(s) addressed:

* Math

Major findings/conclusions:

* 92% of teachers self-reported implementing new instructional strategies or activities as a result of the professional development, increased availability of technology and district support from the EETT project.  Changes in instruction included methods of presentation of material, use of MathScore software and other uses of technology in the classroom.

* Teachers reported that their own average use of technology in their curriculum rose from “some use” to “extensive use” during the course of the EETT project.

* Teachers reported that students’ skills improved, both in math and general study skills, as a result of the technology integration program.

* Students self-reported that the use of MathScore improved their math skills, helped them solve problems faster, and improved their math grades.

* Students who used MathScore six or more hours during the school year improved CST math scores over their own performance the previous year, with the largest increases in the advanced and proficient categories.  Students who used MathScore fewer than six hours had an average slight decrease in CST math scores over their own scores the previous year.

Practical implications of the findings:

* The integrated program of professional development, increased technology availability and support influenced teachers’ use of technology in instruction.

* The greatest needs for additional assistance reported by teachers were professional development on the technology programs that accompany textbooks and assistance using online math resources.

Reviewer Comments:

* Instructional software was used to supplement, rather than replace classroom instruction.

* Each classroom was used as its own control, with comparisons made between students using MathScore software more than 6 hours during the school year and those using the software less than 6 hours during the year.  Therefore the experimental and control groups were self-selected.

* Only one school was used for student achievement data in the first year of the project, because other schools did not have the technology in place for the entire school year.

Author(s): John Cradler, Ruthmary Cradler, Ric Barline

This study reports preliminary results of the first year of implementing a grant-funded technology integration program.  The program uses MathScore software as an instructional intervention to supplement math instruction in grades 4-7 in combination with interactive whiteboards, additional classroom computers, technology applications related to the math textbook adoption and professional development for teachers.

Sponsoring entity(s): Del Norte County Unified School District

Date conducted: 2008-09

Location of the study: This study can be accessed through the Del Norte County Unified School District website.

• Classroom

• Elementary
• Middle school

• Student and teacher surveys
• District benchmarking assessment
• California Standards Test

• Instructional software

• Math

• 92% of teachers self-reported implementing new instructional strategies or activities as a result of the professional development, increased availability of technology and district support from the EETT project.  Changes in instruction included methods of presentation of material, use of MathScore software and other uses of technology in the classroom.
  
  
  
• Teachers reported that their own average use of technology in their curriculum rose from “some use” to “extensive use” during the course of the EETT project.
  
  
  
• Teachers reported that students’ skills improved, both in math and general study skills, as a result of the technology integration program.
  
  
  
• Students self-reported that the use of MathScore improved their math skills, helped them solve problems faster, and improved their math grades.
  
  
  
• Students who used MathScore six or more hours during the school year improved CST math scores over their own performance the previous year, with the largest increases in the advanced and proficient categories.  Students who used MathScore fewer than six hours had an average slight decrease in CST math scores over their own scores the previous year.

• The integrated program of professional development, increased technology availability and support influenced teachers’ use of technology in instruction.  
  
  
  
• The greatest needs for additional assistance reported by teachers were professional development on the technology programs that accompany textbooks and assistance using online math resources.

• Instructional software was used to supplement, rather than replace classroom instruction.
  
  
  
• Each classroom was used as its own control, with comparisons made between students using MathScore software more than 6 hours during the school year and those using the software less than 6 hours during the year.  Therefore the experimental and control groups were self-selected.
  
  
  
• Only one school was used for student achievement data in the first year of the project, because other schools did not have the technology in place for the entire school year.