Technology Integration in Middle School Mathematics and Reading Achievement: Implications for School Leaders

Educational leaders must support teachers in facilitating successful technology integration to impact teaching and learning. To provide this support, leaders need to understand what comprises effective integration of technology to have an impact on student achievement. This study examined the relationship between the degree to which school campuses had implemented technology into teaching and learning and the corresponding impact on student performance in reading and mathematics. The Texas Assessment of Knowledge and Skills (TAKS) scores for all Texas middle schools for the school year 2010-11 were correlated with three components in the Teaching and Learning area of the Texas Campus Student Technology and Readiness (STaR) Chart. Probit regression analyses of the three target areas on the student scores showed that Patterns of Classroom Use and Content Area Connections were each significantly uniquely predictive of achievement results. Leaders should ensure that teachers are equipped to integrate technology in their content.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Professional Leadership

Grantor

University of Houston

Year dc:date.issued

2013

Author dc:creator

• Wade, Rhonda Ruth

Advisor dc:contributor.advisor

• McNeil, Sara G.

Committee members dc:contributor.committeemember

• Amine, Rayyan
• Pierson, Melissa E.
• McCoy-Jackson, Sandra

• Technology integration
• Middle schools
• Mathematics
• Reading

Statement dc:rights

• The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/10657/928

OAI identifier oai:identifier

oai:uh-ir.tdl.org:10657/928