Technology Integration: Does it help or hinder student learning?

1. Andrea M. Stern CBSE 7202T- Seminar in Applied Theory & Research 2 Midterm Presentation Technology Integration: Does it help or hinder student learning?

2. Table of Contents • Research Design Slide 3 • Proposed Data Slide 4 • Threats to internal validity Slide 5 • Threats to external validity Slide 6 • Pre-test/Post-test Results Slide 7 • Sample Student Surveys Slide 8 • Proposed Data Analysis and Correlation Slide 9 • References Slide 12

3. Research Design • Pre-experimental Design • One group of twenty four non-randomly assigned students, with no controlled group • Symbolic Design: OXO • The single group of participants (O) will be pre-tested before being given the treatment (X), and a post-tested (O) in order to determine the experiment’s success.

4. Proposed Data • Pre-test and Post-test: Teacher administers a pre-test before technology integration. Teacher will then integrate technology, and give students the same test as a post-test to see what knowledge has been obtained through the use of technology. • Student Survey: Teacher gives each student the same survey which looks at personal opinions, student habits, and student demographic data.

5. Threats to Internal Validity • History: Unforeseen schedule changes/ student or teacher absences • Maturation: Four weeks of exposure, possible growth • Testing/Pre-test Sensitization: Pre-test offers a glimpse of what to look for during integration of technology • Instrumentation: Tools created by researcher, possible bias based upon student knowledge • Mortality: Student absences/ Guardian requests student no longer participates. • Differential Selection of Subjects: Technology not offered at school, not available in the homes • Selection-Maturation Interaction: Student maturity and growth differs • Generalizable Conditions: Student interest in technology will vary

6. Threats to External Validity • Pre-test Treatment: Pre-test given, students may try to memorize information • Specificity of Variables: Researcher did not influence gender selection, social studies lessons vary on type of technology that can be integrated. • Experimenter Effects: Researcher previously worked with experimental group (students), biased questions could be created.

7. Pre-Test/Post-Test Results

8. Sample Student Surveys • I study for social studies on the computer ______________ hours a week. • 1 hours 2 hours 3 hours 4 or more hours • It is important to learn about social studies using the computer. • Strongly Agree (4) Agree (3) Disagree (2) Strongly Disagree (1) • Using the computer to learn social studies helps improve my grades. • Strongly Agree (4) Agree (3) Disagree (2) Strongly Disagree (1)

9. Correlation of post-test averages to opinion of using computers to learn social Studies

10. Correlation of post-test averages to hours studied per week

11. Correlation of post-test averages to personal opinion of grades improving

12. References • O’Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPoint slides]. • Retrieved from: http://bbhosted.cuny.edu/webapps/portal/