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Enhancing Technology Skills and Science Content in Middle School: The DAMSALS-2 Evaluation

This presentation discusses the evaluation of the DAMSALS-2 project, aimed at improving technology skills and science content knowledge among teachers and students in Northeastern Louisiana. Funded by NSF, the project set out to enhance educators' IT proficiency, boost student achievement, and contribute to the USA IT professional pipeline. Through pre-post assessments, significant gains in teachers' technology skills and content knowledge were identified, highlighting both successes and challenges faced during implementation. Insights into assessment methods and outcomes are shared, with implications for future projects.

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Enhancing Technology Skills and Science Content in Middle School: The DAMSALS-2 Evaluation

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  1. Measurement of Technology Skills, Attitudes, and Science Content in NSF/ITEST DAMSALS-2 by Gerald Knezek & Rhonda Christensen University of North Texas, USA DAMSALS-2 Evaluators Presented to the American Evaluation Association Annual Conference Toronto, Canada October 27, 2005

  2. About DAMSALS-2 • Delta Agriculture Middle School Applied Life Science (DAMSALS) • Northeastern Louisiana (Mississippi Delta) • 1 of 13 funded for 3-yrs. By NSF in 2003 • Primary goals: • Enhance IT skills in teachers & students • Improve teacher content knowledge • Increase student achievement • Feed USA IT professional pipeline • Secondary goal: • Collect data to extract common findings across projects

  3. Evaluation of DAMSALS-2 • Institute for Integration of Technology into Teaching and Learning (IITTL) • Pre-Post Assessments for • Magnitude of Change (ES) • Technology Skills for Teachers/Students • Content Knowledge for Teachers/Students • Classroom Behaviors of Teachers • Student Achievement • State-wide, national comparison groups

  4. Instrument What it Measures When?

  5. Instrument What it Measures When?

  6. Findings • Large teacher gains: • Technology Skills ES = .87 (Time 1 to Time3) • Curriculum Integration Skills ES = 1.05 (Time 1 to Time 3) • Content Knowledge ES = 1.95 (PrePost Institute) • Practice students at summer institute asset • Teachers regressed by end of school yr.somewhat in Attitudes (ES = -.21) • Student gains during school year: • IT Attitude ES = -.04 (Time of year measurement factor) • Technology skills ES = .19 • Older students appear to gain in achievement: • 8th grade LEAP ES = +.23 2004-05 (state went down) • 7th grade ITBS 54 to 57 NPR 2004-05 (48-49 statewide)

  7. Challenges Regarding Teachers • Small n of teachers • Incoming skills varied • Attrition is issue • Local support uncontrollable • Gathering data problematic • Measurement of science content knowledge

  8. Challenges Regarding Students • Project too short to expect achievement gain (need longitudinal follow up) • Measurement of achievement varies by grade level • Characteristics of classes (6th, 7th, 8th) vary within one school • Selection of appropriate comparison group is problematic • Proving positive impact is due to ITEST is difficult

  9. Challenges Across Projects • Agreement on Instruments • Forum to Exchange Results • Like PT3 collaborative exchanges • Local time/resources to support sharing

  10. For Further Information • About Project: • Patty’s name or URL here • About Instruments: • http://www.iittl.unt.edu • About Evaluation Issues: • Gknezek@gmail.com • Rhonda.Christensen@gmail.com

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