The purpose of our research is to determine whether or not the integration of technology in the classroom has been a success for both teachers and students. Our results were based on surveys conducted with teachers amongst grade levels K-8. The purpose of the research was to determine if technology was available and whether or not teachers access it. The result of this research shows that technology does in fact encourage students to read and improves reading comprehension and language arts skills. However this technology does not drive instruction or help with language arts direction.
Statement of Problem
What is the relationship between the teachers’ use of computer technology and student achievement in language arts when computers are used as an instructional support in grades kindergarten through eight?
Literature Review
Computer technology programs can enhance comprehension, vocabulary acquisition, and a motivation for learning. According to J.D. Jones et. Al. (2005), Sat 9 scores in middle school students increased due to using the Merit group and Merit sessions when used for 45 minute increments. The software included tutorials that focused on reading vocabulary, reading comprehension, language expression, math problem solving, math procedures, science and social studies. From these practices, scores were raised in language mechanics, language expression and spelling.
Another study that included Kindergarten age children by Diane H. Tracey and John W. Young (2006) showed growth in print recognition, vocabulary development and oral reading for students engaged in The Waterford Early Reading Program. The Waterford program included practice with automaticity with letter recognition, phonemic awareness, vocabulary, and comprehension.
The students showed growth, however it was minimal. The authors found no single way to improve test scores. They asserted that language arts growth is achieved through high quality language arts programs that include various pieces of quality literature and professional development for teachers.
Some research studies show that computer based language arts programs help to raise scores. Conversely, there are study results that showed that computer software did nothing to improve scores. S. Cramer and A. Smith (2002) studied middle school age students. They divided language arts students into two groups. One group was allowed to use word processing programs and Power Point presentations. The other group did not have access to the programs. They found that just allowing students to use word processing programs such as Power Point did not raise scores.
Norman Higgins and Laura Hess (2000) also found little change in the third grade vocabulary scores when the students used electronic books. Electronic books consist of literature put onto a CD which includes both text and pictures.
B. Kramarski and Y. Feldman (2000) studied comprehension and motivation scores in middle school students. They studied students that had access to the internet and those who did not. They found no difference in comprehension scores, but found a difference in motivation scores. This was evidenced by the engagement levels of students with internet access.
Definition of terms
For purposes of this study, the term computer technology applies to any
computer program used to facilitate language arts instruction.
Hypothesis
After deciding to research teachers’ attitudes concerning computer technology’s effects on instruction, we constructed a few theories. Our first theory was that teachers believe computer technology (e.g. computer programs and software) would enhance their students’ language arts skills. Second, teachers are required to instruct students in technology usage, so we deduced that teachers make use of technology in their classrooms to plan and guide their instruction. Third, computers are motivating in our classrooms, so it is reasonable that we hypothesize that other teachers would have students use computers as encouragement to increase reading behaviors and language arts skills.
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