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ERIC Number: ED546696
Record Type: Non-Journal
Publication Date: 2012
Pages: 115
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-9700-0
ISSN: N/A
Technology-Enhanced Learning: The Effects of 1:1 Technology on Student Performance and Motivation
Spears, Susan Annette
ProQuest LLC, Ed.D. Dissertation, University of West Florida
Accessibility of computers in the classroom is a major concern facing American students. To help meet U.S. technology education requirements, initiatives are in place throughout many school districts to increase the accessibility of computers for students to a ratio of 1:1. Although the number of technological devices placed in students' hands is important, it is equally important to assess and determine instructional utility and human factors resulting from the technology. The significant investment of 1:1 initiatives requires substantial evaluation of goals and outcomes to provide data concerning student performance and attitudes towards 1:1 technology. While educational opportunities are afforded through 1:1 access, and lead to measurable increases in student performance and motivation, there is also critical concern pertaining to benefits over liabilities (Weston & Bain, 2010). The researcher used a quasi-experimental design in this study to investigate the effects of 1:1 technology in the form of computing handheld devices on student performance and motivation in technology-enhanced classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A