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ERIC Number: ED548722
Record Type: Non-Journal
Publication Date: 2012
Pages: 113
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-3213-4
The Effects of Technology Instruction on the Academic Achievement of Fifth Grade Students
Davis, Karen Cortina
ProQuest LLC, Ed.D. Dissertation, Liberty University
A digital native is an individual born between 1981 and 2001, and children born after 2001 are called millennials. Educators are expected to meet the needs of today's technologically savvy students. Some researchers assert that an academic "moral panic" is taking place that lacks the empirical and theoretical knowledge to support the claims that education needs to change to meet the needs of digital natives and millennials. The problem is that considering that the majority of students today are digital natives are educators meeting the learning needs of their students. This research study focused on the use of instructional technology and how it effects student achievement for fifth grade science and math instruction. Using the 2010 and 2011 math and science CRCT test scores, the SPSS statistical software was employed to run an independent sample t test to measure the mean difference between the experimental and control groups. The results found that the use of technological instruction in this instance did not increase student academic achievement. Descriptors: Digital Native, Digital Immigrant, Millennials, Nonconformist, Whiteboard, PowerPoint, Instructional Technology, e-learning, Web 1.0, and Web 2.0 [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A