NotesFAQContact Us
Search Tips
ERIC Number: ED550588
Record Type: Non-Journal
Publication Date: 2013
Pages: 272
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-5981-5
What Is the Impact of Full Access to Technology on the Achievement of the Hispanic Student?
Carr, John E., Jr.
ProQuest LLC, Ed.D. Dissertation, Drexel University
The problem studied in this research was whether the impact of full access to technology both at home and in school would affect the achievement of Hispanic students. The purpose of this study was to examine the relationship between the access to technology and the achievement of the Hispanic students at a suburban middle school. What are the factors affecting the achievement of Hispanics in the U.S. education system? The achievement of the Hispanic student is central to the question and the purpose of this research. The Pew Hispanic Center (2004) identifies the critical indicators of the lack of achievement as lower grades in classes, lowers rates of high school graduation, and lower college enrollment. Hansen (2005) identifies several additional causes of the lack of school success. The challenges for students in our schools in the 21st century are significant. There is a mandate for the acquisition of 21st century skills for all students to compete in a rapidly changing world. Rigor in education in the twenty first century is defined in the acquisition of the skills of critical thinking, problem solving, communication, collaboration, creativity, financial and health literacy, and global awareness. The advances of technology are evident in every economic, social, and cultural setting. This research identified factors of student and teacher expectations relative to technology, the types of access both at home and in school, and the types of tasks performed in each setting that will improve achievement. This was a mixed methods study using quantitative and qualitative approaches. The qualitative study was grounded theory in which the combined analysis and research of these factors produced an actionable theory that could improve academic achievement for this important group of students. These outcomes included the positive effect of access to technology on achievement, that parent involvement had an important impact on student achievement and that student skills in one content area mandated instructional and program change to enhance technology use. [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: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A