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ERIC Number: ED555212
Record Type: Non-Journal
Publication Date: 2013
Pages: 104
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-8740-1
Student Access to Technology and Its Impact on Achievement
Griffin, Jill
ProQuest LLC, Ed.D. Dissertation, Southern Illinois University at Edwardsville
One to One technology initiatives are a national trend, but something districts must weigh heavily as they are costly. The purpose of this study is to explore the One to One initiative in a middle school as it relates to student achievement and reducing economic disparity. Bourdieu's Cultural Capital Theory applies to this study as one would expect students' access to technology to impact student achievement as students from disadvantaged backgrounds will have access to devices decreasing the economic disparity. Using a mixed methods design, I reviewed test data to determine the impact on achievement for all students, students with disabilities and the economically disadvantaged. I analyzed teacher and student perceptions about access to technology and its impact on achievement through teacher interviews and student focus groups. Research was not conclusive that the One to One truly impacted testing data, as it was too complex to untangle the One to One from the increase in professional development and other initiatives. However, both teacher and student perceptions of the One to One would support the philosophy that districts can increase student achievement, with an effectively implemented One to One. [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