The effectiveness of one-to-one technology integration programs in K-12 education and its impact on student reading achievement
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As school districts implement technology in the classrooms to increase student engagement, improve student test scores, and combat the ever-increasing need for distance learning, it is imperative to identify practices that justify the cost (Chanlin, 2007; Keengwe Schnellert, and Mills, 2012; Lei and Zhao, 2008). The minimal amount of existing research on this topic has produced no significant correlations between student achievement and technology use in the classroom (Claro, Nussbaum, Lopez, and Diaz, 2013). This mixed methods case study identified one school district, who had implemented a one-to-one technology program, targeting the Missouri Assessment Program (MAP) English Language Arts (ELA) assessment scores for students in grades three through six. A Pearson's chi-square test for homogeneity was conducted for all 2016 (pre-implementation) and 2018 (post-implementation) MAP ELA test scores. Additionally, the same chi-square test for homogeneity was conducted for the student subgroups of free and reduced lunch, special education (IEP status), and ethnic minority students. Qualitative data were collected of teacher's perceptions using Ruben Puentedura's (2012) technology integration model with the six components of reading instruction. Of the 20 chi-square tests, 16 indicated a significant difference in distribution between the 2016 and 2018 sets of data. However, the data indicated a negative relationship between the use of one-to-one technology and student reading achievement. The teacher survey revealed that a majority of teachers were inconsistently integrating technology into the reading curriculum and also indicated that lack of teacher buy-in and untargeted professional development as the causes for lack of implementation.
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Ed. D.