Technology Use in Elementary Classrooms: A Research Proposal

Introduction

This proposal examines whether the use of technology improves behavior and academic performance in an elementary classroom. Whether technology assists or hinders elementary students in their academic achievements remains an open question. Studies indicate contradictory evidence, and technology is a broad field that encompasses many components. While findings at the college and university level (Alavi, 1994) as well as the high school level (Christmann & Badgett, 1999) show clear evidence that computers support higher levels of skills development, learning, and achievement from classroom experience, studies involving younger children — particularly those of elementary school age — are more mixed. A highly focused study would therefore need to be conducted in order to assess results for this age group.

Participants

One class of at least sixty students in a suburban elementary public school will be surveyed, with a similarly matched and quantified class of students in two public elementary schools in the same school district serving as comparison groups. The comparison schools do not yet have advanced technology in place. The students will be representative of both genders, with approximately 70% identifying as White and the remainder comprising Black, Hispanic, and other ethnicities. The population is predominantly middle class, with the majority (approximately 60%) coming from two-parent families. Most students (90%) have parents who have, at minimum, graduated from college, and strong emphasis is placed on academic achievement. The classes do not differ from one another in any significant way.

The teachers for each class have similar elementary teacher training backgrounds, and their years of experience on the job are comparable.

Instruments

The school's technology use will be measured using the National Assessment of Educational Progress (NAEP). NAEP assesses various subject areas including mathematics, science, reading, geography, and writing. It also includes surveys completed by students, principals, and teachers in the relevant subject areas. These surveys address demographic questions about students and teachers, students' general experiences in school, and their particular experiences in specific subjects. Principals are asked about their school's policies and practices (Policy Information Report, n.d.).

Frequency of computer use will also be measured. For instance, students will be asked: "When you do mathematics at school, how often do you use a computer?" Teachers will be asked: "How often do students in this class use a computer?" Teacher attitudes toward and skill in computer use will also be taken into account, as studies show these factors have a significant impact on outcomes. Teachers' skills and preparedness will be assessed through self-reports. The manner in which computers are used will additionally be assessed through four questions covering: "drill and practice," "demonstration of new topics in mathematics," "playing mathematical and learning games," and "simulations and applications."

Students' academic performance in all schools will be assessed using the Wide Range Achievement Test–R3 (WRAT-R3). The test measures skills in spelling, mathematics, and reading (decoding only), with each area forming a separate subtest. The items of the test are appropriate for this age group (Calao & Din, 2001). Surveys will also include socio-demographic questions about students as well as questions about their particular interests in the subjects being surveyed. School policies will additionally be taken into account.