quantity versus quality new approach to examine the relationship between technology used in student outcomes

doctor general a school of education of syracuse university

two thousand and doctor original a is an assistant professor in the department of instructional

design development and evaluation that the school of education of syracuse university hypothesis the relationship

between technology implementation in student outcomes is controlled by the quality of technology is used

not the quantity of technology implemented

procedures doctoral a investigated technology quantity by measuring the time student spent on computers everyday

technology quality was examined by looking at how the classroom technology was used

doctoral a administrative a survey and interview two hundred thirty seven students twelve to thirteen

years old from a technological range of western school in the united states at the

beginning and end of the academic school here the survey include twenty eight technology uses

related to subject areas

data analysis was preformed at the conclusion of the academic school year results when only

the quantity of technology use was examined and no significant association was observed

when the quality of technology was examined by investigating the specific types of technology uses

a significant association was identified between technology use and all student outcomes

general technology uses were positively associated with students technology proficiency while subject specific technology uses

were negatively associated with students technology proficiency

social communication technology uses we're significantly positively associated with developmental outcomes such as self esteem

positive attitude towards school

table one lists the effect size of the regression coefficients of each technology use on

every student outcome

results in table eight showed different technology uses have different influences on specific student outcomes

general technology uses were positively associated with students technology proficiency but the influence on other

outcomes was an animal subject specific technology use had a significantly negative association with students

technology proficiency

in addition to the noticeable positive association with student academic achievement social communication technology use

had a significantly positive influence on student developmental outcomes