Determining the impact of educational technology professional development on 8th grade students' 2009 reading achievement.

摘要

The purpose of this study was to examine the influence of professional development for utilizing technology in the classroom on student achievement on the 8th grade Reading National Assessment of Educational Progress (NAEP). A similar study was conducted to determine the influence of educational technology professional development on 4th grade students' mathematics achievement. The 2013 study concluded that teachers who had access to technology in their classrooms and more frequently participated in educational technology professional development, had students with higher achievement on the NAEP mathematics assessment (Cavaliere, 2013). The current research study accesses similar variables from the 8th grade reading NAEP dataset and conducts a similar regression analysis to the 2013 4th grade mathematics study. The goal is to determine whether the eighth grade students achieve higher reading assessment scores when their teachers have had similar levels of educational technology professional development and access to technology in their classrooms, similar to their 4th grade mathematics counterparts.;This is a non-experimental research study that analyzed the 2009 NAEP restricted data set, probing the eighth grade sample examining overall eighth grade reading achievement. Factors were developed for home resources, SES,