The relationship between teacher Levels of Technology Integration (LoTi) on 3rd-5th Grade Students on the Texas Assessment of Knowledge and Skills (TAKS) scores at Alamo Heights Independent School District, San Antonio, Texas

摘要

The purpose of this study was to examine Levels of Technology Implementation(LoTi) teacher self-ratings and Texas Assessment of Knowledge and Skills (TAKS)scores. The study assessed the relationship between LoTi ratings and TAKS scores of3rd, 4th, and 5th grade students as reported in student records at Alamo HeightsIndependent School District (AHISD), San Antonio, Texas. The study determined thedegree to which teacher LoTi ratings were a predictor of success on TAKS exam scoresas reported in student records at Alamo Heights Independent School District, SanAntonio, Texas. In addition, the study determined whether a teacher's LoTi scoresimpacted students' achievement levels for the variable of socioeconomic status.School and student performance analysis included only Cambridge andWoodridge Elementary Schools in the Alamo Heights Independent School District. Thestudent data in the study came from approximately 278 3rd graders, 268 4th graders, and 283 5th graders (829 total students). A total of 47 3rd, 4th, and 5th grade reading and mathteachers from the two elementary campuses made up the population under study.The research findings of this study included:1. There was no significant relationship at the elementary level between teacherLoTi ratings and TAKS scores for reading and math for grades 3, 4, 5students.2. The grade 4 reading analysis results demonstrate that teachers with a higherLoTi level do impact student achievement on the TAKS test for studentswho are in the economically disadvantaged subpopulation.The following recommendations were made:1. Additional research is needed to examine how technology is specificallyimplemented in both reading and math classrooms at the elementary level.2. Additional research is needed to examine how staff development on the LoTiinstrument affected classroom practice and teacher responses on the LoTisurvey.3. Continued support is needed to provide teachers with professionaldevelopment regarding the integration of technology as a teaching tool andrepeat the research procedures after this initial year of using the LoTiinstrument.