The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas

摘要

This study examines Levels of Technology Implementation (LoTi) teacher selfratingsand Texas Assessment of Knowledge and Skills (TAKS) scores. The LoTiinstrument is explained comprehensively in the study. Using a series of survey questionsabout classroom instruction and technology use, the instrument measures a teacher'slevel of technology implementation in terms of that teacher's perception of classroompractices. The study assesses the relationship between LoTi ratings and TAKS scores of9th, 10th, and 11th grade students as reported in student records at Alamo HeightsIndependent School District, San Antonio, Texas. The study determined the degree towhich teacher LoTi ratings were a predictor of success on TAKS exam scores asreported in student records at Alamo Heights Independent School District, San Antonio,Texas. In addition, the study ascertained the existence of differences among the variableof student economic status. For the purposes of this study, school and student performance analysis includedonly Alamo Heights High School in the Alamo Heights Independent School District(AHISD). The student data in the study came from approximately 359 9th graders, 37210th graders, and 309 11th graders (1040 total students). A total of 11 English teachers,14 math teachers, 9 science teachers, and 10 social studies teachers (44 total teachers)from this campus made up the population under study.The research findings of this study included:1. A positive relationship exists between the level of technologyimplementation in the classroom and student performance on the TAKS testin math, English Language Arts/Reading, science, and social studies.2. Further, the findings showed that this relationship impacts economicallydisadvantaged students the most in English Language Arts/Reading andmath.