| dc.description.abstract | This study examines Levels of Technology Implementation (LoTi) teacher selfratings
and Texas Assessment of Knowledge and Skills (TAKS) scores. The LoTi
instrument is explained comprehensively in the study. Using a series of survey questions
about classroom instruction and technology use, the instrument measures a teacher's
level of technology implementation in terms of that teacher's perception of classroom
practices. The study assesses the relationship between LoTi ratings and TAKS scores of
9th, 10th, and 11th grade students as reported in student records at Alamo Heights
Independent School District, San Antonio, Texas. The study determined the degree to
which teacher LoTi ratings were a predictor of success on TAKS exam scores as
reported in student records at Alamo Heights Independent School District, San Antonio,
Texas. In addition, the study ascertained the existence of differences among the variable
of student economic status. For the purposes of this study, school and student performance analysis included
only Alamo Heights High School in the Alamo Heights Independent School District
(AHISD). The student data in the study came from approximately 359 9th graders, 372
10th 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 technology
implementation in the classroom and student performance on the TAKS test
in math, English Language Arts/Reading, science, and social studies.
2. Further, the findings showed that this relationship impacts economically
disadvantaged students the most in English Language Arts/Reading and
math. | en |
