Teacher Technology Integration Professional Development Model (SMART Board), Pre-Algebra Achievement, and Smart Board Proficiency Scores

Marice Minor, Nonofo Losike-Sedimo, Gary Reglin and Otelia Royster

SAGE Open, 2013, vol. 3, issue 2, 2158244013486994

Abstract: The study investigated a teacher technology integration professional development model. The model focused on using SMART Board to improve pre-algebra achievement. The importance of the study was that the pre-algebra students at the middle school had a lower passing rate on the pre-algebra standard of learning (SOL) assessment for the past 3 years compared with other middle school students within the district and state. The methodology was guided by the single group pretest and posttest research design. Two research questions were investigated. Data were collected from four pre-algebra teachers and their combined 240 students using the pre-algebra SOL strand test and the SMART Board Technology Proficiency Survey. Results from the descriptive and inferential statistics showed the intervention increased students’ mathematics scores and teachers’ SMART Board proficiency scores from pretest to posttest.

Keywords: achievement; education; social sciences; academics; education; curriculum; diversity and multiculturalism; educational administration; leadership and policy (search for similar items in EconPapers)
Date: 2013
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/2158244013486994 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:3:y:2013:i:2:p:2158244013486994

DOI: 10.1177/2158244013486994

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().