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The impact of technology use and teacher professional development on U.S. national assessment of educational progress (NAEP) mathematics achievement |
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| Authors: | Byron Havard Giang-Nguyen Nguyen Barbara Otto |
| Institution: | 1.Instructional, Workforce and Applied Technology,University of West Florida,Pensacola,USA;2.Teacher Education and Educational Leadership,University of West Florida,Pensacola,USA;3.Department of Psychology,University of Koblenz-Landau,Landau in der Pfalz,Germany |
| Abstract: | The purpose of this study was to determine the impact of technology use and teacher professional development on students’ mathematics academic achievement. The U.S. Department of Education National Assessment of Educational Progress (NAEP) published results for mathematics assessments for Grade 4 from the years 2005–2015 served as the dependent variable. Specific items related to technology use and professional development selected from both student and mathematics teacher questionnaires served as the independent variables. The Technological Pedagogical and Content Knowledge (TPACK) was used as a framework to guide this research. Data analyses revealed significant differences across multiple variables and multiple years. |
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