The Impact of Computer Technology on Language Arts Literacy Scores
A Step by Step Guide for Examining the Effectiveness of Computer Learning On Achievement Tests Scores
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The requirement to accurately measure the impact ofeducational technology has become more critical thenever before as a result of the economic commitment toeducational technology, the pressure for greateraccountability as well as the rapid rate oftechnological change. This study investigated theSTAR-W program, which facilitated computer assistedinstruction, to determine the grant s impact on theLanguage Arts Literacy portion of statewideassessment. Prior to this investigation, theusefulness of the STAR-W grant, in terms ofachievement test scores, was essentially unknown.There was a need to exa...
The requirement to accurately measure the impact of
educational technology has become more critical then
ever before as a result of the economic commitment to
educational technology, the pressure for greater
accountability as well as the rapid rate of
technological change. This study investigated the
STAR-W program, which facilitated computer assisted
instruction, to determine the grant s impact on the
Language Arts Literacy portion of statewide
assessment. Prior to this investigation, the
usefulness of the STAR-W grant, in terms of
achievement test scores, was essentially unknown.
There was a need to examine the connections between
educational technology and student academic
achievement to maximize the STAR-W resources. The
findings generated from this study have broadened the
understanding of those connections as well as
contributed to the ever-growing body of knowledge
concerning the integration of computer-assisted
instruction into 21st Century educational
curriculums, classrooms, and schools.
educational technology has become more critical then
ever before as a result of the economic commitment to
educational technology, the pressure for greater
accountability as well as the rapid rate of
technological change. This study investigated the
STAR-W program, which facilitated computer assisted
instruction, to determine the grant s impact on the
Language Arts Literacy portion of statewide
assessment. Prior to this investigation, the
usefulness of the STAR-W grant, in terms of
achievement test scores, was essentially unknown.
There was a need to examine the connections between
educational technology and student academic
achievement to maximize the STAR-W resources. The
findings generated from this study have broadened the
understanding of those connections as well as
contributed to the ever-growing body of knowledge
concerning the integration of computer-assisted
instruction into 21st Century educational
curriculums, classrooms, and schools.
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