This study will show over a ten week period how technology will positively or negatively affect the students’ ability to learn and apply the concepts of 6th Grade Mathematics from a small school located in the small town of Effie, LA…
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It is known as the “Little School Across the River.” Lafarque Elementary enrollment is roughly 736 students with a population consisting of 75% white students and 25% black students, grades ranging from Pre-Kindergarten to Sixth grade. As the only 6th grade math teacher, I teach a total of 98 students in four 90 minute blocks. My students are seated in groups of four in order to incorporate cooperative learning, as well as complete group assignments. I have pertinent math material posted throughout my classroom as well. I have 15 special needs students (1 IEP and 14 IAP’s). A certified Special Education teacher does come into my room daily for a total of 30 minutes to assist as needed. The reason for choosing my classes for the study is to see how technology can improve their ability to learn and comprehend 6th grade mathematical concepts and practices. Their strengths are, hopefully, the cooperative learning that has been instituted in the classroom from Day 1. I hoped that by using cooperative learning that the students would be able to help one another in the learning of Math. This grouping of four also allows me top teach them through group assignments. Their challenges are the ability to get along with one another while attempting to complete the group assignments or help one another through cooperative learning. ...
However, the research shows the positives heavily outweigh the negative aspects when it comes to using technology in the classroom. A lot of the sources found for this research show us that many of the research studies used in the sources themselves are the same. Most of those particular studies shows us that technology affects the students’ ability to learn in positive ways. On the website Education World there is an article, entitled Technology in Schools: Does it Make a Difference, written by Glori Chaika back in 1999, which was originally from the website TechnicalSchool.org, but placed on this site in 2006. This article opens up with the information of the Clinton administration back in 1998 setting aside an additional $25 million for integrating technology into the schools and instructing the teachers in the use of technology for the classroom. Furthermore, this article quotes Darla Waldrop, a junior-high computer lab coordinator in Louisiana. She states, “Children who don’t do anything in class will work if it’s on the computer. It takes that ‘I’m not working for an authority figure’ out of it. They’re working at their own pace, and they love the multimedia effect.” This article also tells what makes some programs more successful than others. And it gives the pro resources for technology in schools. Best Evidence Encyclopedia released a booklet in July of this past year that was written by two members of Johns Hopkins University, Alan C.K. Cheung and Robert Slavin. This booklet was entitled, The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K -12 Classrooms: A Meta-Analysis. This meta-analysis shows us that technology in mathematics classrooms help the students
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Week Activity 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Completion of proposal writing Drafting of chapter 1 Collection of materials for literature review Drafting of literature review Mini conference with all resource persons involved Formal consent seeking from proposed sample group Formation of sample size Collection of field data (primary data) Drafting of chapter three Drafting of results and analysis Drafting of conclusion Marking of whole draft Review of whole project report On the grid above, it can be seen that the proposal writing is expected to be completed in the next 3 weeks.
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