Mandates to improve curriculum and instruction and incorporate technology in teaching U.S. K-12 students have failed to improve math proficiency as measured by standardized assessments. Still, 40–60% need remedial coursework in college. Past efforts have focused on incorporating specific technologies. The SAMR approach redirects the effort to focus on how technology is used, aligning with Bloom’s taxonomy. Hierarchical multiple linear regression analysis was used to quantify the contribution of Substitution, Augmentation, Modification, and Redefinition to MAP Growth in math for 644 students taught by eight teachers across 36 class sections at a single Indiana middle school. A wide range in teacher use of technology corresponded to significant (p .05) differences in MAP Growth. Hierarchical multiple linear regression revealed that incorporation of SAMR elements above Substitution explained a small, 2.0%, yet significant (p = .001) part of variation in MAP Growth. At least Most Weeks use of Augmentation added 1.06 points (p = .008), Modification an additional 2.12 points (p = .002), and Redefinition an additional 1.19 points (p = .003) for a combined significant net 4.37-point increase. With all teachers from the same school and only some using technology at high learning levels, the findings led to a recommendation for investment in professional development training rather than focusing on adding specific technology tools.

This ~xperimental study grew out of the ideas gleaned from a review of literature which indicated that the attitudinal role of the classroom teacher serves as a model 2 for students. A justification of the need to modify behaviors toward the hearing-impaired became apparent.The significance of effective workshop procedures could result in notable implications for school district planning and implementation of an in-service education plan.An experimental study was conducted to determine if teacher attitudes toward the hearing-impaired can be modified using two types of in-service workshops, passive versus active participation.Three groups of randomly selected regular classroom teachers at the elementary level from a West coast suburban school district were used for this investigationOne group served as a control, a second group participated in active involvement workshops regarding the hearing-impaired student, and the third group attended passive involvement workshops regarding the hearingimpaired student.Immediately following the workshops, participants were administered two scales designed to measure attitudes toward the hearing-impaired.The research hypothesis for the study was that not all subpopulation means of the scores of teachers for both scales will be equal.