Abstract

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.

Learning Management Systems (LMS) harness and share knowledge. The most extensive and well-populated knowledge networks are useless if they remain underutilized, with lower performing students 40% less likely to effectively use the LMS than higher performing peers. This study investigated the effect of four typographic elements—typeface, size, alignment, and emphasis—on perceived knowledge sharing effectiveness. With a sample size of 108 participants, typeface, size, alignment, and emphasis each had a significant (p < .05) effect on knowledge sharing effectiveness. Arial was the preferred typeface (p < .0001), 12-point the preferred font size (p = .0001), left or justified the preferred alignment (p < .0001), and sentence case the preferred emphasis (p < .0001). The ease and increased prevalence of adjusting these typographic elements thus leads to potential adverse effects on student use of LMS and their learning outcomes.