This study reports the outcomes of a randomized control trial in algebra involving a national US sample. The primary research question examines an intervention consisting of two components: (1) professional development (PD) and (2) connected classroom technology (CCT) on student achievement. The theoretical framework emphasizes a sociocultural perspective that calls attention to the relationship between the affordances or the classroom learning opportunities and students' ability to take up these affordances in the service of learning. We forward the argument that CCT helps teachers to align the learning possibilities of their classroom with students' capacities leading to greater student achievement. The treatment group implemented CCT following PD to support its effective use and control teachers implemented graphing calculator technology only. The effect size on student achievement after accounting for background factors was 0.30. This medium-sized effect is relatively rare for randomized experiments in education.

Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts. However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform. Practicality consists of three constructs: congruence with teacher's values and practice; instrumentality-compatibility with the existing school structures; and cost/benefits-whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important considerations for the implementation of educational technology.

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This study is an attempt to explore availability and functionality of mobile devices among students of using mobile devices in science instructional settings based on student input. By reviewing the relevant literature about m-learning implementations and discussions, several ambiguous or incompletely studied factors are identified. A related survey is developed to gather data about the student needs and views considering the recommendations and findings from the literature. Survey was then administered to preservice science teachers. Findings are analyzed and descriptive statistics and m-learning applications are evaluated on practicality. Some recommendations are put forward based on the conclusions drawn by the results.

The main aim of this study was to investigate the new generation in order to identify their distinctive characteristics considering their everyday technology use during their lifespan. The secondary aim was to examine the needs of individuals in the Generation-Z in educational environments equipped with technology. A mixed-method research design was utilized. Data were collected by the New Generation Characteristics Scale (NGCS), and by an interview form. The participants of this study were 882 university students. The quantitative data were analyzed using descriptive and inferential techniques, and the qualitative data using content analysis. As a result, participants’ internet and social media use frequency was found to be related with their NGCS scores. Internet use from childhood was also found to be an important characteristic for Generation-Z. On the other hand, socio economical statuses were not effective in identifying Generation-Z members. In addition, it was seen that interactive technological applications should be included in the courses in which students can work in collaboration. The students preferred interactive technologies and applications, supporting multitasking features of Generation-Z. In addition, the students wanted to see the availability of more flexible environments, such as online discussions and access to materials outside the classroom. In this study, Generation-Z was more open to cooperation, and they had higher communication skills, which is consistent with previous research.