Promising Practice of Technology Integration in Math and Science Instruction: A Case of California Charter High School

Abstract

This study was conducted to examine the promising practice of using technology in teaching math and science in a charter high school in California. The research employed an in-depth qualitative case study method. The main participants were principals, lead teachers, teachers, and support staff. Interviews, observations, and archival documents were the main data collection tools. The study found that the practice of using technology in teaching by the school, Center for Advanced Research and Technology (CART), has lead to positive educational outcomes. These include increased student achievement in standardized test scores, increased motivation, growth in mean GPA, less behavior problems from students, and improved school attendance by students. Implications for policy and practice were discussed.

Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education

“…In kindergarten through grade 12 mathematics education, technology is viewed as an integral part of instruction. There is evidence to support the positive impact technology has on mathematics achievement (Cheung & Slavin, 2013;Eyyam & Yaratan, 2014;Ojose, 2009;Schacter, 1999;Weaver, 2000;Zhang, Trussell, Gallegos, & Asam, 2015). In a meta-analysis of 74 studies on the effectiveness of educational technology on mathematics achievement in the K-12 classroom, Cheung and Slavin (2013) found that technology had a positive, though moderate, effect.…”