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Technology Technology and and
““At-RiskAt-Risk”” Learners: Learners:When does hardly any difference make all the difference?
By Robert Bruce Lockhart
Action Research QuestionAction Research Question
MethodologyMethodology
Can “sufficient access” to technology improve the performance of “at-risk” learners on a state-mandated reading test?
185 such learners in a ninth grade English Literature class received laptops and hand held remote input devices on a 1:1 device-to-student ratio.
WhatWhat’’s the Difference?s the Difference?
There is none.There is none.
ConclusionConclusion
However, since—based on past results--the expectation for the “at-risk” learners is much lower, no statistical difference makes a big difference.
The implementation of laptops and hand held remote devices on a 1:1 device-to-student ratio significantly improves the passing rates of “at-risk” learners on a state-mandated reading test.
Reference
Maninger, R. M. (2006). Successful technology integration: Student test scores improved in an English Literature course through the use of supportive devices. TechTrends: Linking Research and Practice to Improve Learning, 50(5), 37-45. Retrieved from EBSCOhost.