The impact of technology use and teacher professional development on U.S. national assessment of educational progress (NAEP) mathematics achievement
- Resource Type
- Authors
- Barbara Otto; Giang-Nguyen T. Nguyen; Byron Havard
- Source
- Education and Information Technologies. 23:1897-1918
- Subject
- Variables
media_common.quotation_subject
05 social sciences
Professional development
Educational technology
050301 education
Academic achievement
Library and Information Sciences
Technological literacy
Education
ComputingMilieux_COMPUTERSANDEDUCATION
Mathematics education
0501 psychology and cognitive sciences
Faculty development
Mathematics instruction
Content knowledge
0503 education
050104 developmental & child psychology
media_common
- Language
- ISSN
- 1573-7608
1360-2357
The purpose of this study was to determine the impact of technology use and teacher professional development on students’ mathematics academic achievement. The U.S. Department of Education National Assessment of Educational Progress (NAEP) published results for mathematics assessments for Grade 4 from the years 2005–2015 served as the dependent variable. Specific items related to technology use and professional development selected from both student and mathematics teacher questionnaires served as the independent variables. The Technological Pedagogical and Content Knowledge (TPACK) was used as a framework to guide this research. Data analyses revealed significant differences across multiple variables and multiple years.