The Effect of Technology Use in the High School English/Language Arts Classroom

Author/Creator

Author/Creator ORCID

Date

2020-05-02

Department

Goucher College

Program

Masters of Education

Citation of Original Publication

Rights

This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.

Abstract

The purpose of this study was to determine whether technology use impacted student achievement in a high school English/Language Arts classroom. The measure used was a written analysis assignment that was scored using the Cecil County Public Schools (Cecil County, Maryland) Short Response to Text Rubric. The experiment was quasi-experimental and counterbalanced. Two groups were exposed to a treatment involving the use of technology at different times to complete comparable analysis assignments, and then the results were analyzed for statistical differences between use and nonuse. The results of the study did not reveal any significant statistical differences; however, further research related to the impact of using technology in the classroom should be as technology use continues to evolve within the educational setting.