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

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.