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The Impact of TPACK, SAMR, and Teacher Effectiveness on Student Academic Growth in Eighth Grade Language Art and Mathematics

Humes, Vincent C
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1516440040583993

Abstract Details

2017, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
School districts in the United Stated are investing large sums of money in educational technology. The investment is predicted to continue, with an increase in spending due to the explosion of 1-to-1 technology implementations such as iPads and Chromebooks. The additional funding available through the Federal E-Rate program significantly contributes to the expansion of classroom technology. However, research has found that singularly examining the impact technology has on student learning shows there is no consistent result. Other research has acknowledged this shortcoming with technology and has focused on teacher technology use skills, how teachers integrate technology in the classroom, teacher evaluation systems, and educational value-added systems. The research results of these factors indicate individually they can influence classroom learning. This study examined the impact of multiple variables on student academic growth. The variables were a teacher’s self-efficacy of their Technology, Pedagogy, and Content Knowledge (TPACK) skills (gathered via a survey), the level of Substitution, Augmentation, Modification, and Redefinition (SAMR) obtained in the classroom (reported through principal observation), and teacher effectiveness rating (end of year principal evaluation forms based on the Pennsylvania Teacher Evaluation Model). The study demographic was Northwestern Pennsylvania and the schools were located within the service area of the same educational service agency. Eight eighth grade language arts and mathematics teachers were included in the study. The results indicated two relationships. The first was between TK (Technology Knowledge) and Danielson’s Domain Two (Classroom Environment). The second was between Danielson’s Domain Three (Instruction) and the 2017 PVAAS PSSA Academic Growth Index.
Karen Larwin, Dr. (Committee Chair)
Lauren Cummins, Dr. (Committee Member)
John Ziegler, Dr. (Committee Member)
151 p.
Educational Technology; Educational Tests and Measurements
Education; technology; SAMR; TPACK; teacher effectiveness; academic growth

Recommended Citations

Citations

  • Humes, V. C. (2017). The Impact of TPACK, SAMR, and Teacher Effectiveness on Student Academic Growth in Eighth Grade Language Art and Mathematics [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1516440040583993

    APA Style (7th edition)

  • Humes, Vincent. The Impact of TPACK, SAMR, and Teacher Effectiveness on Student Academic Growth in Eighth Grade Language Art and Mathematics. 2017. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1516440040583993.

    MLA Style (8th edition)

  • Humes, Vincent. "The Impact of TPACK, SAMR, and Teacher Effectiveness on Student Academic Growth in Eighth Grade Language Art and Mathematics." Doctoral dissertation, Youngstown State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1516440040583993

    Chicago Manual of Style (17th edition)

ysu1516440040583993
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© 2017, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.