The Impact of Computer Technology on Language Arts Literacy Scores

The requirement to accurately measure the impact of
educational technology has become more critical then
ever before as a result of the economic commitment to
educational technology, the pressure for greater
accountability as well as the rapid rate of
technological change. This study investigated the
STAR-W program, which facilitated computer assisted
instruction, to determine the grant s impact on the
Language Arts Literacy portion of statewide
assessment. Prior to this investigation, the
usefulness of the STAR-W grant, in terms of
achievement test scores, was essentially unknown.
There was a need to examine the connections between
educational technology and student academic
achievement to maximize the STAR-W resources. The
findings generated from this study have broadened the
understanding of those connections as well as
contributed to the ever-growing body of knowledge
concerning the integration of computer-assisted
instruction into 21st Century educational
curriculums, classrooms, and schools.

Autorentext

Dr. James J. Ruffin Jr. served in a variety of challenging public and private human services and educational positions that have afforded him the opportunities to influence many programs that serve the youth of New Jersey. While serving as an elementary principal he completed his doctoral studies and his dissertation at Wilmington University.

Klappentext

The requirement to accurately measure the impact of educational technology has become more critical then ever before as a result of the economic commitment to educational technology, the pressure for greater accountability as well as the rapid rate of technological change. This study investigated the STAR-W program, which facilitated computer assisted instruction, to determine the grant's impact on the Language Arts Literacy portion of statewide assessment. Prior to this investigation, the usefulness of the STAR-W grant, in terms of achievement test scores, was essentially unknown. There was a need to examine the connections between educational technology and student academic achievement to maximize the STAR-W resources. The findings generated from this study have broadened the understanding of those connections as well as contributed to the ever-growing body of knowledge concerning the integration of computer-assisted instruction into 21st Century educational curriculums, classrooms, and schools.