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Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status
K-12 - Quantitative Research; Michael S. Page, Louisiana Tech University
The study randomly assigned 211 students of low socioeconomic status and various ability levels from five Louisiana elementary schools to either treatment or control groups. Treatment classrooms included a variety of technology hardware and software, while control classrooms did not. Students in the treatment group showed statistically significant differences in mathematics achievement, composite self-esteem, school self-esteem, and general self-esteem. Analysis of reading scores revealed no significant differences between groups. (This is a paid product for non-ISTE members at $5)
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