Ingram-Jones, S. A. (2012). Digit’s digital world: A study of mathematics, technology, and student achievement (Publication No. 3540451) [Doctoral dissertation, Capella University]. ProQuest Dissertations & Theses Global.

Abstract:

“The purpose of the mixed method study was to determine how and to what extent mathematic teachers were integrating technology into secondary mathematics classrooms. The quantitative component examined whether a teacher’s level of teaching experience, gender, or age had a relationship to the teacher’s technology integration. Whether there is a relationship between teachers integrating technology in a mathematics classroom and student assessment scores was another quantitative question addressed in the study. A questionnaire asked the participants to rate their beliefs on content, pedagogy, and technology in their classroom. The data from the questionnaire allowed the researcher to develop a technology integration score to complete a Chi-Square test. The qualitative component of the study scrutinized whether there was a difference between how novice, experienced, and veteran teachers integrated technology in their mathematics classroom. The qualitative data from open-ended questions and interviews provided insight into how teachers integrated technology in their classrooms. The theoretical framework of technological pedagogical and content knowledge was the basis of the interpretation of the qualitative data. The technological pedagogical and content knowledge framework involves teachers being able to assimilate content, pedagogy, and technology knowledge for the betterment of student learning.”