Scholarship & Research
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Item Chromebooks as learning tools in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Bostic, Lenora Ann; Chairperson, Graduate Committee: Walter WoolbaughThis action research study explored elements of interest during the implementation of a one-to-one Chromebook program in a 425 student public high school. In particular, student interest and perceptions of the program, gains in learning during usage of a flipped classroom format, digital homework submission relevant to assigned due dates and student distraction during class were evaluated. Teacher ability to provide adequate feedback in a timely manner to students was also evaluated. Student interest and perceptions were positive, while gains in learning were minimal overall with unproven indications that females benefitted more than males from the flipped format. Worsening of homework submission was noted, with implications that factors other than digital submission were the cause. Students being distracted by the devices during class was noted with no definitive indicator being identified. However, improved teacher satisfaction was noted in the areas of providing feedback to students and usage of the devices for learning.Item Determining the impact of the Atkins School District's technology initiative on the student's perception of his/her ability to learn, and the teacher's ability to teach(Montana State University - Bozeman, Graduate School, 2014) Duncan, Joshua Chance; Chairperson, Graduate Committee: Peggy Taylor.This descriptive study sought to assess the effects of the technology initiative that was undertaken starting in the 2013-2014 school year at the Atkins School District. The initiative began with the dissemination of laptop computers to each student in grades 9 through 12 combined with training for the teachers on how to use the technology. I gathered data for the investigation through surveys and interviews in order to ascertain the efficacy and success of the initiative from the perspectives of the students and teachers. The feedback from students and teachers alike was mixed, but showed an overall neutral feeling about the initiative. The data suggests that greater technology implementation can have a positive impact on the quality of education but only if it is implemented with adequate support.