Technology Technology and and

““At-RiskAt-Risk”” Learners: Learners:When does hardly any difference make all the difference?

By Robert Bruce Lockhart

Action Research QuestionAction Research Question

MethodologyMethodology

Can “sufficient access” to technology improve the performance of “at-risk” learners on a state-mandated reading test?

185 such learners in a ninth grade English Literature class received laptops and hand held remote input devices on a 1:1 device-to-student ratio.

WhatWhat’’s the Difference?s the Difference?

There is none.There is none.

ConclusionConclusion

However, since—based on past results--the expectation for the “at-risk” learners is much lower, no statistical difference makes a big difference.

The implementation of laptops and hand held remote devices on a 1:1 device-to-student ratio significantly improves the passing rates of “at-risk” learners on a state-mandated reading test.

Reference

Maninger, R. M. (2006). Successful technology integration: Student test scores improved in an English Literature course through the use of supportive devices. TechTrends: Linking Research and Practice to Improve Learning, 50(5), 37-45. Retrieved from EBSCOhost.