Document Type

Conference Proceeding

Abstract

As classroom instruction and standardized testing rely more heavily on technology, teachers must assess the effectiveness of their technological tools. This study evaluated the effects of an online, standard-aligned practice program on student motivation and academic achievement in two 6th grade inclusive mathematics classrooms. The researchers used a variety of data sources, such as pre and post testing, surveying, and student reflections. The results demonstrated that student scores significantly improved and motivation remained consistent. By continuing to seek new and different technological tools, teachers can improve instruction and allow students to explore content in an exciting way.

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