Integrating Technology for Academic Achievement in Phonics and Fluency
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| Title: | Integrating Technology for Academic Achievement in Phonics and Fluency |
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| Language: | English |
| Authors: | Mason, Hope I. |
| Source: | Online Submission. 2010. |
| Peer Reviewed: | N |
| Page Count: | 20 |
| Publication Date: | 2010 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Middle Schools |
| Descriptors: | Accountability, Academic Achievement, Educational Policy, Technology Integration, High Stakes Tests, Achievement Gap, At Risk Students, Action Research, Educational Change, Teaching Methods, Reading Teachers, Intervention, Educational Improvement, Achievement Gains, Access to Computers, Elementary Schools, Middle Schools, Reading Fluency, Phonics, Urban Schools |
| Geographic Terms: | Maryland, United States |
| Abstract: | With the push for teacher accountability and the controversy concerning high-stakes testing, more teachers are looking for systematic ways to increase academic achievement. If the U.S. is to regain its global position as number 1 in the education arena, education policy must dictate that teachers integrate technology as a regular part of core instruction to improve academic achievement. This action research seeks to investigate methods to close the achievement gap and prove that gains are made by high risk students in reading using various technological tools in the classrooms. A bibliography is included. |
| Abstractor: | As Provided |
| Entry Date: | 2013 |
| Accession Number: | ED543734 |
| Database: | ERIC |
| Abstract: | With the push for teacher accountability and the controversy concerning high-stakes testing, more teachers are looking for systematic ways to increase academic achievement. If the U.S. is to regain its global position as number 1 in the education arena, education policy must dictate that teachers integrate technology as a regular part of core instruction to improve academic achievement. This action research seeks to investigate methods to close the achievement gap and prove that gains are made by high risk students in reading using various technological tools in the classrooms. A bibliography is included. |
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