1. WHAT IS THE IMPACT OF COMPUTERS ON THE
INCREASE OF STUDENT ACHIEVEMENT?
By:
Jamaz R. Hall
DRP CIS590
Strayer University

2. CONTEXT OF THE PROBLEM
 The importance of computers in education is a growing
concern because of the evolution of technology.
 There are barriers that may hinder the widespread use of
technology in education.
 The government has made efforts to equip schools with
the appropriate technology needs.
 The importance of computers cannot be measured.

3. STATEMENT OF THE PROBLEM
 There is a gap between the technical savvy and
non-technical individuals.
 Students do not have basic computer skills upon
graduation.
 High School
 College
 Students must be prepared for the workforce.

4. RESEARCH QUESTIONS
 The following sub-questions will support the main
research question:
 How can computers increase students learning and
assist in meeting the standards?
 What specific cognitive skills are enhanced by the use
of computers for learning?
 How can online assessment be used to enhance
student learning and accountability?

5. SIGNIFICANCE OF THE STUDY
 Technology is a defining element of human civilization.
 The importance of increased knowledge in technology
must be realized.
 Technology plays an integral part of daily life.
 Children can benefit from computer training.
 Higher test scores (math, reading, science).
 Develop thinking skills.
 Preparation for future endeavors.

6. RESEARCH DESIGN & METHODOLOGY
 Secondary data collected by: North Central Regional
Educational Laboratory.
 Data consisted of: Videos post and interviews from education
professionals.
 Method of Analysis: Grounded Theory Study
 4 Step Process:
 Open Coding
 Axial Coding
 Selective Coding
 Development of Theory.

7. RD & METHODOLOGY CONT.
 The theory to be developed is the idea that when
students have access to computers as
supplemental tools, they will increase their potential
to achieve more academically. Whether it is
overachieving, meeting the standards, increasing
test scores, or enhancing their performance in other
academic areas, students have greater opportunity
for success with technology than without it.

8. OPEN CODING
 Forming categories based on secondary data collected:
 Role Computers Play (category 1)
 The ability to enhance learning.
 Students are able to learn more in shorter time.
 Students get another way of looking at the instruction.
 The Skills Affected (Category 2)
 Students mental thinking enhanced.
 Development of higher order thinking.
 Development of problem-solving skills.
 Effectiveness of Use (Category 3)
 Higher test scores when using computers.
 Students do use the computer for recreational activities.
 Preparation for future endeavors.

9. AXIAL CODING
 Unveiling the interconnections amongst the categories.
 Category One: Role Computers Play
 Increase learning abilities students can process more info in
shorter period of time  students receive info in another form.

10. AXIAL CODING CONT.
 Category Two: Skills Affected
 Increase their mental thinking development of higher
order of thinking able to solve problematic issues.
 Potential outcomes of category one.
 Vital skills needed to develop category three.

11. AXIAL CODING CONT.
 Category Three: Effectiveness of Use.
 Major outcomes from development of category one and
two.
 Increased learning abilities (category one) & thinking
skills (category two) 
 higher test scores (category 3)
 increase in recreational activities (Category 3)
 More prepared for future endeavors (Category 3)

12. SELECTIVE CODING
 Interrelationships between all categories.
 Category One is the “core” category.
 Category two and three are outcomes of category one.
 Students enhance learning abilities when computers are
involved.
 Students learn how to process large amounts of data.
 Outcome of an developing higher order of thinking.

13. SELECTIVE CODING CONT.
 Learning the info in a non-verbal form.
 Possible outcome students use computer for other activities.
 Vital Samples of Data:
 “In todays technical environment, there are also new and
additional basic skills that students should learn” – Charles
Terrett
 Supports category two
 “Technology requires that it be readily at hand for use as
needed, not simply for use that can be predicted in advance” –
David
 Supports category one and two

14. SELECTIVE CODING CONT.
 “Technology is a very important part of the problem based
learning…if a student chooses a topic…they can bring that
information into the classroom” – Diana Porter
 This supports all categories.
 “students using email as a method of communicating with
individuals they found around the world. They were working
with similar kinds of issues, and the responses to our students
was very strong, very likely that they would get something
back from someone in the college or business that was looking
at the issue “ – Brad Johnson
 This supports category 3

15. SELECTIVE CODING CONT.

16. DEVELOPMENT OF THEORY
 Computer help students achieve more.
 Fun nature of computer promotes learning
 Increasing study habits
 Increase mental thinking
 Helps study consume more information
 Increase problem-solving skills
 Higher Test Score
 Greater performance in other areas of the students
academics.

17. LITERATURE REVIEW
 1970 computers introduced to education.
 Student & Teachers learning software
 The evolution of internet elevated education.
 Technology helps reach different types of students.
 Different abilities
 Backgrounds
 Interest
 Learning styles

18. LITERATURE REVIEW CONT.
 Teachers have to be technology prepared .
 Training those who are not technical savvy.
 Essential of computer use in business and schools.
 Computer technology broadens lesson plans.
 Computer use is fun for students
 Increase motivation
 Need for preparation for future endeavors.

19. RESEARCH QUESTION 1
 How does the impact of computers contribute to
students within grade school to achieve more
academically?
 Heightening learning abilities to meets academic
standards.
 Proficiency to store and interpret information
 Fast processing of information
 No need for textbooks

20. RESEARCH QUESTION 1 CONT.
 Easy storage of notes compared to handwritten
 Fascinating learning atmospheres
 can be used as supplemental tools to in class lecturing.

21. RESEARCH QUESTION 1 CONT.
 Vital Data Used:
 “Technology is very important in organizing their information
and categorizing it through databases, comparing it as in a
spread sheet, talking about it as in word processing document
or communicating with someone, an expert in the field,
through internet” –Diana Porter
 “find, analyze, categorize, manipulate, and communicate data
in complex task”
 “Technology is a tool that gives everyone an equal chance to
learn” –Jones, Valdez, Nowakowski & Rasmussen

22. RESEARCH QUESTIONS 2
 What specific cognitive skills are enhanced by the use of
computers for learning?
 Evidence show students exposed to computers score higher
on test.
 Students develop skills to solve real-life problems.
 Cognitive abilities and special skills connected with intelligence
and perceptive.
 Cognitive skills can mean a wide range of apitudes.

23. RESEARCH QUESTION 2
 Data used for analysis:
 “students to learn how to solve real world problems,
these are our new learning goals” –Charles Terret
 “Computers help students learn communication and
research skills” –Jan Weeks
 “Some computer applications and computer games are
well designed with way to emphasize visual oppose to
verbal information processing”

24. RESEARCH QUESTION 3
 How can online assessment be used to enhance
student learning and accountability?
 Education is revolutionized because of online learning.
 Brick and mortar locations have been connected.
 Must correlate with lesson plan in classroom.
 Convenience of doing work on students time.
 Simulation and animations to captivate student interest.

25. RESEARCH QUESTION 3 CONT.
 Vital Data Used:
 “Students cannot exploit the power of word processing if they
must wait for their or weekly scheduled time in a lab. The
technology must be readily accessible for use when it is need”
–Jones, Valdez, Nowakowski and Rasmussen
 “technology which included geographic information systems,
the internet, and electronic mail to recommend a strategy to
build a maintainable city on emergent land in their county” –
Brad Johnson

26. CONCLUSION
 Students with computers benefit more than those who do
not.
 Students who do not have computer are left behind.
 Students skills are enhanced by the use of computer
involvement in their educational instruction & studies.
 Students are stronger and wiser with analytical thinking.

27. CONCLUSION CONT.
 Computers are vital for progress and readiness for
future challenges.
 Development of higher order thinking skills.
 Students process more information in shorter
period of time.

28. CONCLUSION CONT.
 Vital Data Used:
 “If a student chooses a topic, now with internet access, they
can actually find something on the topic and bring it into the
classroom” -Diana Porter
 “I feel that we have given our kids her at North Knox a huge
advantage by being able to access this information, but I also
think about other schools just in this neighborhood that do not
have internet access”-Barbara Singleton
 “Information is power, and if we deprive schools that are
already disadvantaged from that power, the gap is just going to
grow wider and wider”- Barbara Singleton

29. CONCLUSION CONT.
 “We use the internet in my classroom, but it is not let’s
go do the internet now, it is we are doing these projects
on World War II, how can the internet assist us in
accomplishing this project?” –Chris Collins
 “if we’re not careful, we’re going to separate even
further the haves and the have not’s. Not only are we
going to have economically disadvantaged students,
we’re going to have information disadvantaged
students” –Barbara Singleton

30. CONCLUSION CONT.
TECHNOLOGY Students
Role
Computers
Play
Effectivene
ss of Use
Skills
Affected