Running head: THE IMPACT OF EDUCATIONAL TECHNOLOGY TOOLS 1

The Impact of Educational Technology Tools on

Student Motivation and Performance in Mathematics

Catherine E. Sams

University of West Georgia

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Introduction

Writing is an essential part of learning, and as stated by Diane Miller (1991), the “use of

writing in mathematics is receiving increased attention as an instructional tool for teachers and as

a learning aid for students” (p.516). For today’s student, learning mathematics is more than

solving a problem. Students are showing their mathematical understanding by describing,

reflecting, analyzing, and abstractly reasoning, and are required to determine multiple ways to

solve the same problem. The Georgia Standards of Excellence (GSE) and the Standards of

Mathematical Practice (SMP) are providing teachers with strategies to embed writing within

their lessons. Cooper (2012) stated that “writing is a natural way to provide students

opportunities to express their reasoning and expand their understanding beyond calculations”

(p.80). Today’s student, the digital native, desires instruction that is authentic to them and is

purposeful. Blending technology with writing helps teachers to create this needed authenticity.

Too many students are not performing well or truly understanding the content needed to

be proficient in middle school mathematics. Having students write in mathematics is an effort to

deepen student understanding and help build proficiency in mathematics and ability. In 2016,

Dalton Middle School went 1:1, providing each student with a laptop. With each student having

the use of a laptop, using digital tools to write in mathematics has become more attainable.

Utilizing educational technology tools to implement writing across the curriculum has many

benefits. Blogs and other discussion platforms encourage students to collaborate and discuss

content, which inherently increases written expression and understanding. Teachers at Dalton

Middle School are searching for tools to improve student performance in mathematical

understanding and increase student participation in the area of writing in mathematics.

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Objectives

The purpose of this study is to determine if using educational technology tools to write

will increase student motivation and mathematical understanding. Which educational

technology tool is most effective in producing student participation with writing in mathematics?

How do students feel about writing in online blogs? How can writing blogs support the needs of

diverse learners? Do students prefer the traditional method or digital method when writing in

mathematics? Does using educational technology tools to write in mathematics impact student

participation and performance? As teachers at Dalton Middle School begin implementing

educational technology tools to write in their mathematics class, student participation and

mathematical performance will improve.

Throughout the 2017-2018 school year, teachers will implement educational technology

tools, such as Kidblog and Padlet, in their lessons to increase writing in the mathematics classes.

Through observation and surveys, teachers will monitor use of the tools to determine

participation and student interest. Using digital tools for writing provides the teacher with a real-

time view of student understanding. Teachers will provide students with feedback and

encourage collaboration among peers. To determine student performance, quantitative data will

be collected and analyzed. For this data students will complete pre- and post-tests for each unit

of study, including constructed response questions.

A mixed method research approach will be used to complete this research. The specific

methods most appropriate for this research would be based on experiment and evaluation. This

research will produce both qualitative and quantitative data; therefore, the Mixed Method
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approach would be most appropriate. Pre- and post-tests will provide quantitative data, while

anecdotal surveys will provide qualitative data.

One to one device, also written as 1:1 device, is part of an initiative to provide all

students anytime access to a digital device. A blog is an online discussion. A digital native is a

person who is familiar with technology due to being born and raised during the technology era.

Literature Review

The overall focus of the study by Amy Cooper (2012) is the importance of creating a

writing environment, combined with technology, within the mathematics classroom to deepen

mathematical understanding. This study uses technology and the best practices for writing and

mathematics as its foundation. According to Cooper (2012) using technology to write in

mathematics appeals to the digital native, due to its authentic and cooperative nature. Cooper

discusses two specific case studies where teachers implement digital tools, specifically online

blogs and forums, to increase writing in mathematics. The first is a male teacher who creates a

public blog for his class. Students are asked to post on the blog about daily class activities.

Seeing responses from the public, his students quickly make the realization that their learning

environment is beyond the classroom. The students in this case study “emphasize that the blog

helps them become better acquainted with classmates” (Cooper, 2012, p.83). The second case

study is a female teacher who utilizes forums within her mathematics classroom with diverse

learners. The female teacher reports that student participation has increased since introducing

the online forums. The “nonnative speakers model the language and written format of other

students’ comments and are active participants” (Cooper, 2012, p.83). Cooper (2012) concludes

that a positive classroom environment is established with the introduction of digital blogs and
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forums, which is vital to the success of student participation. Overall, this study reflects that

creating a writing environment within a mathematics classroom increases student participation,

fosters communication and collaboration, and helps improve mathematical understanding.

The study by Douglas Fisher and Nancy Frey (2015) discusses the benefits of

implementing digital tools in the classroom to check for student understanding. A group of

elementary teachers from the same school saw the need for assessing their students and “wanted

to find ways that expanded students’ experiences with texts, engaged them in digital literacy

experiences, and ensured that learning was really happening” (Fisher and Grey, 2015, p.281).

The teachers explored multiple digital tools and identified the digital tools that would be

effective in determining student understanding. They applied their previous knowledge of

teaching practices and categorized their findings in four categories: speaking and listening,

audience response, writing, and projects (Fisher and Grey, 2015). When implemented in the

classroom, the results were positive in providing the teachers with data of student understanding

and interaction with peers. The applications introduced to the students were appropriate for age

and ability. The kindergarten teacher asked the students to describe pictures orally using the Tell

About This application. Students successfully uploaded their responses for the teacher to

analyze. A third grade teacher used Socrative to increase collaboration among her students by

having them discuss within a group and then record individually. The teacher was able to

effectively determine areas of weakness and misunderstandings. A fifth grade teacher utilizes

Google Docs and Blogs for written responses. He specifically uses the online applications

Edmodo and Kidblog for a controlled environment. A sixth grade teacher uses the Glogster

application to create digital projects. She promotes peer review by organizing the projects for

students to view and analyze. The teachers report that digital tools “encourage exploration” and
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provide students “opportunities to strengthen the writing, and with it, their content knowledge”

(Fisher and Frey, 2015, p.285).

A study was conducted by Ali Bicer, Robert Capraro, and Mary Capraro (2013) to

determine if integrating writing into mathematics instruction increases problem solving skills.

Ninety-six middle grade students from the Texas Education Agency (TEA) participated in a six-

week study and were randomly assigned to one of two groups. Each group was quantitatively

tested with a pre- and post-test. According to Bicer, Capraro, and Capraro (2013), the “results of

the study indicated that the writing group outperformed the comparison group”. The study

discusses the importance of using journals to write in mathematics. Two main strategies for

journal writing in the classroom are identified: writing to understand students’ mathematical

background knowledge and writing about students’ feeling about mathematical practices (Bicer,

Capraro, and Capraro, 2013). In addition to strategies, the study mentions benefits for journal

writing, such as providing students with effective feedback and student comprehension. Bicer,

Capraro, and Capraro (2013) stated that “writing in mathematics classes is the evidence of

metacognition of students’ problem solving process because it provides not only students with

the realization of their own thinking about mathematics, but also teachers to see students’

mathematical thinking” (p.364). The overall outcome of this study is that implementing writing

in mathematics instruction increases the understanding of mathematics, but also that teachers are

provided knowledge on a student’s mathematical understandings and misunderstandings.

Heather Knox (2017) completed a study on writing strategies that teachers can implement

in the classroom to improve cognitive and metacognitive skills in their students. Knox (2017)

stated that “metacognition is considered one of the most important factors influencing student

learning” (p.43). This research focuses on strategies to increase the development of

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metacognitive skills in mathematics for the gifted learner through the use of writing. Knox

(2017) investigates writing strategies that help develop and improve metacognitive abilities

specifically in mathematics. She completed a literature review, which illustrated and recognized

the importance of developing metacognitive skills in learners. According to Knox (2017),

writing is a tool to help the increase of metacognitive skills in abstract mathematical

understanding and problem solving. Two main strategies discussed by Knox (2017) are effective

journal writing and writing through the problem-solving process. Both strategies provide

students with evidence that mathematics is more than an answer, it is a process. This study

emphasizes the importance for helping students develop higher-thinking metacognitive skills and

provides teachers with strategies to help students increase their metacognitive abilities.

Methods

This study will produce both qualitative and quantitative data; therefore, a mixed-

methods research will be conducted. To gather qualitative data, students will complete pre- and

post-tests that will determine performance on specific concepts in mathematics. Teachers and

students will both complete surveys to gather qualitative data. This study will be experimental,

comparing the effectiveness of implementing educational technology tools, such as digital blogs,

in the mathematics class to improve student motivation and performance. This single-subject

research will follow the sixth grade class at Dalton Middle School over the course of a school

year.

Sample

The research will be limited to sixth grade math teachers and all sixth grade students at

Dalton Middle School. The sample size will consist of five mathematics teacher, one special
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education teacher, one mathematics coach, and approximately 575 students. Each teacher will

have five classes with student abilities ranging from special needs learners to advanced level

mathematics learners. The ethnic background for this purposive sample is 70% Hispanic, 5%

African American, 20% White/Non-Hispanic, and 5% other. Access of this study will be given

to participants weekly during math class within a one-hour period. The only exclusion criteria

for participation in this study will be that the population excludes the seventh and eighth grade

levels.

Instrumentation

Students will complete achievement tests, such as a pre- and post-test, with open-ended

and multiple choice questions. These achievement tests will produce quantitative data. Having

an open-ended question will not only help teachers see growth in understanding of mathematics

concepts, but will provide students with additional practice and confidence in writing. The

quantitative data will allow teachers to determine strengths and weaknesses in specific math

concepts, as well as see growth among students on particular objectives. Students will also

complete a participation survey to help teachers build motivation and student interest. The

teachers will complete a survey to maintain a continual communication on the effectiveness of

the technology tools. The purpose of the teacher survey is also to determine attitudes among

teachers towards using the technology and ways to better use the technology.

The achievement tests are preexisting tests that were designed by the sixth grade teachers.

Each unit of study has a pre- and post-test that contain a range of depth of knowledge (DOK)

questions that are aligned with the Georgia Standards of Excellence (GSE). The student survey

will be developed by the sixth grade teachers. The teacher survey will be developed by the

mathematics coach. All data will be analyzed by the teachers and the mathematics coach.
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Data Analysis

Quantitative study. All sixth grade students at Dalton Middle School will complete

achievement tests to describe their performance in mathematics after having used digital tools to

write. The sixth grade teachers will implement multiple blogs as a tool to promote collaboration

and communication among students. These digital tools are the independent variable. The

student performance is dependent on the programs chosen by the teachers.

Descriptive analyses. Teachers will begin with the raw scores from the pre- and post-

test for each student. Once the raw data has been collected, teachers can calculate the mean of

each class, sub-groups, or the grade level as a whole. With a large sample population, teachers

can use a frequency table to group the data in intervals of five. To compare the two tests, the

data will be easily analyzed when the mean score is graphed on a bar graph. A bar graph will

show the increase or decrease in test scores from pre to post.

Statistical analysis. The t-test for correlated means will be used to determine gains in

mathematical scores from a pre-test to a post-test after writing within a digital blog. According

to Fraenkel, Wallen, and Hyum (2015), a t-test for means is “is a parametric statistical test used

to see whether a difference between means of two samples is significant (p.233). For this study,

a more specific t-test, called the t-test for correlated means, will be “used to compare the mean

scores of the same group before and after a treatment” (Fraenkel, Wallen, and Hyum, 2105,

p.236). The pre- and post-test will be used in this analysis. The goal for this study is to improve

student performance in math; therefore, any increase in scores from pre- to post-test will yield a

positive result.
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Scholarly Significance and Limitations

The sixth grade teachers at Dalton Middle School are frustrated with finding time and

effective methods to implement writing into the math class. The practical contribution of this

study is that the sixth grade teachers will have access to a digital tool that motivates students to

participate in collaboration and communication through writing. With the implementation of

writing in mathematics, student performance and understanding will improve. Teachers will be

able to observe student participation and guide learning while monitoring the digital blog

writing. Students can choose to access the blog at any time, which allows for back channeling of

conversations and individual student pace.

The results of this study are limited to teacher participation and implementation of the

digital tool. Student participation and access could also affect the results of this study. Many

students enjoy the idea of blogging, but might struggle with utilizing the programs

independently. Some students might struggle with applying writing skills and strategies across

the curriculum.
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References

Bicer, A., Capraro, R., & Capraro, M. (2013). Integrating writing into mathematics classroom to

increase students’ problem solving skills. International Online Journal of Educational

Science, 5(2), 361-369. Retrieved from

http://www.iojes.net/userfiles/Article/IOJES_1118.pdf

Cooper, A. (2012). Today’s technologies enhance writing in mathematics. The Clearing House,

85(2), 80-85.

Fisher, D. & Frey, N. (2015). Checking for understanding digitally during content area learning.

Reading Teacher, 69(3), 281-286.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2015). How to design and evaluate research in

education. (9th ed.). New York: McGraw-hill.

Knox, H. (2017). Using writing strategies in math to increase metacognitive skills for the gifted

learner. Gifted Child Today, 40(1), 43-47.

Miller, D. (1991). Writing to learn mathematics. The mathematics teacher, 84(7), 516-521.
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Assignment 2 Rubric (30 points):

Section Not Evident Emerging Proficient Exemplary

I. Introduction (1 page) – 3 points
This section should include: 0 1 2 3
✓ Background Information Information is Information is Information is
not provided. provided but relevant and relevant,
is unclear, adequate for sufficient, and
insufficient, or the proposed clearly
irrelevant. study. supports the
proposed
study.
✓ Statement of the Information The research The research The research
research problem and not provided. problem is problem is problem is
rationale for the study stated, but is clearly stated clearly stated,
unclear, too and is relevant, and
broad/narrow researchable. researchable.
or irrelevant. Strong Rationale is
The rationale rationale extremely
for the study provided. The clear,
is unclear or rationale compelling,
weak. statement and clearly
generally supports the
justifies the research
research questions.
questions. There is a
clear link
between the
rationale and
the research
questions.
Objectives (1 page) – 3 points
✓ Purpose 0 1 2 3
The goals are Purpose is not Purpose is Exceptionally
not stated. clearly clearly clear in
described. described. purpose.
Goals are Goals are Goals are
stated but are realistic, realistic,
unclear, adequately clearly stated,
irrelevant, or stated and and clearly
too generally aligned with
broad/narrow. aligned with the research
the research problem.
problem.
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✓ Research Questions and Information Questions/ Generally, Research

Hypotheses/ not provided or hypotheses/ questions questions are
Propositions no basis for propositions have proper clear, concise,
judgment. are missing, scope, are feasible, of
weak, or realistic, proper scope,
unclear. feasible, and and answer
Questions not adequately the purpose.
of sufficient phrased.
scope or are Each research
not feasible. question is
correctly
phrased, and
addresses
only one
aspect of the
research
problem.

All key
Definitions for concepts/ter
✓ Definitions of key Key key Definitions for ms are clearly
concepts/term concepts/ter key defined/
concepts used in the
s are not ms are concepts/ter explained.
research questions
defined. provided but ms are
are inaccurate provided and
or unclear. generally
adequate.
Literature Review (2 pages) – 3 points
Criteria: 0 1 2 3
✓ Critical review of literature Information is Findings from Some Evidence of
✓ Relevance not provided, leading evidence of sound
✓ Conceptual/Theoretical irrelevant, researchers satisfactory knowledge
framework incomplete, are included knowledge and critical
and or with minimal with limited review of the
✓ Alignment
inaccurate. critical critical review literature
commentary. of the relevant to
relevant the study.
Cited literature, but
literature may with gaps and Developed a
not be or omissions. clear,
relevant to appropriate,
the study. Conceptual/ and justified
theoretical conceptual/
framework is theoretical
included; framework for
however it is the research.
not fully
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developed or
justified.
Methods (1.5 pages) – 16 points
Type of study and research design 0 1 2 3
No selection or Research Research Research
justification of approach and approach and approach and
research design are design design are
approach and unclear, minimally realistic,
design. inappropriate, address the feasible,
or research clearly
underdevelop questions and described, and
ed. goals. aligned with
the research
questions and
goals.
Sampling 0 1 2 3-4
Little or no Limited Reasonable Sampling
evidence of a evidence of an evidence of a procedure is
sampling appropriate feasible optimally
procedure. sampling sampling chosen, fully
procedure. procedure. justified, and
feasible.
Instrumentation 0 1 2 3-4
No information Information is Instrumentati Instrumentati
provided. limited or on is on is optimally
instrumentati described and chosen,
on is can provide clearly
inadequate. the described, and
information feasible.
needed to
respond to
the research
question(s).
Data Analysis 0 1 2-3 4-5
Little or no Limited Reasonable Clear evidence
evidence of a evidence of an evidence of a of applying
data analysis appropriate realistic data appropriate
plan. data analysis analysis plan. data analysis
plan. procedures,
A general which
The description of adequately
description of the data address
data analysis analysis research
procedures is procedures is questions and
incomplete or provided. goals.
contains Procedures
inaccuracies. are
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Criteria for the adequately

Criteria for the interpretation described.
interpretation of results are
of results are incomplete. The type of
incorrect or results
are not provided by
provided. these
methods is
indicated and
criteria for
interpretation
are fully and
accurately
explained.
Scholarly Significance and Limitations (1/2 pages) – 3 points
Criteria: 0 1 2 3
✓ Practical and theoretical No information Minimal Recognition of Recognition
implications provided. recognition of some and adequate
✓ Limitations the contributions explanation of
contributions and/or the practical
and limitations of and
limitations of the study. theoretical
the study. contributions
and
limitations of
the study.
Presentation and Writing - 2 points
Criteria: 0 1 2
✓ Clarity Generally poor Reasonably Clear and
✓ Writing mechanics use of English clear and correct use of
✓ APA characterized correct use of English
by numerous English characterized
errors, unclear, characterized by a clear
incorrect by generally style of
and/or illogical clear expression,
statements. expression, with few
with relatively imprecise
few imprecise and/or
and/or incorrect
incorrect statements.
statements.
Total: /30