CLASSROOM PERFORMANCE SYSTEMS 1

Running header: Classroom Performance Systems

 CLASSROOM PERFORMANCE SYSTEMS 2

________________ _______________
Research Report Outline

ABSTRACT…………………………………………………………………….……………………3
BACKGOUND & INTRODUCTION …………………….…………………………….……….....4
RESEARCH QUESTIONS……………………………………………………………………..….5
SCHEDULE…………………………………………………………………………………………5
SUMMARY OF LITERATURE REVIEW ………………………………………….…..…………6
RESEARCH METHODOLOGY.…………………………………………………………….……10
STUDY RESULTS………………..………………………………………………..………..……11
REASON FOR ERROR……………………….…..…………………………………………..….15
SUMMARY/RECOMMENDATION..…………………………………………..……….………..16
REFERENCES………………………………………………………………………..………..….17
APPENDIX………….………………………………………………………………..…… …........18
FULL RESEARCH LITERATURE REVIEW ……………………………………………………22

________________________ _______________________
 CLASSROOM PERFORMANCE SYSTEMS 3

According to the Secretary's Fourth Annual Report on Teacher Quality,

virtually every school with access to computers has Internet access (99%),
compared to only 35 percent of schools in 1994, according to the National
Center for Education Statistics (NCES) (Parsad & Jones, 2005). Public schools
have also made progress in expanding Internet access in the classrooms.
Within the past 10 years there has also been a boost of the variety of
technology available to education.

Many different types of technology can be used to

support and enhance learning. Everything from video
content and digital moviemaking to laptop computing
and handheld technologies (Marshall, 2002) have been
used in classrooms, and new uses of technology such as
podcasting are constantly emerging. No Child Left
Behind Act (NCLB) requires states to demonstrate that "every student is
technologically literate by the time the student finishes the eighth grade,
regardless of the student's race, ethnicity, gender, family income,
geographic location, or disability" (U.S. Department of Education, 2001).
Information and Communications Technology (ICT) Literacy reflects the
need for students to develop learning skills that enable them to think
critically, analyze information, communicate, collaborate, and problem-
solve, and the essential role that technology plays in realizing these
learning skills in today's knowledge-based society.
 CLASSROOM PERFORMANCE SYSTEMS 4

_______ ________

In this developing digital age of technology, students will need more

from the classroom environment to prepare
them for their future. Teachers need to keep
students not only interested but actively
involved in the curriculum by providing more
interactive teaching practices. The days of
whiteboards and overhead projectors are
becoming a thing of the past. New educational
technologies such as Document Cameras, Smart
Boards and Classroom Performance Systems (CPS) are becoming more
widely available in schools, allowing teachers to compete with the personal
handheld electronic devices that are such an important part of student’s
lives.
I currently teach Computers and Life Science at Manning Middle
School. I have been at Manning for the past seven years. However, I have
been a Life Science teacher for twelve years. Manning Middle School is one
of two option schools in Jefferson County. Our school ranks as one of the top
5 performing schools in the state of Colorado. The Manning School is
designed to prepare middle students for high school and college; to push
them to work to their full potential and to make sure they have the skills to
problem solve. However, we use very little technology in our curriculum.
What we do use is mostly teacher directed such as using LCD projectors for
lectures. We offer very little opportunity for student learning; using
technology that is student directed. Mostly this is due to our budget (or lack
of budget) for technology. We have one computer lab which is filled by
computer classes. Our library has only 10 computers; which is not enough to
pair up students in classes greater than twenty. However, we do have a
Classroom Performance system (CPS) that barely gets used. There is one
teacher that uses it a few times a year. This review hopes to address
 CLASSROOM PERFORMANCE SYSTEMS 5

benefits of using technology for students and teachers and to identify if

technology really improves learning.

______________ ____________
During this research I wanted to find out several questions that relate
to this ever changing technology in education. My biggest question is, why?
Is technology that important in education? I decided to run a trial test on my
life science students by incorporating the Classroom Performance Statement
(CPS) in several units of study. As with learning any new technology another
question arises; how long will it take me to learn this new system, develop
quizzes as well as incorporate this new technology in my lesson plans? I
wondered if it would be worth my time and effort to manage this new
technology in a constructive way; not just for me but also for my students.

_________________________ _________________________

DATE ACTION
2-25 Action research final proposal
2-28/29 Learn how to set up the CPS. Make quiz #1 from circulatory system
3-3 Deliver first quiz via cps to 4th period. Analyze data.
Get a feel from students re: class w/ cps vs class w/o cps
3-4/ Make and deliver various tests and quizzes. Analyze student data
3-20 Ask students again about class w/ and w/o CPS
Research CPS and the use of it in education.
Week of
Give test via CPS on the Urinary and Reproductive System (the 2 units I
4/6 & would have used the CPS during instruction).
4/13
“ “ Repeat another quiz from a different unit if necessary.
“ “ Analyze Data.
4/25 Write Final Report
5/ 16 Turn in Final Action Research
 CLASSROOM PERFORMANCE SYSTEMS 6

__________ ______
Does technology increase performance?
According to the OECD's 2008 Education at a Glance, the United States
ranks number one in all education spending and well above the Organization
for Economic Co-operation and Development (OECD) average for K-12
education. Yet, outcomes for students at the end of their public education
career have not kept pace with these large-scale investments.
In the last 30 years, the United States has doubled per-pupil spending
in real dollars. We spend more money on education for K-12 than most other
industrialized countries. Still American 15-year-olds score below the
international average on science and math literacy when compared with 30
OECD countries. SAT verbal scores show a decline from 530 in 1972 to 502
today and SAT math scores have essentially flattened from 509 in 1972 to
515 today. Furthermore, according to
National Assessment of Education Progress
(NAEP), the average reading scores at age
17 showed no measurable changes between
1999 and 2004 and the average score for
17-year-olds in 2004 was similar to that in
1971.

Even though national test scores have

not increased with the use of technology in
the classroom, the government continues to increase the technology budget
for education. According to the American Recovery and Reinvestment Act of
2009 the House version of the stimulus package released on January 15
2009, this stimulus package will spend more than double the current total
federal education budget, bringing federal funding of education to well over
$200 billion. $1 billion of that will be for technology to establish “21st
 CLASSROOM PERFORMANCE SYSTEMS 7

Century Schools in America. WHY? I believe it has to be a part of “keeping

up with the Jones’ ”; Or in this case “keeping up with the 21st century”.
Benefits of Technology: Why Do We Need It?
According to the No Child Left Behind Act (U.S. Department of
Education, 2001), teachers need to integrate technology into their
curriculum in order to improve student learning. This
legislation stresses the importance of technology
being an essential part of a high-quality education
that educators are obligated to provide for their
students. It states that by the end of middle school,
students should be technologically literate. This
federal initiative says that technology should be implemented by combining
technological resources with educator training and curriculum development
to boost learning and amplify student achievement in our classrooms. One
program that is based on these principles is offered by the Intel Corporation.
The Intel Teach to the Future Program (2002) has a goal to train
teachers to increase the creativity level in their classroom, for themselves
and students. Teachers who use technology have the power to spark
students’ imaginations, increase productivity, meet learning objectives and
standards, and raise the level of excellence in schools. These factors are
important to address if schools want to produce students who are ready for
the real world when they leave the educational system. In this decade, over
60% of jobs will require a basic knowledge of computer skills, and this
number is increasing exponentially (Intel, 2002). Teachers need to be
knowledgeable about, and successfully implement, the current technologies
into their classrooms to prepare youth for real life situations. Teachers need
to model and help to integrate technology into as many facets of their
students’ lives as possible. Educational technology use and implementation
is a necessary tool if we want our students to be up-to-date in a competitive
job market. It can also help prepare them for college, future professions,
and for communicating in society. Because of the increased opportunities
 CLASSROOM PERFORMANCE SYSTEMS 8

now available with technology to schools, it requires that teachers have a

greater understanding of technology and be advocates for lifelong learning.
Teachers will have to be dedicated to continuing their own professional
development.
What is Technological Literacy?
Many different terms have been used to describe what students need,
such as digital literacy, technological literacy, and 21st century skills,
education leaders, nationally and internationally, are beginning to come
together around a new common definition of what students need to know,
Information and Communication Technology (ICT) Literacy. ICT Literacy
reflects the need for students to develop learning skills that enable them to
think critically, analyze information, communicate, collaborate, and problem-
solve, and the essential role that technology plays in realizing these learning
skills in today's knowledge-based society. There are 6 areas critical to
students' success in the future workplace (Kay and Honey, 2005):

1. Communicate Effectively: Students must have a range of skills to

express themselves not only through paper and pencil, but also audio,
video, animation, design software as well as with a lot of digital
environments.
2. Analyze and Interpret Data: Students must have the ability to crunch,
compare, and choose among the data now available through the Web
or other electronic formats.
3. Understand Computational Modeling: Students must possess an
understanding of the power, limitations, and underlying assumptions of
various data representation systems, such as computational models
and simulations, which are increasingly driving a wide-range of
disciplines.
4. Manage and Prioritize Tasks: Students must be able to manage multi-
tasking, selection, and prioritizing across technology applications that
 CLASSROOM PERFORMANCE SYSTEMS 9

allow them to move fluidly among teams, assignments and

communities of practice.
5. Engage in Problem Solving: Students must have an understanding of
how to apply what they know and can do to new situations.
6. Ensure Security and Safety: Students must know and use strategies to
acknowledge, identify, and negotiate 21st century risks.

Role of Technology
There are many different types of
technology used in education today. Each
technology is likely to play a different role
in students' learning. Rather than trying
to describe the impact of all technologies
as if they were the same, researchers
need to think about what kind of
technologies are being used in the
classroom and for what purposes. Two
general distinctions can be made.
Students can "from" computers;
essentially as tutors to increase basic skills and knowledge. Students can
also learn "with" a computer; as a tool that can be applied to a variety of
goals in the learning process and can serve as a resource to help develop
higher order thinking, creativity and research skills. (Reeves, 2006).
Bruce and Levin (2001), for example, look at ways in which the tools,
techniques, and applications of technology can support integrated, inquiry-
based learning to "engage children in exploring, thinking, reading, writing,
researching, inventing, problem-solving, and experiencing the world." They
developed the idea of technology as media with four different focuses:
1. Media for inquiry: Internet resources, databases, or spreadsheets
2. Media for communication- word processing, e-mail, wikis, blogs, and
tutorials
 CLASSROOM PERFORMANCE SYSTEMS 10

3. Media for construction- robotics, computer-aided design, and control

systems
4. Media for expression - interactive video, animation, music, graphic arts

In a review of existing evidence of technology's impact on learning,

Marshall (2002) found strong evidence that educational technology
"complements what a great teacher does naturally," extending their reach
and broadening their students' experience beyond the classroom. "With
ever-expanding content and technology choices, from video to multimedia to
the Internet," Marshall suggests "there's an unprecedented need to
understand the recipe for success, which involves the learner, the teacher,
the content, and the environment in which technology is used."

________________ __________

Research Questions Summarized

1. Does using technology really improve student learning?
2. Is it worth my time and energy spent to develop the questions in
the CPS?
3. Will my students become more engaged in class when using the
CPS?

The Participants
There were 110 students and two teachers that participated in my
study:
The two teachers are Peggy McCarty and I. We both have been teaching life
science for more for more than ten years. The students in this study
consisted of my one life science class of 27 students and three of Peggy
McCarty’s classes, a total of 82 students. A total of eleven students were
removed from the study; six students did not take all of the four tests and
one student changed schools.
 CLASSROOM PERFORMANCE SYSTEMS 11

The Test Group– Independent Variable

The variable group consisted of 54 students from two teachers, my 4th
period Life Science with 27 students and Mrs. McCarty’s 6th period with
27students. This group was given 2 ten questions quizzes using the
Classroom Performance System (CPS) prior taking the unit test. The CPS is
a computerized system, where students select their answers to the quizzes
using clickers. A total of four quizzes were given.

The Control Group – Dependent Variables

The control group was Peggy McCarty’s 4th and 5th period. This group
consisted of 56 students. They had no technology added. They were given
the same four quizzes as the other classes however their quizzes were taken
using a paper and pencil.

Methodology – Procedures & Data Collection

The studied compared a total of four unit tests. Two of the tests, the
Respiratory and the Urinary System were administered before this research
began. They occurred prior to the experiment; no technology was included
before they took the tests. These two units were used as the pre-technology
data; data that will be compared against after the study is concluded.
The other two tests; the reproductive and nervous system tests were
the post- technology data. The experiment consisted of administering 2
quizzes prior the unit test. The unit test was then given as usual, using
paper and pencil.
An excel spreadsheet was created comparing pre and post test scores.
This data was broken to analyze the average test score per student, per
class and per test. Then the post-technology average test score was
subtracted from the pre-technology class average to determine whether or
not there was an improvement.
 CLASSROOM PERFORMANCE SYSTEMS 12

_______________________________ ___________________________
Student Test Scores
Does using technology in the classroom effect student learning? In this
case I would have to say yes. Overall, the classes without the use of
technology test scores decreased 2.2 % while the classes that used
technology test scores increased an average of 5.6%.
Mrs. McCarty’s classes, without using technology, decreased on
average 2.2% . My class, which used the CPS, increased an average of 9.7%.
Mrs. McCarty’s 6th period, which also used technology, increased an average
of 1.5%. The means the classes that used technology increased their test
scores an average of 5.6%.
A total of eleven students were removed from this survey. Two
students moved from the district and nine students missed one of the four
tests. There were fifty students included in the non-technology group and
forty nine in the technology group.

Summary of results
Students % improved % decreased No removed Overall
(on average) (average) change Class Ave
Peggy
11 13
4th
26 improved decreased 1 -1.6%
average on average 1
of 7.4% of -9.3%

Peggy 7
improved 17 5
5th
29 average decreased 0 excluded -2.8%
of 4% an average from data
of -5.6%

Peggy 11 11
improved decreased 5 1.5%
6th
27 average an average 0 excluded increase
of of 26.2% from data
 CLASSROOM PERFORMANCE SYSTEMS 13

14.8%
Edoff 23 4
improved decreased 9.7%
4th
27 average an average 0 0 increase
of of 2.6
12.2

Control group Variable Group

No technology used Used the CPS

Attitude Of The Students

Test scores are currently the only way we rate our students as well as
our schools. Yet, this data does not include the student’s attitude toward the
class, the teacher or their learning. There are national tests that rank
students and schools nationally. There are also international tests that rank
students and schools on a global scale based on how well they perform that
day. There are so many other factors that could influence how well a
student performs on those tests; whether it is a class test, a state test or a
national test. There are no tests to find the attitude of the student toward
their current learning environment or state of mine. Throughout my twelve
years of teaching, I have learned that students get energized when there is a
change in their routine. After this study, I was reminded that my routine by
add the CPS, was no different. The students in both groups absolutely loved
using the CPS. Several students commented how they really enjoyed instant
 CLASSROOM PERFORMANCE SYSTEMS 14

feedback the CPS gives on each question or how they can compare
themselves to the rest of the class for each quiz. I was quickly reminded
how a little change can energize a room and that energy is contagious.
Believe it or not, the students in both classes almost seemed happy to take a
quiz; while the non technology students expressed no excitement for their
quiz. Most did not even care if they ever saw their quiz score. The attitude
in classes without the CPS was extremely jealous. They wanted to know why
they couldn’t use it or why they other classes were using it and they weren’t.
This jealousy almost seemed to back fire on the quizzes. They acted as
though they were being punished; that alone lowered the overall moral in
the room, including the teacher’s.

Teachers Comments
Using new content in the classroom can increase the anxiety level for
any teacher that does not fully understand the equipment. Three out of the
four times I tried to use the CPS, at least 5 minutes of class time was wasted
trying to get the technology to work properly. Mrs. McCarty has trouble
every time. Technology issues experienced were anywhere from the battery
in the clickers failing halfway through the test, to not having the knowledge
to start the quiz properly. After using it several times now, I can say that
using the CPS is fairly simple to use and I am sure the errors will improve
with consistent use. The learning curve can be pretty frustrating when you
are expecting everything to run promptly and work smoothly while you are
using it in front of the class. The trick is to not give up when a problem
occurs. The teacher must also learn things if they plan on improving their
skills to better themselves as an instructor.
One of the hard mistakes I made during this experiment was telling the
students I was not going to including the first quiz score toward their grade.
I believe they definitely had fun with this. Some purposely picked the wrong
answers just to get a reaction from their peers when the result page
appeared. Yes, my first quiz was all fun and games. I quickly learned that I
 CLASSROOM PERFORMANCE SYSTEMS 15

must make all quizzes count toward their grade or at least make them
believe their outcome can affect their grade.

Time Spent Learning the Technology

The time it took to create a quiz is shorter than the time it takes to
grade every quiz. It really made life so much easier. The first quiz it took
about an hour to create.
After I got used to it, the average ten question quiz takes about 30mins.
Most questions had images which can increase the time it takes to create the
quiz. The best part was after the quiz was done. I took zero minutes to
grade (because the computer does it all for you) Although it took me about
5 minutes to input the grades of 27 students into Campus, our grading
program.
Furthermore, I was amazed to see how the program could break down
the quiz scores. CPS, allows the teacher to see what question/content all
students missed or didn’t understand. This allowed me to re-teach certain
content before the unit test. Most of the time this data is not available, it
becomes assumed that all students understand what was taught in class.
Re-teaching content is very rare. However, if this data is available with a
click of a button, I believe more learning and better teaching will result if
used properly. The CPS can also generate a student specific study based on
how well they answered the questions in class. This is an amazing tool!!!

________________________ __________________

I don’t believe that this test shows the whole story. Even though the

classes that used technology scores increased on average of 5.6 %, not

every student had an increase. In fact, Peggy McCarty’s 6th period class

only 50% of the students increased. Similar data is also shown in her 4th
 CLASSROOM PERFORMANCE SYSTEMS 16

period class approximately 50% of the students showed an improvement

even though no technology was used.

Some of the reasons I believe my class increased so much, is that

parents were contacted regarding the poor study habits of their student.

Parent involvement using means more studying is happening at home.

The pre-technology content was also more challenging than the

content in the post-technology content. The post technology included the

Reproductive System. Most middle school students tend to be more

interested because they learn why their bodies are changing; they can relate

to the content. The Nervous System was also my favorite system to teach;

the excitement of the teacher can definitely affect the learning of the

students.

_____________________________ __________________________
According to the national study, the use of technology does not
improve student learning, so it was surprising to see that the classes, that
did use technology, improve as much as they did. Peggy McCarty and I
enjoyed the change of pace the CPS brought to our classroom. I would
venture to say, we probably enjoyed it more than our students; most of the
time. The data that can result by using a computer generated quiz or test
 CLASSROOM PERFORMANCE SYSTEMS 17

and the time it saves on grading papers was DEFINITELY worth the time and
effort spent learning the program and generating quizzes.
If we, at Manning, are to prepare our students for their future, I believe
we should use more technology in all of the classrooms. I don’t mean more
teacher generated technology, like using a PowerPoint to present lectures;
although that is very handy. We could do so much more for our students if
we give them ample opportunity to do more on their own. It is a proven fact
that students retain very little from teacher directed lessons but will
remember personal discoveries for a long time. What would the world be
like if every lesson taught in school could be a personal discovery?
There are many different types of technology that can be used in
education today. Each technology can play a different role in the education
of students'; which can be so much more to a student other than an Internet
resource or a word-processing tool. If education is to keep up with this ever-
changing technology in the world of our student , we better encourage our
children to explore, to think, to research and to problem-solve using real-life
experiences by using the many tools, techniques, and applications of modern
day technology.

_____________________________ _____________________________

Bruce, Bertram C. and Levin James A. (2001). Technology as Media: The

Learner Centered
Perspective. Retrieved March 30, 2009 from http://lrs.ed.uiuc.edu/jim-
levin/levin-bruce-aera.html
 CLASSROOM PERFORMANCE SYSTEMS 18

Bruce, Bertram C. and Levin James A. (1997). Technology as Media.

Retrieved March 30,
2009 from
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te8lk4.htm

Johnson, Kirk A. (2009). Do Computers in the Classroom Boost Academic

Achievement?
Retrieved March 30, 2009 from
http://www.heritage.org/Research/Education/CDA00-08.cfm

Marshall, James (2002). Learning with Technology. Retrieved March 30, 2009
from
http://www.medialit.org/reading_room/article545.html

National Center for Educational Statistics. (2006). Fast Facts. Retrieved

march 30, 2009
from http://nces.ed.gov/fastfacts/display.asp?id=46

National Center for Educational Statistics. (2006). National Assessment for

Educational
Progress. Retrieved march 30, 2009 from
http://nces.ed.gov/surveys/SurveyGroups.asp?group=4

North Central Regional Educational Laboratory. (2005). Technology and

Youth: Wired Schools and Wired Lives. Retrieved March 9, 2009 from
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#context

Reeves, Bruce. (2006) IT and Educational Technology. Retrieved March 31,

2009
from
http://www.educause.edu/EQ/EDUCAUSEQuarterlyMagazineVolum/ITan
dEducationalTechnologyWhat/157431

_____________________________ ___________________________
 CLASSROOM PERFORMANCE SYSTEMS 19

Karen Edoff’s 4th period class

pre-test Post-test
Last First Respiratory Urinary Average Reproductive Nervous Average change
Cito Savana 29 33 31 45 52 48.5 17.5
Gilbert Kirk 83 76 79.5 70 90 80 0.5
Handley Morgan 74 74 74 83
Hanson Brooke 69 82 75.5 92 91 91.5 16
Hartman Matt 68 62 65 75 84 79.5 14.5
Herrold Andy 83 79 81 91 89 90 9
Hoffer David 50 58 54 70 94 82 28
Justice Ally 53 45 49 80 61 70.5 21.5
Kerl Kaitlin 62 58 60 32 75 53.5 -6.5 girls 13
Klump Paige 101 92 96.5 102 103 102.5 6 boys 14
Kowalchik Schafer 93 90 91.5 96 95 95.5 4 total 27
Krebs Hayley 68 51 59.5 82 77 79.5 20 av
Lin Curtis 86 71 78.5 87 92 89.5 11 improved 23
decrease
Maruyama Emily 103 102 102.5 98 105 101.5 -1 d 4
no
Matheson Erin 100 95 97.5 100 100 100 2.5 change 0
McHugh Malorie 26 35 30.5 46 49 47.5 17 removed
McLaughlin Matt 104 78 91 99 95 97 6
Morrill Angelica 39 38 38.5 46 42 44 5.5
Mulligan Colin 83 66 74.5 92 79 85.5 11
Ortega Tristan 59 66 62.5 55 68 61.5 -1
Parrish Micah 96 85 90.5 104 91 97.5 7
Porter Austin 45 33 39 52 55 53.5 14.5
Ripli-Bunn Kiki 71 75 73 81 79 80 7
Sanford Kyler 91 73 82 87 86 86.5 4.5
Siverson BJ 63 68 65.5 90 83 86.5 21
Snyder Erik 86 98 92 95 83 89 -3
Stauffer John 80 55 67.5 91 86 88.5 21
CLASS 72.78 68.07 70.43 79.30 80.9 80.1 9.7

Peggy McCarty’s 4th period

Score Circulatory Score Urinary Average score reproductive score nervous average improved
adrianna 30 60% 33 66% 63% 31 69% 43 72% 70% 7%
anne 44 88% 39 78% 83% 38 84% 42 70% 77% -6%
kyler 43 86% 45 90% 88% 41 91% 46 77% 84% -4%
 CLASSROOM PERFORMANCE SYSTEMS 20

sammie 48 96% 44 88% 92% 41 91% 47 78% 85% -7%

-
zoe 45 90% 44 88% 89% 43 96% 0 0% 48% 41%
-
caitlyn 44 88% 43 86% 87% 34 76% 44 73% 74% 13%

gabbie 34 68% 37 74% 71% 33 73% 34 57% 65% -6%

carly 43 86% 47 94% 90% 43 96% 62 #### 99% 9%
-
rory 48 96% 40 80% 88% 38 84% 37 62% 73% 15%
ellen 29 58% 23 46% 52% 29 64% 34 57% 61% 9%
megan 32 64% 38 76% 70% 36 80% 45 75% 78% 8%
weston 47 94% 46 92% 93% 39 87% 56 93% 90% -3%
james 40 80% 38 76% 78% 37 82% 49 82% 82% 4%
cody 25 50% 41 82% 66% 38 84% 40 67% 76% 10%
zachary 47 94% 37 74% 84% 41 91% 56 93% 92% 8%
ben 50 100% 48 96% 98% 45 100% 58 97% 98% 0%
colin 45 90% 47 94% 92% 39 87% 49 82% 84% -8%
ashli 38 76% 45 90% 83% 37 82% 46 77% 79% -4%
sierra 45 90% 35 70% 80% 41 91% 47 78% 85% 5%
auburn 44 88% 40 80% 84% 41 91% 55 92% 91% 7%
tess 30 60% 35 70% 65% 28 62% 47 78% 70% 5%
daniel 35 70% 37 74% 72% 27 60% 44 73% 67% -5%
cahill 48 96% 40 80% 88% 36 80% 48 80% 80% -8%
jack 44 88% 43 86% 87% 41 91% 48 80% 86% -1%
lane 45 90% 36 72% 81% 44 98% 50 83% 91% 10%

40.92 81.8% 40 80% 81.0% 37.6 83.6% 45 75% 79.4%

girls 13
boys 13
total 26

improved 11 7.4%
-
deceased 13 9.3%
nochange 1

removed 1

Peggy Mc Carty’s 5th

Score Circulatory Score Urinary Average score repro score Nerv Average improv
cock Joshua 49 98% 44 88% 93% 42 84% 56 93% 89% -4.3%
ings Shannon 40 80% 37 74% 77% 32 64% 43 72% 68% -9.2%
nc Megan 30 60% 37 74% 67% 35 70% 40 67% 68% 1.3%
 CLASSROOM PERFORMANCE SYSTEMS 21

meron Taylor 29 58% 38 76% 67% 35 70% 37 62% 66% -1.2%

vington
dsay 29 58% 48 96% 77% 43 86% 56 93% 90% 12.7%
oss Allysa 34 68% 41 82% 75% 40 80% 40 67% 73% -1.7%
lumber Julian 34 68% 36 72% 70% 38 76% 36 60% 68% -2.0%

rkee Dana 34 68% 44 88% 78% 41 82% 53 88% 85% 7.2%

son Ian 45 90% 41 82% 86% 42 84% 51 85% 85% -1.5%
ramaki Nathan 43 86% 43 86% 86% 42 84% 49 82% 83% -3.2%
gna Matthew 36 72% 41 82% 77% 33 66% 40 67% 66% -10.7%
key John 47 94% 47 94% 94% 40 80% 50 83% 82% -12.3%
ott Tyler 42 84% 36 72% 78% 33 66% 45 75% 71% -7.5%
son Brennon 41 82% 33 66% 74% 33 66% 44 73% 70% -4.3%

onlight
eyenne 35 70% 37 74% 72% 44 88% 38 63% 76% 3.7%
rin Philip 41 82% 39 78% 80% 36 72% 37 62% 67% -13.2%
hols Hannah 22 44% 30 60% 52% 22 44% 37 62% 53% 0.8%
odes Teddy 48 96% 48 96% 96% 44 88% 58 97% 92% -3.7%
hards Justin 42 84% 44 88% 86% 44 88% 52 87% 87% 1.3%

hmeizel
becca 39 78% 44 88% 83% 33 66% 50 83% 75% -8.3%
yder Tyler 27 54% 32 64% 59% 25 50% 35 58% 54% -4.8%
ley Madison 25 50% 32 64% 57% 28 56% 33 55% 56% -1.5%
kes Robert 48 96% 47 94% 95% 42 84% 57 95% 90% -5.5%

ylor Sarah 39 78% 43 86% 82% 42 84% 49 82% 83% 0.8%

ERAGE 37 75% 40 80% 77.5% 37.0 74.1% 45 75.4% 74.8% -2.8%

Peggy’s 6th period

Sco Circula Sco Urin Aver sco reprodu sco nerv AVER impr
re tory re ary age re ctive re ous AGE ov
-
60.00 11.7
Chloe 29 58% 31 62% % 27 60% 22 37% 48% %
Skyler 0.0%
 CLASSROOM PERFORMANCE SYSTEMS 22

-
81.00 17.7
Caleb 42 84% 39 78% % 27 60% 40 67% 63% %
Jacoby 18 36% 25 50% 43.00 28 62% 41 68% 65% 22.3
% %
Donald 45 90% 44 88% 89.00 40 89% 58 97% 93% 3.8%
%
Yadira 12 24% 35 70% 47.00 19 42% 37 62% 52% 4.9%
%
Faye 35 70% 37 74% 72.00 39 87% 40 67% 77% 4.7%
%
Sophie 46 92% 48 96% 94.00 43 96% 53 88% 92% -2.1%
%
Janene 44 88% 44 88% 88.00 38 84% 52 87% 86% -2.4%
%
Amy 27 54% 45 90% 72.00 29 64% 53 88% 76% 4.4%
%
Joe 41 82% 36 72% 77.00 41 91% 52 87% 89% 11.9
% %
Oliva 44 88% 47 94% 91.00 42 93% 48 80% 87% -4.3%
%
Brittan 21 42% 20 40% 41.00 28 62% 27 45% 54% 12.6
y % %
Andre 27 54% 37 74% 64.00 29 64% 36 60% 62% -1.8%
w %
Cathrin 39 78% 42 84% 81.00 43 96% 44 73% 84% 3.4%
e %
Jason 33 66% 39 78% 72.00 34 76% 33 55% 65% -6.7%
%
Natalie 33 66% 36 72% 69.00 31 69% 35 58% 64% -5.4%
%
Eric 20 40% 25 50% 45.00 32 71% 17 28% 50% 4.7%
%
Kasau 24 48% 25 50% 49.00 15 33% 30 50% 42% -7.3%
ndra %
Neil 42 84% 36 72% 78.00 36 80% 53 88% 84% 6.2%
%
Mary- 74.00
Kathry %
n 36 72% 38 76% 34 76% 39 65% 70% -3.7%
Lauren 30 60% 39 78% 69.00 44 98% 49 82% 90% 20.7
% %
Evan 42 84% 39 78% 81.00 37 82% 43 72% 77% -4.1%
%

33 66% 37 73% 69.9% 33.5 74% 41.0 68% 71.3% 1.5%

__________ ______
PROBLEM
 CLASSROOM PERFORMANCE SYSTEMS 23

I have been a middle school teacher for over 11 years. Within the past

few years there has been a push to use more technology in our classroom.

However, they never back up the need for change with facts that help

promote the change. Using technology in the classroom is very time

consuming, at least in the beginning. If using technology is so important

why doesn’t the school system provide training and extra time to prepare

new lessons that incorporate this “wonderful” tool? A teacher’s plate is

already overloaded. There already is not enough time in the day to do what

is expected. How much better will it be for the students if their teachers use

technology in the classroom? What are the facts that back up this push to

use technology in education?

RESEARCH QUESTIONS

I am exploring several thesis statements in my literature review. They are;

1. Does technology increase performance? If yes what was tested, what

criteria was used and how was it concluded?

2. What does the 21st century classroom look like?

3. What are the characteristics of the 21st century learner?

RESEARCH METHODS

My literature search methods used.

Mostly searched Google and used the following keywords:

Does technology increase performance?

 CLASSROOM PERFORMANCE SYSTEMS 24

Technology in the classroom

NCLB technology
The future of the classroom
Using technology to teach to the 21st century learner
The 21st century learner
Technology in America
Read some blog websites to get ideas or to read thoughts of other educators

but only used facts from credible websites and organizations.

LITERATURE REVIEW FINDINGS

Does technology increase performance?

According to the OECD's 2008 Education at a Glance, the United States

ranks number one in all education spending and well above the Organization
for Economic Co-operation and Development (OECD) average for K-12
education. Yet, outcomes for students at the end of their public education
career have not kept pace with these large-scale investments.
In the last 30 years, the United States has doubled per-pupil spending

in real dollars. We spend more money on education for K-12 than most other

industrialized countries. Still American 15-year-olds score below the

international average on science and math literacy when compared with 30

OECD countries. SAT verbal scores show a decline from 530 in 1972 to 502

today and SAT math scores have been essentially flattened from 509 in 1972

to 515 today.

Verbal Score Mathematical Score

Year Male Female Total Male Female Total

 CLASSROOM PERFORMANCE SYSTEMS 25

1972 531 529 530 527 489 509

1976 511 508 509 520 475 497

1980 506 498 502 515 473 492

1984 511 498 504 518 478 497

1988 512 499 505 521 483 501

1990 505 496 500 521 483 501

1992 504 496 500 521 484 501

1994 501 497 499 523 487 504

1996 507 503 505 527 492 508

1998 509 502 505 531 496 512

2000 507 504 505 533 498 514

2002 507 502 504 534 500 516

2004 512 504 508 537 501 518

2005 513 505 508 538 504 520

The 2006 SAT Reasoning Test was the first to have three sections: Critical Reading (formerly “Verbal”),
Mathematics, and Writing.

2006 Reading Math Writing

Male 505 536 491

Femal
502 502 502
e

Total 503 518 497

2007 Reading Math Writing

Male 504 533 489

Female 502 499 500

Total 503 516 494

2008 Reading Math Writing

Male 504 533 488

Female 500 500 501

Total 502 515 494

 CLASSROOM PERFORMANCE SYSTEMS 26

However, according to National Assessment of Education Progress

(NAEP), the average reading scores at age 17 showed no measurable

changes between 1999 and 2004. The average score for 17-year-olds in

2004 was similar to that in 1971. Results from the long-term trend NAEP of

mathematics achievement indicate a significant improvement at ages 9 and

13 between 1973 and 2004, but not for age 17. In 2004, the average score

at age 9 was 24, which was higher than any previous year—up 9 points from

1999 and 22 points from 1973. At age 13, the average score in 2004 was

higher than in any other assessment year. The 5-point increase between

1999 and 2004 resulted in an average score in 2004 that was 15 points

higher than the average score in 1973. However, the average score at age

17 was not measurably different from the average score in 1973 or 1999.

Even though national test scores have not increased with the use of

technology in the classroom, the government continues to increase the

technology budget for education. According to the American Recovery and

Reinvestment Act of 2009 the House version of the stimulus package

released on January 15 2009, this stimulus package will spend more than

double the current total federal education budget, bringing federal funding of

education to well over $200 billion. $1 billion of that will be for technology to

establish “21st Century Schools in America. WHY? I believe it has to be a

part of “keeping up with the Jones’ ”; Or in this case “keeping up with the

21st century”.
 CLASSROOM PERFORMANCE SYSTEMS 27

The 21st Century

Computers have penetrated nearly every aspect of American life.

Dependence on computers increases every day, from finding information,

filing taxes to communicating with friends and family. We as educators need

to keep up with today’s trends not only for the technological competition but

also to enable today’s students to remain current with the rest of the digital

world.

The 2007 report "Internet Access in U.S. Public Schools and

Classrooms: 1994-2005" that in the fall of 2005 nearly 100 percent of public

schools in the United States had access to the Internet. In 2005, 97 percent

of public schools had high-speed broadband, with a ratio of 3.8 students per

1 computer with Internet access.

Few Americans would question the role that computers could play in

education. For the United States to maintain its high-technology status in

the global economy, it seems fair to expect computers to be given a more

integral role. Technology enables students to receive instant results on a

test. Digital tests allow teachers to analyze data in a variety of ways with

the touch of a button.

Technology Standards Today

No Child Left Behind Act (NCLB) requires all states to demonstrate that

"every student is technologically literate by the time the student finishes the
 CLASSROOM PERFORMANCE SYSTEMS 28

eighth grade, regardless of the student's race, ethnicity, gender, family

income, geographic location, or disability" (U.S. Department of Education,

2001). While NCLB has established an eighth-grade technology literacy

requirement, the requirement is not a full statement of knowledge and skills

students need nor does it include a method for ensuring accountability (Kay

& Honey,).

What is Technological Literacy?

Many different terms have been used to describe what students need,

such as digital literacy, technological literacy, and 21st century skills,

education leaders, nationally and internationally, are beginning to come

together around a new common definition of what students need to know,

Information and Communication Technology (ICT) Literacy. ICT Literacy

reflects the need for students to develop learning skills that enable them to

think critically, analyze information, communicate, collaborate, and problem-

solve, and the essential role that technology plays in realizing these learning

skills in today's knowledge-based society. There are 6 areas critical to

students' success in the future workplace (Kay and Honey, 2005):

7. Communicate Effectively: Students must have a range of skills to

express themselves not only through paper and pencil, but also audio,

video, animation, design software as well as with a lot of digital

environments.
 CLASSROOM PERFORMANCE SYSTEMS 29

8. Analyze and Interpret Data: Students must have the ability to

crunch, compare, and choose among the data now available through

the Web or other electronic formats.

9. Understand Computational Modeling: Students must possess an

understanding of the power, limitations, and underlying assumptions of

various data representation systems, such as computational models

and simulations, which are increasingly driving a wide-range of

disciplines.

10. Manage and Prioritize Tasks: Students must be able to manage

multi-tasking, selection, and prioritizing across technology applications

that allow them to move fluidly among teams, assignments and

communities of practice.

11. Engage in Problem Solving: Students must have an understanding

of how to apply what they know and can do to new situations.

12. Ensure Security and Safety: Students must know and use strategies to acknowledge,

identify, and negotiate 21st century risks.

Role of Technology

There are many different types of technology used in education today.

Each technology is likely to play a different role in students' learning. Rather

than trying to describe the impact of all technologies as if they were the

same, researchers need to think about what kind of technologies are being

used in the classroom and for what purposes. Two general distinctions can
 CLASSROOM PERFORMANCE SYSTEMS 30

be made. Students can "from" computers; essentially as tutors to increase

basic skills and knowledge. Students can also learn "with" a computer; As

tool that can be applied to a variety of goals in the learning process and can

serve as a resource to help develop higher order thinking, creativity and

research skills. (Reeves, 2006).

Bruce and Levin (2001), for example, look at ways in which the tools,

techniques, and applications of technology can support integrated, inquiry-

based learning to "engage children in exploring, thinking, reading, writing,

researching, inventing, problem-solving, and experiencing the world." They

developed the idea of technology as media with four different focuses:

1. Media for inquiry: Internet resources, databases, or

spreadsheets

2. Media for communication- word processing, e-mail,

wikis, blogs, and tutorials

3. Media for construction- robotics, computer-aided

design, and control systems

4. Media for expression - interactive video, animation,

music, graphic arts,

In a review of existing evidence of technology's impact on learning,

Marshall (2002) found strong evidence that educational technology

"complements what a great teacher does naturally," extending their reach

and broadening their students' experience beyond the classroom. "With

 CLASSROOM PERFORMANCE SYSTEMS 31

ever-expanding content and technology choices, from video to multimedia to

the Internet," Marshall suggests "there's an unprecedented need to

understand the recipe for success, which involves the learner, the teacher,

the content, and the environment in which technology is used."

CONCLUSION

Even though billions of dollars are spent on technology in education,

there is no real proof that using technology increases student performance.

However, I believe we, as educators, should prepare our students for the

future. Prepare them for jobs that have not yet been invented, conquer

concepts not yet discovered, and uncover solutions to problems that are not

an issue.

Most 21st Century classrooms are designed to help students develop

the ability to communicate, collaborate, think critically, utilize media to

gather information and incorporate awareness of the world around them.

The 21st century classroom is student centered, project based and

changeable to meet the need of the learner.

In the future, I imaging teachers will be able to communicate with their

students privately via chat or using wikis, or give a pop quizzes that literally
 CLASSROOM PERFORMANCE SYSTEMS 32

will pop up on individual screens to assess learning in real-time. Analysis of

student data could transpire in a multiple of ways just from a click of a

button.

It is for all of these reasons; technology should continue to be used in

education. It should also become essential; not just as an assessment tool

but embedded into the curriculum, the classroom and the core subjects..

REFERENCES

Bruce, Bertram C. and Levin James A. (2001). Technology as Media: The

Learner Centered
Perspective. Retrieved March 30, 2009 from http://lrs.ed.uiuc.edu/jim-
levin/levin-bruce-aera.html

Bruce, Bertram C. and Levin James A. (1997). Technology as Media.

Retrieved March 30,
2009 from
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te8lk4.htm

Johnson, Kirk A. (2009). Do Computers in the Classroom Boost Academic

Achievement?
Retrieved March 30, 2009 from
http://www.heritage.org/Research/Education/CDA00-08.cfm

Marshall, James (2002). Learning with Technology. Retrieved March 30, 2009
from
http://www.medialit.org/reading_room/article545.html

National Center for Educational Statistics. (2006). Fast Facts. Retrieved

march 30, 2009
from http://nces.ed.gov/fastfacts/display.asp?id=46
 CLASSROOM PERFORMANCE SYSTEMS 33

National Center for Educational Statistics. (2006). National Assessment for

Educational
Progress. Retrieved march 30, 2009 from
http://nces.ed.gov/surveys/SurveyGroups.asp?group=4

North Central Regional Educational Laboratory. (2005). Technology and

Youth: Wired Schools and Wired Lives. Retrieved March 9, 2009 from
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#context

Reeves, Bruce. (2006) IT and Educational Technology. Retrieved March 31,

2009
from
http://www.educause.edu/EQ/EDUCAUSEQuarterlyMagazineVolum/ITan
dEducationalTechnologyWhat/157431