Teachers’ Perspectives Of The Effects Of  Educational Technology Tools On High School  Algebra 1 Skills

Dissertation

Public Deposited

Abstract

This dissertation aimed to investigate the effectiveness of educational technology tools on high school students’ Algebra I fundamental skills from the perspectives of high school mathematics teachers. A mixed-methodology approach, including online surveys and open- ended questions, was used to capture the teachers’ perspectives. The study involved a sample of New Jersey high school mathematics teachers to identify the effect of educational technology tools, such as IXL, Edulastic, and Desmos, towards students’ grasp of fundamental Algebra I skills and concepts. The study also discussed the challenges and barriers to integrating educational technology tools in the classroom, as well as the potential benefits of technology in enhancing student engagement and motivation. The researcher acknowledged the study’s delimitations and limitations and proposed that with proper training, the integration of educational technology into high school mathematics classrooms could potentially enhance students’ mathematical foundation. This research built on previous studies that explored both the benefits and challenges of integrating educational technology tools in mathematics education. The findings of this study offer valuable insights to several school districts by enhancing their understanding of how educational technology tools impacted high school students’ foundational Algebra I skills.

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