Year of Publication

2016

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department

STEM Education

First Advisor

Dr. Molly Fisher

Abstract

Technology has advanced greatly over the past few decades and the surge in the industry has impacted the workplace. As a result, K-12 education has worked to integrate 21st century skills into curriculum. Many times this is through STEM classes. This study examined the impact technology had on gifted and talented students’ achievement and creative construction. During a unit on Transformations, a control group received traditional instruction, while an experimental group received traditional instruction with an added technology component. A pre and posttest were given to both groups to measure student success with the geometry content. Results indicated that the technology component did not have a major impact on student achievement. Both the control and experimental group showed mastery of the standards and concepts. The technology component did increase students’ use of correct content vocabulary.

Digital Object Identifier (DOI)

http://dx.doi.org/10.13023/ETD.2016.104

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