Teacher Beliefs and Student Achievement in Technology-Rich Classroom Environments

This research examined a two year project that created technology-intensive classrooms, a learning community of educators, and an intense set of training programs focused on pedagogy first and technology second, including ongoing support for teachers in schools identified as high poverty in one US state. The research sought to understand how participants in this project incorporate the technology and the professional development into their classrooms, and also examined student achievement over the two years through randomly matched classrooms without the technology program. It further sought to examine the ways in which pedagogical beliefs and practices evolved from participation, if at all. Results indicate a change in the pedagogical stance of the educators involved and a small positive impact on student achievement