Technology in the seventh -grade math classrooms: Collaborating, implementing, and assessing

As technology importance increases globally, educators must consider how well schools are preparing teachers and students to utilize technology. Teacher training, technology availability, and assessments are vital issues needing addressed to maximize the effectiveness of technology. Theorists suggest that further studies need done on the effects of technology on student performance including establishing a positive school culture and implementing constructivism models of teacher-led collaboration to plan student-centered learning environments. Research-based teaching strategies coupled with technology were the basis of this study. This qualitative multiple case study combined teacher-led collaboration minutes; online discussion blogs involving interaction between teachers, students, and families; and student focus group interviews depicting students' perspectives on technology in the classroom. Data were coded and categorized manually identifying themes and patterns. The purpose of the study was to investigate the perceptions of students, teachers, and families concerning the use of technology and elements of student performance. Overwhelmingly positive perspectives on the effects of the daily use of technology on student performance resulted from all 3 types of data gathered from a middle-class middle school. The outcome of this study provides motivation for other educators to take leadership in establishing peer-coaching technology-integration environments. Social change should occur when teachers exhibit leadership in collaboration and implementation of technology in the classroom. The results of this study should provide the researcher's local school system with information to justify technology expenditures and encourage schools to prioritize the implementation of technology in education to equip students to perform in a global society.