Teacher-directed Student Use of Technology and Mathematics Achievement: Examining Trends in International Patterns

摘要

Using data from the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 administrations, this study examines international trends in technology use and ex plores the international patterns in how teacher-directed, stu dent use of technology is related to eighth grade mathematics achievement. Descriptive patterns in technology use across multiple countries and across multiple TIMSS administra tions were first examined. Subsequently, the results of HLM analyses conducted to predict mathematics performance us ing measures of teacher-directed, student use of technology were presented. Student, teacher, and school covariates were included in multiple HLM models. The most noticeable as pect of these analyses reflects the lack of relationship be tween technology use and mathematics performance. Look ing across countries within the TIMSS 2003 and 2007 admin istrations, or across the two administrations within countries, the results show that technology use was infrequently related to mathematics performance. The results also show that tech nology use accounted for a relatively small percent of the to tal variance in mathematics test scores.