dc.contributor.author	Matthews, Kate	en_US
dc.coverage.spatial	Fayette County, Georgia	en_US
dc.coverage.temporal	2005-2007	en_US
dc.date.accessioned	2009-10-02T13:23:05Z	en_US
dc.date.accessioned	2011-03-02T17:28:58Z
dc.date.available	2009-10-02T13:23:05Z	en_US
dc.date.available	2011-03-02T17:28:58Z
dc.date.issued	2007-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/338	en_US
dc.description.abstract	This specialist thesis is comprised of two primary sections, an action research proposal and a journal ready article. The action research proposal outlines the plans and tools needed for the action research. The journal ready article presents the findings of the study. I have found that when students use web-based instruction designed for high-stakes test preparation alone, students' practice test scores generally do not improve. Therefore, students' lack the motivation needed for additional practice of the content area being tested. Based on direct classroom observation and extensive review of the literature, I determined that unless students are involved with more interactive, motivating ways to review for the upcoming test using technology, the web-based test preparation site is not well utilized. The purpose of this action research study was to determine the influence of a web-based test preparation program, an interactive whiteboard, and online mathematics games on student mathematics academic achievement and student perceptions toward solving problems on mathematics tests. In addition, student experiences were examined when combining these instructional technology tools. As submitted in the action research proposal, a class of 15 third-grade students participated in the intervention for one hour per day during the three-week study. My journal-ready article describes the results of the study and shows the use of web-based instruction and an interactive whiteboard had a positive influence on student mathematics achievement and perceptions toward solving problems on mathematics tests. Data were collected from student journals, field notes, surveys, interviews, and mathematics achievement tests. The results also implicate the use of this intervention as an effective means for end-of-year test preparation for my school. The findings of this study were presented to the learning community through a PowerPoint presentation and were received in a positive manner. Feedback indicated that many teachers plan to use the intervention in the future.	en_US
dc.language.iso	en_US	en_US
dc.subject	Web-based instruction	en_US
dc.subject	Mathematics tests	en_US
dc.subject	Interactive whiteboard	en_US
dc.title	Use of Web-Based Instruction and an Interactive Whiteboard to Prepare Third-Grade Students for a High-Stakes, Standardized Mathematics Test	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Hinkle, Verilette	en_US
dc.description.committee	Schmertzing, Lorraine	en_US
dc.description.committee	Dees, Dianne	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US