dc.contributor.author	Smith, Paula C.	en_US
dc.coverage.spatial	Central Georgia	en_US
dc.coverage.temporal	2004-2006	en_US
dc.date.accessioned	2009-09-16T19:30:21Z	en_US
dc.date.accessioned	2009-09-30T15:58:45Z	en_US
dc.date.accessioned	2011-03-02T17:28:53Z
dc.date.available	2009-09-16T19:30:21Z	en_US
dc.date.available	2009-09-30T15:58:45Z	en_US
dc.date.available	2011-03-02T17:28:53Z
dc.date.issued	2006-12	en_US
dc.identifier.uri	http://hdl.handle.net/10428/127	en_US
dc.description.abstract	This research study was conducted to determine the effects of technology-based, differentiated language arts instruction on students' achievement and confidence levels in regard to the completion of language arts assignments along with teachers' perceptions of this instruction and achievement. Student language arts achievement was examined through a unit on sentence structure along with student confidence levels regarding their ability to complete language arts assignments. Teacher perceptions of the use of technology and differentiated instruction were also explored. Twenty-four sixth grade students from a heterogeneously grouped, middle school language arts class participated in the study. Data collection included a pre and post intervention attitudinal survey, pre and posttests, student journal responses, teacher journal entries, and adult observer logs. Results from the study revealed a slight improvement in achievement in the area of sentence structure. Data for student attitudes about their confidence levels indicated a strong enthusiasm for the use of technology for learning simple, compound, and complex sentences but less enthusiasm for having differentiated assignments. Teacher perceptions were positive and indicated students were excited, engaged, and on task during instruction. Suggestions for future research on this topic and the utilization of these methods were made.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Differentiated language arts instruction	en_US
dc.subject	Sentence structure	en_US
dc.subject	Teacher perceptions	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.title	The Effects of Technology-Integrated Differentiated Instruction on Language Arts Achievement	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum, Leadership, and Technology	en_US
dc.description.advisor	Dees, Diane C.	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.committee	Leader, Lars F.	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US