1. Queens Intermediate School

2. Bielefeldt, T. (2012). Guidance for Technology Decisions from Classroom Observation. Journal Of Research On Technology In Education, 44(3), 205-223. Couse, L. J., & Chen, D. W. (2010). A Tablet Computer for Young Children? Exploring Its Viability for Early Childhood Education. Journal Of Research On Technology In Education, 43(1), 75-98. Johnson, D., & Maddux, C. D. (2007). Introduction: Effectiveness of Information Technology in Education. Computers In The Schools, 24(3/4), 1-6. doi:10.1300/J025v24n03-01 Himmele, P., & Himmele, W. (2011). Total Participation Techniques. Alexandria, Virginia: ACSD. Kadiyala, J., & Crynes, B. L. (2000). A Review of Literature on Effectiveness of Use of Information Technology in Education. Journal Of Engineering Education, 89(2), 177-189. Kent, T. W., & McNergney, R. F. (1999). Will technology really change education?: From blackboard to Web. Thousand Oaks, California: Corwin Press. Wolf, D., Lindeman, P., Dunnerstick, R. (2011). Integrate Technology with Student Success. Mathematics Teaching in the Middle School, 557, Vo. 16, No. 9.

3.  Classroom disengagement inhibits students’ ability learn and retain information.  Student disengagement is leading to off- task behavior and classroom disruptions.

4. Queens Intermediate  Title I school located in Pasadena, Texas serves roughly 1100 students in grades 6-8. Ethnicity  Hispanic……………..97%  White………………...2%  African-American..1%  78.5% economically disadvantaged  48.5 % considered at- risk

5.  The purpose of this research is to discover if technology such as Wii’s, Nintendo DS’s, cell phones, and activotes increase student engagement and learning therefore minimizing “off task” behavior and classroom disruptions.

6. 8 th grade math teachers gave a random survey to a total of ninety students (10 from each class) in regular 8 th grade math classes. The survey contained the following questions: 1.Are you interested in learning about math when the lesson is taught using technology? 2.Are you more interested in learning about math when technology is used as compared to paper and pencil activities? 3.Do you think you learn better when technology is incorporated into the lesson? 4.Are you able to maintain focus when you have access to technology for lessons? 5.Does your behavior improve or worsen when you use technology? Why? Survey Questions

7. Five students from each regular Math class were tested three times on improvement of math calculations after Nintendo DS usage. The tests took place in August 2011, January 2012, and April 2012. Five students from each regular Math class were tested on probability. Three classes served as the control group that used basic lecture, pen, and paper activities (Teacher 1). The other six classes (Teacher 2) were taught the same content using technology such as the Wii, activotes, and cell phones Office referrals for both teachers during 2011-2012 school year.

8. Nintendo DS  Students in both classes were given the first five minutes of class to work on math calculation activities.  Students in the class without technology used pencil and paper activity named Mad Minute.  Students in the class with technology used Nintendo DS’s and the game Brain Age.

9. When introducing a unit on probability students in both classes were taught the same content, but one class had access to technology and the other class used basic lecture, paper, and pencil activities. The class with access to technology used Wii bowling to work on probability as well as cell phones to text answers to the teacher. Additionally, the test for the unit was given using activotes. Incorporating Wii’s, activotes, and cell phones

10.  Students enrolled in the class that used Nintendo DS’s improved math calculation speed by 54 % from August 2011 until April 2012.  Students enrolled in the class that used Mad Minute (paper and pencil) computation activities improved math calculation speed by 2% from August 2011 until April 2012.

11.  According to student surveys 98% of all students surveyed indicated they preferred to learn math when technology was integrated into the lesson indicating they did not get bored.  The remaining 2% of students surveyed stated that it didn’t matter whether technology was integrated to the lesson or not.  Students said they felt like they could more easily remember what they learned because it was a “fun” experience.

12.  Average grades for the class that used basic lecture, paper, and pencil activities was 78%  The classroom that consistently incorporated technology had fewer classroom disruptions and referrals. The class with technology accounted for 21 % of all office referrals made by 8 th grade math teachers. The remaining 79% was from the class without technology.  Average grades for the classes that incorporated technology were 86%

13.  Integrating technology in the classroom increases student engagement and learning thereby decreasing off-task behavior and office referrals.  Integrating technology enables students to become more active in the learning process (Wolf & Lindeman, 2011).  Intervention through technology encouraged all children to engage and get success in a different contextual framework (BBC News, 2008)

14.  The amount of confidence a teacher possesses in using computers and related information technologies may greatly influence his or her effective implementation of technology methods in the classroom (Christensen, 2002).  Technology is a necessary tool in the classroom so that students are engaged in learning. For that reason, teachers should be required to take updated yearly technology training. The effects of technology integration and its impact on the attitudes of teachers and students.

15. BBC news. (2008). Computer game boosts math scores. http://news.bbc.co.ik/2/hi/uk_news/scotland/7635404.stm Christensen, R. (2002). Effects of Technology Integration Education on the Attitudes of Teachers and Students. Journal Of Research On Technology In Education, 34(4), 411. Texas Education Agency. (2011). Academic Excellence Indicator System Report. http://ritter.tea.state.tx.us/cgi/sas/broker Tyler, J. H., & Lofstrom, M. (2009). Finishing High School: Alternative Pathways and Dropout Recovery. Future Of Children, 19(1), 77-103. Wolf, D., Lindeman, P., Dunnerstick, R. (2011). Integrate Technology with Student Success. Mathematics Teaching in the Middle School, 557, Vo. 16, No. 9.