An investigation of the impact of technology use in a student-centered classroom on the grades six and nine Provincial Achievement Tests (PATs) and grade twelve Diploma Exam (DIP)

In the province of Alberta, students in grades 3, 6, and 9 write a standardized test called the Provincial Achievement Test (PAT), and students in grade 12 write a standardized test called the Diploma Exam (DIP). These standardized tests are the indicators the government uses to assess achievement in Alberta. This dissertation examines how students' technology use in a student-centered classroom impacts scores on grades 6 and 9 PATs and grade 12 DIPs. This study combines information from the reflections of classroom teachers concerning the degree of student-centeredness of their classroom and their students' use of technology, and the students' scores on the PAT and DIP to determine if relationships exist. The results indicate that limited relationships exist between student technology use and teacher-centeredness, and students' scores on the provincial assessments, at the acceptable score level, for low and medium student technology use. Results indicate there are very few teacher behaviors that have a relationship to student scores on the tests.