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Abstract
This study compared the attainments of elementary students in technology-enriched classrooms and students in traditional classrooms in terms of student achievement, self-esteem, and classroom interaction. Intact classes from five Louisiana elementary schools were randomly assigned to either treatment or control groups. Treatment classrooms included a variety of technology hardware and software, while control classrooms did not. The sample was composed of 211 students of low socioeconomic status and of various backgrounds, races, and ability levels. Analysis of reading scores revealed no significant differences between groups. Mathematics achievement, composite self-esteem, school self-esteem, and general self-esteem showed statistically significant differences, favoring the treatment group. In addition, interaction analyses during the fall and spring of the school year found a significant difference between type of classroom (technology enriched or not) and type of verbal interactions occurring within those frameworks, with treatment groups being more student centered and control groups being more teacher centered.
