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Abstract Title: Examining the Effect of Technology Usage on Multiple Physics Outcomes
Abstract: Technology has become more central to the teaching and learning of physics. These technologies include calculators, computer resources (e.g. simulations, online social networks, homework systems), and response systems (e.g. clickers).  Drawing on data from a large scale national survey study with responses from 1955 students who had taken physics, we examined the effect of technology usage on students' physics identity, physics grades, and STEM career interest.  Using Multivariate Matching, we compared groups who experienced or did not experience a particular technology and were matched on background.    We found that high technological saturation had a significant positive effect on physics identity. Computer simulations had a positive effect on both physics identity and STEM career interest.  Finally, science videos had a significant positive effect on physics grades but a negative effect on STEM career interest.  We will discuss these results as well as supplementary qualitative data on how teachers use these technologies.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jonathan Mahadeo
Florida International University
11200 Southwest 8th Street
Miami, FL 33199
and Co-Presenter(s)
Zahra Hazari,Florida International University;
Geoff Potvin, Florida International University;