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Data were collected using Pearson enVision Math series topic tests, Discovery Education assessment results, and attendance records. 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Harris  \nIllinois State University, United States  \nMohammed T. Al-Bataineh  \nJordan University of Science and Technology, Jordan  \nAdel Al-Bataineh  \nIllinois State University, United States  \nAbstract  \nThis research was a quantitative study using 4th grade participants from a Title 1 elementary school in Central Illinois. This study set out to determine whether one to one technology (1:1 will be used hereafter) truly impacts and effects the academic achievement of students. This study’s second goal was to determine whether 1:1 Technology also effects student motivation to learn. Data was gathered from students participating in this study through the Pearson enVision Math series with Topic Tests, Discovery Education Assessment results, and attendance records being used. The results show that 1:1 Technology could be a factor in student academic achievement and motivation to be at school. These findings are important due to the technological shift that schools are currently facing. With more technology exposure for students and more professional development for teachers to hone their newly acquired teaching methods, 1:1 Technology may be the catalyst needed for school districts to help their students achieve at higher levels.  \nKeywords: One to one technology; Technology implementation; Student motivation; Academic achievement.  \nIntroduction  \nSince No Child Left Behind’s inception, high stakes testing and accountability has beleaguered school districts across the nation. School officials and administrators have tried any and all sorts of remedies to promote student engagement and success in the classrooms, this includes implementing technology into curricula. According to the United States Department of Education (2002), the No Child Left Behind Act also sought to eliminate the digital divide and to have student technologically literate by the end of the eighth grade, regardless of race, socioeconomic status, geographic location, and disability.  \nFurthermore, the State of Illinois adopted the Common Core State Standards in 2010, with them being fully implemented in the 2013-2014 school year. These standards have taken the ideals from No Child Left Behind (NCLB) one step further with children as young as Kindergarten aged being computer literate. For example, instead of writing extended response questions, students are expected to type and compose such responses. Current assessment initiatives require school district to use online testing. The new Partnership for Assessment of Readiness for College and Careers (PARCC), which replaces the ISAT Test in the state of Illinois, will be taken online which is avast difference between old state assessments and new state assessments. These changes are requiring school districts to provide computers and technology to their students and faculty.  \nThe school district participating in this study adopted an initiative for 1:1 Technology to be a part of classrooms in the last few years. This past school year, the school district was able to have select classrooms pilot 1:1 Technology. Teachers at the high school, junior high, and elementary levels were chosen by district administrators to have laptops as a resource and tool for instruction and learning in the classroom. The school district is working closely with local business for this 1:1 initiative to be district-wide in the near future. Due to the State of Illinois’continued budget concerns, this is not happening as quickly as it was projected to be. Teachers who are using 1:1 Technology are at an advantage over teachers who do not have this accessibility. 1:1 Technology allows teachers to better and more quickly differentiate, to administer enrichment, and to also dive deeper into topics of study, as the Common Core State Standards puts forth these requirements for students. 1:1 Technology can also motivate students and allow them to be ","cbCaim5OI6hixTci","https://ap.wps.com/l/cbCaim5OI6hixTci","pdf",733379,14,"English","# Abstract\n# Introduction\n# Literature Review\n## Technology in Education\n## Digital Divide and Policy Context","[{\"question\":\"What is the primary purpose of the study?\",\"answer\":\"The study determines whether one-to-one technology impacts students’ academic achievement.\"},{\"question\":\"How does the study measure student motivation?\",\"answer\":\"Motivation is assessed using student participation data tied to math assessments and related school records, including attendance.\"},{\"question\":\"Why is 1:1 technology discussed as important in the educational context?\",\"answer\":\"The document explains that policy shifts and assessments moving online require schools to provide technology, aiming to address the digital divide and improve engagement and learning.\"}]","One to One Technology and its Effect on Student Academic Achievement and Motivation | PDF",1792089425,35]