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            "note": "There is a gap in research establishing a link between technology access and educational achievement. This study added to the body of existing research and enhanced practitioners' ability to accomplish social change through higher educational achievement. The theoretical framework guiding this study was the diffusion of innovations theory as modified by the technology acceptance model and the unified theory of acceptance and use of technology model. In order to study the relationship between the variables, technology access was represented by dedicated use of a laptop computer and educational achievement was represented by scores on standardized tests. The fundamental research question is whether giving eighth-grade students a dedicated laptop to use for educational purposes contributed to an increase on standardized test scores. Eighth-grade students in the state of Maine were selected because a statewide laptop program was instituted there in 2002 and the state mandated standardized testing for them. Causal-comparative research design was utilized. Z-score tests were used to determine if the introduction of dedicated laptops into the learning environment increased standardized test scores. The main conclusion was that technology access resulted in an increase in standardized math test scores in all schools after dedicated laptops were introduced. This research may have a direct impact on effecting social change. The study helps practitioners better understand how to institute more effective programs to provide technological access to students that increase their educational achievement. The objective basis of the study also increases its usefulness to practitioners working on social change.",
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