What is the Effect of Technology Integration on Student ...



What is the Effect of Technology Integration on Student Motivation, Engagement, and Interest?

LT 785 – Research Methods in Educational Technology

Julie LeFebvre

May 2, 2008

I - Statement of the Research Question/Problem

What is the effect of technology integration on student motivation, engagement and interest?

II - Summary of the Literature

According to Webster’s Dictionary, “Technology Integration” is a term used by educators to describe effective uses of technology by students and teachers at the K-12 and university level. Teachers use many different ways of technology to support math, social studies, science, language arts and many other content areas. By integrating technology into their classroom, learners are empowered to be actively engaged in their learning.

As we move into the 21st century, technology has become more and more important to our society. Computers are becoming more affordable and many people depend on them in their daily lives. Since computers are becoming more affordable to purchase, schools have been able to purchase more computers for their students. As more and more computers are purchased, a growing need for technology education emerges. What is the importance of integrating technology into a student's curriculum? What benefits do our students receive from technology? There are many ways that technology can benefit students.

The students of today’s society have grown up with more technological devices than ever before. If technology motivates students to learn then there should be evidence of academic success or lack of success should reveal less motivated students.  But, do they provide extra motivation when it comes to learning?  There are many researchers that would say “yes” to this question.  Yet, others believe that there is more to it than technology alone.

A teacher once said to me, "I don't need a computer to teach math." Of course she doesn't, but the computer can add an element of excitement and interest that paper and pencil might not have, especially for the "modest achievers" who sit in our classrooms and challenge us to motivate them. Technology offers our reluctant learners an additional opportunity for success that they might not otherwise experience in their daily lessons.

Dan Lemke says that the first way that technology can benefit students is that it can accelerate, enrich and deepen basic skills. Under the right conditions, students learn faster with more depth of understanding using technology (Jones, 2008). David Dwyer is Vice President of Advanced Learning Technologies for Computer Curriculum Corporation. He leads the company's Educational Enterprise Group and develops next-generation solutions for the learning, management and communication needs of schools. In an interview with Judy Salpeter (Jones, 2008), he discusses one study conducted by the University of Michigan. The study compared the use of computers for basic skill instruction with paper and pencil approaches and found increases of 10 to 15 percent in the computer-using group. Another finding that studies showed was an increase in efficiency. It took students 30 percent less time to learn the same things with help from the computer. Swan et al. (2005) reported that students found that using mobile devices was fun and made schoolwork, especially writing activities, easier than using paper and pencil.

According to Lumley (1991), “The struggle of classroom teachers to deal with student motivation problems is as old as schooling itself” (p.14). A teacher using technology to motivate students is more compelling and productive than one just using textbooks and lectures. These selected technologies can support and empower proven student motivation principles. In a technology intensive classroom, the teacher or student can begin an activity by accessing visual images, reams of text, audio, etc. at a touch of a key. In technology environments, success and failure often take place only between the student and the computer. Students are so involved in the technology and creation of a product that making mistakes or being embarrassed is far from their concerns. Technology can be used to help students manipulate objects, graphs, charts, etc. while receiving personal feedback. In a multimedia classroom, it can be commonplace for students to be on task for an entire class period. Teachers walk around the room and children rarely look up because they are so absorbed in their work. When students are that absorbed, it follows that mastery can be achieved and maintained.

Other changes may also occur in the learning environment. Scheduling of classes is often based on short periods of time. Jonassen (2000) suggests that since computers require engagement and we encourage the students to be engaged learners, we need to recognize that "engagement cannot always reach fruition in 50-minute periods" (p. 277). Once students get involved in their learning, they need larger blocks of time to dig deeper, discuss, analyze and make meaning in their collaborative groups. Flexible timing, scheduling, timetabling are all issues in the development of a changed learning environment more in line with constructivist philosophy.

Motivation, engagement and interest improve when students have easy access to mobile and/or fixed computer technologies in and out of the classroom. Using portable computing devices such as laptop and handheld computers enables mobile learning that allows learning to extend beyond the traditional classroom. Swan et al. (2005) reported that a critical factor for students was being able to work on their homework with a handheld computing device wherever and whenever they wanted to. This flexibility supported motivation and engagement in their learning. Teachers in the Swan (2005) study also reported that during the six-week period of this study, all assignments were completed and turned in on time.

Through an in-depth examination of the literature, A. Phillips (n.d.) believes that intrinsic motivation does not come by just using the computer.  In a study done with Japanese math students, student motivation increased with the use of cooperative learning and relevant activities.  She also states that secondary students have indicated a lack of motivation due to a belief that their coursework is irrelevant.  She suggests that the incorporation of technology with student-centered assignments using an effective instructional design is key to developing a sense of relevancy.  In student-centered instruction, students have more ownership in their learning.  They may be able to choose activities that are more interesting to them and fit their learning styles.

When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills in typical teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress (Effects of Technology on Classrooms and Students, n.d.).

Another effect of technology cited by a great majority of teachers is an increased inclination on the part of students to work cooperatively and to provide peer tutoring. While many of the classrooms observed assigned technology-based projects to small groups of students, as discussed above, there was also considerable tutoring going on around the use of technology itself. Collaboration is fostered for obvious reasons when students are assigned to work in pairs or small groups for work at a limited number of computers. But even when each student has a computer, teachers note an increased frequency of students helping each other. Technology-based tasks involve many subtasks (e.g., creating a button for a HyperCard stacks or making columns with word processing software), leading to situations where students need help and find their neighbor a convenient source of assistance. Students who have mastered specific computer skills generally derive pride and enjoyment from helping others (Effects of Technology on Classrooms and Students, n.d.).

The most common--and in fact, nearly universal--teacher-reported effect on students was an increase in motivation. Teachers and students are sometimes surprised at the level of technology-based accomplishment displayed by students who have shown much less initiative or facility with more conventional academic tasks.  Teachers talked about motivation from a number of different perspectives. Some mentioned motivation with respect to working in a specific subject area, for example, a greater willingness to write or to work on computational skills. Others spoke in terms of more general motivational effects--student satisfaction with the immediate feedback provided by the computer and the sense of accomplishment and power gained in working with technology.  Students clearly take pride in being able to use the same computer-based tools employed by professionals. As one teacher expressed it, "Students gain a sense of empowerment from learning to control the computer and to use it in ways they associate with the real world." Technology is valued within our culture. It is something that costs money and that bestows the power to add value. By giving students technology tools, we are implicitly giving weight to their school activities. Students are very sensitive to this message that they, and their work, are important (Effects of Technology on Classrooms and Students, n.d.).

Achieving motivation in the classroom setting is a very difficult task especially since every person is motivated differently and different types of motivation must be applied depending on the age group of the students. There are four major groups that are categorized by age.

           

            The first major age group is the primary-grade students, which consist of students in elementary school, Kindergarten through fifth grade. Motivation for this age group can be achieved in a positive physical environment and a psychological atmosphere. Creating a positive physical environment for the students could involve having the classroom decorated with brightly colored signs and posters (Jones, 2008). This environment would create a friendly atmosphere that would inspire students to be interested in what they are doing in the classroom. In Jones’ article on students’ motivation to learn, she states, “Young children appear to be propelled by curiosity, driven by an intense need to explore, interact with, and make sense of their environment” (2008). This again proves that a primary-grade student’s motivation can be created through a positive physical environment. An effective way to create a positive psychological atmosphere, according to Lumley, is that when students give incorrect or incomplete answers, the teacher communicates to them that mistakes are a normal. They are a natural part of the learning process, and most learning comes from understanding why the mistake was made and then correcting it (2008). Elementary students should also be praised for doing the right things, instead of only being reprimanded for doing things incorrectly. A good example can be seen at Walter P. Carter Elementary School, in Maryland. Virginia Marshall, a teacher at Walter P. Carter Elementary School, came up with a new innovative program that is called "Catch Me Being Good". “Children ‘caught being good’ earn points for such things as attendance, completing homework…and classroom participation. The incentive for earning a lot of points is the right to participate in the best end-of-the-year ‘Fun Day’ activity” (Wang & Reeves, 2006). Programs such as this motivate students to have fun and work hard in school because they see that their peers are being rewarded for it.

           

            The second age group that needs special attention, when it comes to motivation is the middle school years, which consists of sixth grade through eighth grade. This is an especially important age group involving motivation, because at this age students are starting to understand that they are becoming more independent and are able to make more decisions for themselves. Teaching effectively and creating a motivational atmosphere for this age group is tough because the teacher cannot be too demanding or sincere, which would ultimately turn students away from school, and the teacher cannot be too easy or lenient as this would allow students to not take school seriously. This is the ultimate problem that teachers face when trying to motivate students and it is a very fine line that they must walk on. In order for teachers to have well-motivated students, the teachers must encourage students to do their best and to be excited about what they are doing (Encyclopedia of Education, 2008).

The third age group is the high school age, which consists of ninth grade through twelfth grade. This is can be a very difficult time for teachers as well, because many of their students have already been shaped by their teachers in junior high and some are very motivated to learn, while others have been turned away from school. At this time, many students feel they are adults and should treated this way. For some students, if they are not treated like adults they turn away from paying attention and doing work. To motivate students, teachers should introduce some aspects of a college classroom in their own classroom. “Fueling the trend [in motivating students] is the notion that early exposure to college courses may spark a newfound interest in academics in many students” (Judson, 2006). In Judson’s article, a female freshman stated that she became a lot more attentive and focused in college, because the teachers actually treated her like an adult, unlike in high school. Another good way that high school can be motivating for students can be achieved outside of the classroom as well. Many high school teachers are coaches and directors for sports and clubs. If students are actively participating in sports and clubs, they will be more motivated to attend school and also more attentive to teachers as they see them outside of the classroom. School is a major part of a student’s environment and the characteristics of the school powerfully determine whether students feel “connected” to it and to the adults associated with it (Jonassen, 2000). The “connectedness” that the authors described can be achieved by the participation of the school’s activities and sports. High school is a very important time for students and motivation must be achieved in order to have a successful and worth while education.

Finally, the last age group is the college level, which consists of a student’s first year in college until they enter the work force and have completed college. This age group is very difficult as well. Many professors do not worry about student motivation since people pay to go to college and that should be their motivation. This notion is not adequate for many professors since many people are in college because their family makes them or they just want to have a well paying job, which is hard to achieve nowadays without a college degree.

III - Summary and Conclusions

Motivation in the classroom is very difficult to achieve with every student, since not every student is exactly alike. Teachers, however, can implement and try many new ideas for their class that they feel might motivate the students. Technology is a great source to use for today’s students and many teachers are learning the technology themselves, so that they may use it in the classroom. One day, hopefully, every student will be able to find something that motivates him or her in some way and students will be eager about school, but until then, teachers will continue to try new and better ideas.

As teachers integrate technology they may become aware of the need for a changed learning environment which offers all students a quality education; an education where each child is encouraged to pursue personal areas of interest, enabling them to use their own talents and skills, all within a caring, safe environment. Several authors suggest a variety of instructional approaches as being effective when using technology in a more constructivist approach but it was clear that individual or isolated strategies could not create a community of learners.

With the studies showing that technology does have an impact on student motivation and learning, school districts are challenged to implement programs that provide equitable opportunities for all of their students.  School districts are not all alike.  Not only do school districts have different circumstances, schools within the district and classrooms within the schools have different dynamics.  Managing these unique situations will need to be accomplished if we are to provide all students with equitable opportunities to use technology.

IV -  Effect that the Educational Technology Could Have in a

Typical School/Classroom

This research has a number of implications in a typical school. Technology supports our efforts to appeal to different learning styles. With a variety of learning tools, students can understand their experiences through verbal, written, spatial, quantitative, and/or graphical means. As a result, many more students become engaged in the learning process.

Technology supports our multidisciplinary approach to learning. Integrating different disciplines helps students combine their mathematical, logical, scientific, linguistic, artistic, and social knowledge to make their lives and interactions with the world clearer. Technology intregrated lessons need to eventually become part of each teacher’s repertoire with the support of district technology integrationists.

Effective integration of technology would have an impact on the students at a typical school. Students are highly motivated when using technologies that have a real purpose and provide meaningful learning situations. Students build their own knowledge and create learning environments at their own pace. The use of computer simulations allows learners to practice newly acquired skills or reinforce previous knowledge. For this reason, schools need to provide the resources and training to implement various technologies.

Finally, it would be important that students, parents, teachers, administrators, community members collaborate to address the implications of the role of technology in transforming education.

V - List of References

Effects of technology on classrooms and students. (n.d.) Retrieved May 1, 2008 from EdTech/effectsstudents.html.

Judson, E. (2006). How teachers integrate technology and their beliefs about

learning: Is there a connection? Journal of Technology and Teacher Education, 14(3), 581-597.Retrieved May 6, 2008, from Research Library database. (Document ID: 1046713471).

Jonassen, David H. (2000). Computers as mindtools for schools: Engaging

critical thinking. Second edition. New Jersey: Prentice-Hall, Inc.

Jones, K. (2008, March). Ideas for integrating technology education into

everyday learning. Technology and Children, 12(3), 20-21.  Retrieved May 3, 2008, from Research Library database. (Document ID: 1459415761).

Lumley, Dan (1991, November). Improving Student Motivation. Electronic

Learning, 11(3), 14.  Retrieved May 3, 2008, from Wilson Education Abstracts database. (Document ID: 1625953).

Murray, C, & Bank, D (2007). Intergenerational Learning. Community College

Journal. 78(1), 16-21.  Retrieved May 4, 2008, from Wilson Education

Abstracts database. (Document ID: 1328855511).

Phillips, A.H. (n.d.). The effects of student-centered, technology-

based instruction on the intrinsic motivation of secondary students.  Retrieved May 2, 2008, from Valdosta State University Website: 

LitRev.pdf

Swan, Karen, van ‘t Hooft, Mark, Kratcoski, Annette, & Unger, Darlene. (2005)

Uses and Effects of Mobile Computing Devices in K-8 Classrooms. Journal of Research on Technology in Education, 38(1), 99-112.  Retrieved May 4, 2008, from Research Library database. (Document ID: 905949841).

Wang, Shiang-Kwei,  Reeves, Thomas C. (2006). The Effects of a Web-Based

Learning Environment on Student Motivation in a High School Earth Science Course. Educational Technology Research and Development, 54(6), 597-621.  Retrieved May 3, 2008, from Wilson Education Abstracts database. (Document ID: 1196574871).

A14 Appendix A - Analysis of Research

Bibliographic Citation (APA Style)

Swan, Karen, van ‘t Hooft, Mark, Kratcoski, Annette, & Unger, Darlene. (2005)

Uses and Effects of Mobile Computing Devices in K-8 Classrooms. Journal of Research on Technology in Education, 38(1), 99-112.  Retrieved May 4, 2008, from Research Library database. (Document ID: 905949841).

Type of Research: ___ Descriptive ___ Correlation

___ Experimental ___ Causal-Comparative

___ Historical ___ Quasi-Experimental

___ Meta-Analysis ___ Survey

Evidence from article you used to determine Type of Research

The author in this article refers to this as a preliminary study. The survey results were listed in table form within the article. The authors also stated numerous times within the article that further research would be necessary.

Purpose of the Research

The purpose of this research shows that the use of mobile computing devices can increase student motivation and engagement in learning. Another portion of this research was to determine if student’s use of mobile computing devices support learning processes.

Instruments Used

• Interviews with teacher and student

• Videotaped students

• Classroom observations

• Journals completed by the students

Validity and reliability of Instruments Used

In this study, it did not mention anything about the validity or reliability of the instruments used. It was stated that interviews were recorded on paper or audio taped for qualitative analysis. The results were triangulated with written notes made regarding responses. These results were reviewed to determine specific themes. Using these themes, the notes were reviewed again and coded according to the different categories. The constant companion method was used to relate student and teacher interviews to motivation.

Subjects

The research was collected at two sites during the 2003-2004 school year. The first site was a technology-rich laboratory classroom at a state university in northeast Ohio. The classes contained one sixth grade class of 28 students, two fourth grade classes with a total of 41 students, and a third grade class of sixteen students.

The second site was a suburban middle school in northeast Ohio whose student population of approximately 380. Fifty seventh grade students in two out of five science classes all taught by the same teacher were given mobile computing devices. The focus at this site was to determine if the use of mobile commuting devices supported conceptual understanding of science concepts as well as the effect they might have on student motivation.

Results and Conclusions

The results and conclusion of this article stated that the majority of the teachers involved in the research said there was an increase in the student’s motivation. Many teachers also commented on that the use of mobile devices resulted in noticeable improvements in both peer editing and their writing.

Motivation soared with their writing assignments and the students prefer using mobile computing devices over pencil and paper. Teachers also noticed a change in written work of special needs students and that they were empowered to write. Many of the teachers that were interviewed commented on ways in which the use of mobile computing devices seemed to lesson the gap in academic achievement between the special need and regular students.

In conclusion, this article indicated that the use of mobile computing devices does increase student motivation and engages them in learning. Fifteen of the eighteen students interviewed stated that they believed their use of mobile computing helped them with their schoolwork. They felt more organized for taking notes, test review, and doing calculations.

Possible Influence of Extraneous Variables

The middle school students were all in the same middle school classroom so the same extraneous event would have the same effect on all of the subjects. The teacher and science curriculum could have an influence on student’s motivation as well.

Possible Threats to Internal and External Validity

Some of the possible threats in this study could be the attitudes of the subjects. In the first site, students were taken from their regular classroom and taken to technology rich laboratory classroom at a state university. In the second site, two out of five classrooms were given mobile computing devices to use and take with them.

There was no discussion in this study that conducted the interviews with the students or teachers so there may be a data collection bias. If the people doing the interview were the same people researching, the student’s response would be interpreted or influenced to reflect the opinion of the researchers.

The Hawthorne effect could have played a part in their responses because the students knew they were part of a study group and may have been giving answers that they thought the researchers wanted to hear them say.

Generalizability of Results to Local Issues

Random sampling was not used to select the subjects of this research and the numbers of subjects were small so one cannot generalize the results of this study beyond the groups involved. The researchers increased the confidence level of their findings by repeating the study, although both were in the same geographical area.

 

A14 Appendix A - Analysis of Research

Bibliographic Citation (APA Style)

Judson, E. (2006). How Teachers Integrate Technology and Their Beliefs

About Learning: Is There a Connection? Journal of Technology and Teacher Education, 14(3), 581-597. Retrieved May 6 2008, from Research Library database. (Document ID: 1046713471).

Type of Research: ___ Descriptive ___ Correlation

___ Experimental ___ Causal-Comparative

___ Historical ___ Quasi-Experimental

___ Meta-Analysis ___ Survey

Evidence from article you used to determine Type of Research

The author states that is purpose is to investigate between teacher beliefs and observed practice of technology integration. The variables are measured and a score is obtained for each person studied, which makes the research correlation.

Purpose of the Research

The purpose of this research is to investigate the relationship between the teachers’ beliefs about the observed practice of technology integration and instruction.

Instruments Used

• Surveys

• Direct Observation

Validity and reliability of Instruments Used

Classroom observation measurement development was based on educational standards and teaching standards from various disciplines. A validity study found that FIT:COM to be a sound instrument supported by significant interrater reliability and internal consistency measures.

The other instrument used was surveys. Survey data can be unreliable due to teacher’s beliefs and instruction does not always match the reality. The survey was based on the teaching, learning and computing survey. The developers of the survey analyzed data and maintained pertinent and reliable items resulting in a synthesized and economical survey.

Subjects

In this study, thirty-two classroom teachers participated. These teachers volunteered and represented grade levels from primary to secondary. There was no bias toward any subject area. The criteria for selection was the teachers’ had technology available for integration, and the teachers had taken at least one university course or workshop related to the use of technology in the classroom. Observations were no less than thirty minutes and lasted the duration of the teacher stated in the lesson.

Results and Conclusions

The results of this study are contrary to reports of some larger scale studies. However, the data indicated there is no significant correlation between teacher and practices and teaching philosophy or between teacher practices and attitudes toward technology. Research indicates that teachers who readily integrate technology into their instruction are more likely to possess constructivist-teaching styles. This study also does not support commonly held beliefs that there is a relationship between the beliefs a teacher holds about instruction and how technology is integrated.

Possible Influence of Extraneous Variables

Years of expertise/experience of teachers influenced perception of their own technology integration. This was seen as an extraneous variable by the author because it was uncontrolled. Teachers that have more experience than other teachers obviously stated different features of their teaching and lessons in their survey.

Possible Threats to Internal and External Validity

Some of the possible threats in this study are the attitude of subject’s threat. Overall, the teachers have a very good attitude when it comes to technology and feels it’s a valuable teaching aid. Also, the student’s ability and attitude would play into effect. The Data Collector Characteristics Threat is another threat due to the characteristics of the observers.

Generalizability of Results to Local Issues

The author in this study emphasizes that professional development should focus on the rationale of constructivism and not forcing technology use. The teacher’s beliefs about instruction do not necessarily pertain to their classroom practices when integrating technology. Professional development must be constructed that is attentive to student centered practice and integrating technology.

 

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