The Effect of Technology Integration on Student Motivation ...



The Effect of Technology Integration on Student Motivation, Engagement and Interest

Final project for

LT785 – Research Methods in Educational Technology

Submitted by Kim Peterson, Beth Bury, and Rebekah Middlestead

December 11, 2007

Table of Contents

I. Statement of the Research Question/Problem 3

II – Summary of the Literature 3

III – Summary and Conclusions 9

IV – Application of the Research in a Typical School 10

V – List of References 12

Appendix A – Analysis of Research Articles 13

Appendix B – Shared Participation in Writing the Final Paper 22

I – Statement of the Research Question/Problem

Does technology integration increase student motivation, engagement, and interest?

II – Summary of the Literature

Technology integration is the term used by educators to describe effective uses of technology by teachers and students in classrooms. Has technology integration had a positive effect on student’s motivation, interest, and engagement in learning?

In a study of elementary students of low socioeconomic status, Page (2002) concluded that classroom technology and its effects contributed significantly to the self-esteem of students and resulted in increased classroom interaction. Swan, van‘t Hooft, Kratcoski, and Unger (2005) reported that students found that using mobile devices was fun and made schoolwork, especially writing activities, easier than using paper and pencil. Jones (2002-2003) reported that the most frequent advantage of the web site project was that it was more interesting and fun than regular class. Other advantages cited were it was more hands-on and interactive; it was easy to get information quickly, they could be more productive; and they could work in groups with other students.

Students participating in the web site design project had to make more choices throughout the project, compared to students in traditional classrooms; therefore, they were more motivated. Students felt they had control over their learning and put forth more effort than in traditional classrooms (Jones, 2002-2003).

Swan et al. (2005) reported that a critical factor for students was being able to work on their homework with handhelds wherever and whenever they wanted. 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.

Page (2002) concluded that teaching methodologies also influence learning, and that technology alone can’t be credited for positive learning outcomes. According to Jones (2002-2003) students were more motivated to study ecology when they participated in a web site design project compared to when they received traditional instruction. Students stated they would rather work on the web site project than receive regular instruction. Jones (2002-2003) stated that students thought the web site project was fun, because it was different from the instruction they normally received.

The learner-as-designer model of instruction also provided students with opportunities to learn about using computers, display their work electronically, and work in groups. Students that use this model are more motivated than students in traditional classes, and they learn similar amounts of subject matter (Jones, 2002-2003).

Ann Marie Dlott (2005) believed that creating podcasts with her students would motivate them to learn content and be motivated to write comments to their peers. She was pleasantly surprised to see that not only did they write, but they eagerly researched to get accurate content. They then tirelessly worked to revise and edit their writing, in order to publish their best work. Students were motivated because they were writing and sharing their work with an authentic audience; their classmates, friends, and family members.

Students in Honolulu, Hawaii are attending an after-school program called the Invention Factory, (Speitel, Scott, & Gabrielli, 2007). This program teaches information technology and mechanics to teenagers using interactive, hands-on projects. The students modify toys and other devices to improve interaction for people with disabilities. When completed, the projects are given as gifts to disabled children and the elderly.

The program targets students in grades 8 through 12, and participation is voluntary. The main objective of the program is to stimulate interest in the science, technology, engineering, and mathematics (STEM) fields, among students who are currently underrepresented in those fields. These students include: women, native Hawaiians, students with disabilities, and at-risk students. An overarching goal of the program is to show that students who create technology-based solutions that impact people have increased motivation to pursue careers in engineering and science.

Even though the results of this three-year program are not officially in yet, response from students has been positive. At the end of the first workshop, several students replied that they wanted to become engineers, and all students wanted to sign up for another workshop. Through these workshops, students have discovered that creating a device that empowers a disabled child to do something new, or helping an elderly person become more independent, is an “extremely moving, exciting, and motivating experience. There is a natural feeling of wanting to come up with an even better solution that strengthens the incentive to learn how to do so” (Speitel, Scott, & Gabrielli, p. 46). Students are surely motivated if they are voluntarily participating in this after school program.

College students are increasingly using technology not only to communicate with friends and family, but as an integral part of their course work. Laird & Kuh (2005) surveyed over 60,000 college freshman and seniors to better understand the relationship between information technology and student engagement. They found positive relationships between academic uses of technology and student engagement in three particular areas; academic challenge, student-faculty interaction, and collaborative learning. While technology can be misused, when integrated appropriately by a skilled instructor, information technology can have a profound effect on student engagement, motivation, and achievement.

If learning is to be meaningful, it must be relevant and purposeful. It should draw on and build from personal experiences. In order to do this, teachers need to “design situations, which enable students to see how this potential can be linked to the purpose of their activity and how ICT (Information and Communication Technologies) is used in real life contexts” (Mills, p.17). Mills (2004) created a relevant situation to teach his elementary class about the uses and creation of graphs. His desire was to go beyond the production of graphs, to the interpretation of graphs.

Students explored the different chart and graph examples and discussed why they were useful, and which ones were easiest to use. Students were challenged with calculating the differences between frequencies, and finding and comparing totals (p. 20). They worked in groups using the Excel program to show their findings. The level of exploration varied with each pair of students. The students, who explored more and learned new skills, were encouraged to teach those skills to the rest of the class. Mills (2004) felt that “this teaching and learning sequence clearly demonstrates the richness of learning outcome which can be achieved through using ICTs as mediating tools within primary data handling” (p. 22).

How do we engage students in learning? The assumption of constructivism is that learning is active (McGrath, p. 403). One way to promote active learning is to empower the students via project-based learning. In McGrath’s (2003) study, “the objectives were to evaluate the nature of student engagement in the various tasks required by a hypermedia design project, and to understand the nature and content of students’ conceptual learning” (p. 402).

Two sections of high school science classes, in a Midwestern city were observed. The sophomore level students were to design hypermedia documents to show their understanding of the sub-unit on water (McGrath, p. 405). Each section had about the same number of minority students as the school’s overall ethnic composition. Students were paired in accordance with their prior performance levels (high-success with low-success). Each group was to design a hypermedia document that could be used as a learning aid for future students. Assignments included required reading, research and synthesis of information, group discussion, design of projects, and working on the computer. Feedback was provided by the teacher along with suggestions as students progressed.

The students in this study found the project to be challenging. However, “their perceived enjoyment while working on the task appeared to increase their willingness to engage in this complex learning process” (McGrath p. 410). As one student put it, “It’s kind of hard to pretend you’re not having fun learning when you know you are and you just can’t keep that, hmmm, I know something. I got it!” (McGrath p. 415)

This style of learning was found to be especially attractive to students who struggle with conventional school assignments. It gave some the opportunity to develop their confidence levels in themselves. Still others learned about teamwork, manners, and respects for others (McGrath, p. 418). It did provide a struggle, however, for those students who were lacking in the needed level of computer skills.

In continuing with the constructivist view, how do games fit into the role of educating students? Greene (2006) believes we can take something kids love (games) and incorporate them into the learning process. “Instead of gaining expertise with weapons or magic spells, educators want their young scholars to use similar procedures to inculcate physical and/or mental skills that will further their formal education” (Greene, p. 16).

Shooter games are a good tool for the remediation of single students. Students may be required to type in the answer to a math problem or fill in a missing word in order to avoid being captured. Some games require students to work in pairs to research a virtual world and solve problems. Still others may require the use of more technical hardware for team investigations in a real-world environment.

The design of gaming has an added advantage for the teacher. There is no need for assessment. If the student has not acquired the necessary skill to complete the game, they cannot play. “Therefore, educators can be assured that their student has acquired the skills built into a particular game by the mere fact that the student has completed it” (Greene, p. 18).

The world of gaming in the educational area is still in the development stage. Greene believes that the future of education exists in the form of compelling educational games. American education is progressing toward a one-to-one portable computing environment; one in which students will have access to large number of games and other resources that will inculcate the knowledge, skills, and attitudes that are necessary for success in the world of the future (p. 20).

III – Summary and Conclusions

Technology integration is an important part of any classroom, and when used correctly, it can improve student motivation. Teachers must be able to match the correct technology with students’ ability in order for the technology to be efficient and effective. How the teacher integrates technology into the classroom is critical to the success of the learning activity. Like any other teaching materials from textbooks to calculators, technology is a valuable tool, which should be combined with quality teaching. When students use technology, while engaged in meaningful, relevant, project-based learning, that requires them to construct their own knowledge, motivation rises, and achievement follows suit.

Research shows that effectively integrating technology can impact students’ motivation, interest, and engagement, at all grade levels, even in higher education settings. Students show greater interest in learning activities that integrate technology, allow them to solve real-world problems, and connect them to the outside world. Today’s students are digital natives who are intrinsically motivated to learn using computers and other technology resources. It is our job as teachers to harness the power of these new technologies to continue to motivate and excite our students.

IV – Application of the Research in a Typical School

This research has several implications in a typical school. The most important of these is to insure that we are using the correct technology for the ability level of our students. It is critical that technology is used appropriately in order to have a positive effect on students. Teachers are cautioned to be aware of the potential for misuse, and should monitor their students’ technology use and teach appropriate computer etiquette; but overall, the benefits of using technology far outweigh the risks.

The success of integrating technology into the classroom is not just the teacher’s responsibility. Administration must support the integration efforts and adapt new technologies in order to successfully achieve integration. Schools must also commit to ongoing staff development. Staff development opportunities insure that school personnel are adequately trained to use the technology available to them.

Technology integration motivates students in the classroom. Seeing this motivation and increased student engagement might encourage teachers to integrate more technology into their daily lessons. Technology integration is a great way to reinforce learning in a new and exciting way.

Finally, when implemented correctly, integrating technology into classroom instruction can improve students’ learning, engagement, and motivation. Technology is a powerful tool that should be integrated with core content standards to insure academic success for all students. When administration, teachers, parents, and students work collaboratively together, everybody wins.

V – List of References

Dlott, A. (2007 April). A (Pod) cast of thousands. Educational Leadership v64, (7) p. 80-82. Retrieved November 3, 2007 from Academic Search Premier. (Accession number EJ766420).

Greene, Patrick (2006, May). The potential of gaming on k-12 education. MultiMedia & Internet@Schools, 13(3), 16-20.  Retrieved December 8, 2007, from

Jones, B. (2002-2003). Students as web site authors: effects on motivation and achievement. Journal of Educational Technology Systems, 31(4), 441-461. (ERIC Document Reproduction Service No.EJ774033)

Laird, F. & Kuh, G., (2005, March) Student experiences with information technology and their relationship to other aspects of student engagement. Research in Higher Education. 46(2), 211-233. Retrieved December 8, 2007 from Academic Search Premier. (Accession Number 16003962).

Mills, Simon (2004). Who's a smartie? Micromath, 20(3), 17-23.  Retrieved December 8, 2007, from

Page, M. (2002). Technology-enriched classrooms: effects of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389-410. Retrieved Dec 01, 2007, from

Pearl Chen, Diane McGrath. (2003). Moments of joy: Student engagement and conceptual

learning in the design of hypermedia documents. Journal of Research on Technology in Education, 35(3), 402.  Retrieved December 8, 2007, from

Speitel, T., Scott, N., & Gabrielli, S. (2007 April) The invention factory. Science Teacher v74 ,(4) p. 42-46. Retrieved November 3, 2007 from Education Research Complete. (Accession Number EJ766699).

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), 99-113. Retrieved December 1, 2007, from

Appendix A – Analysis of Three Research Articles

Kim Peterson

Article #1

Bibliographic Citation

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), 99-113. Retrieved December 1, 2007, from .

Type of Research:

___ Descriptive ___ Correlation

X Experimental ___ Causal-Comparative

___ Historical ___ Quasi-Experimental

___ Meta-Analysis

Evidence from article you used to determine Type of Research

The research article stated that the research was meant to begin exploring the use of mobile computing devices, and it includes an independent variable. In addition the study has experimental groups.

Purpose of the Research

The purpose of the research was to determine if mobile computing devices had any effect on students’ motivation to learn, their engagement in activities, or the learning process.

Instruments Used

The instruments used in the research were student work samples, student and teacher interview, classroom observations, lesson plans from teacher, and usage data gathered from students.

Validity and Reliability of the Instruments Used

Usage data was triangulated with responses from student interviews. It stated all interviews were recorded on paper or audiotapes for qualitative analysis. No direct mention was made in the study about the validity or reliability of the instruments used. Results were reviewed and grouped into specific themes. Using themes the notes were reviewed a third time and coded according to categories.

Subjects

The study was done during the 2003-2004 school year at two different sites. The first site was classroom rich in technology at a northeast Ohio university where local teachers bring their students. Subjects were one sixth grade class of 28, two fourth grade classes with a total of 41, and a third grade class of 16. This part of the study was to see the effect mobile computing devices had on development of conceptual understanding.

The second site was a suburban middle school in southeast Ohio. Fifty seventh grade middle students from two sections taught by the same teachers were given mobile computing devices. The focus at this site was to determine if the mobile computing devices used in science class support conceptual learning as well as motivate students.

Results and Conclusions

Most of the teachers involved in the research reported that there was an increase in student motivation. Teachers also reported that when homework was assigned using the mobile computing device, no homework was turned in late. Teachers interviewed agreed that the use of mobile computing devices improved their students’ motivation to learn and engagement in learning activities.

Students preferred using the mobile computing device over writing with a pen and paper. Students found the work to be easier and more fun when using the mobile device. In addition they did not find it hard to complete their work on time when using a mobile computing device.

In summary this research article indicates that the use of mobile computing devices does increase students’ motivation to learn and engagement in learning activities especially writing assignments. The research also indicates that students’ motivation and engagement in learning activities may also decrease with technical problems or lack of access to mobile devices.

Possible Influence of Extraneous Variables

One extraneous variable could be the subject matter being covered in the science class. Often times a student’s motivation can be affected by the topic being covered. The way in which the teacher presents the lesson can also affect students’ motivation and engagement in activities.

Possible Threats to Internal and External Validity

The length of the study was fairly short and to accurately determine that the use of technology has an impact on students’ motivation the research should extend over a longer period of time, at least a year, to accurately determine that the technology has an impact and is just not a novelty effect. Since the study was only six weeks there is a chance the increase in motivation and engagement in learning activities was simply a result of the novelty of having the use of the mobile computing devices.

The Hawthorne effect could have played a part in participant’s responses. Since students knew they were a part of the research they may have been saying what they thought the researchers wanted them to say.

Data collector bias threat could have influenced the research. The article does not specifically state if the students and teachers were all interviewed by the same people in both locations, or if the interviews were all structured.

Location threat could also have influenced students’ responses due to the fact that one group was observed in a technology rich classroom while the other group was in a suburban area that was not rich in technology.

Attitude of students and teachers could be a treat in this study. In the first group students were taken to a technology rich laboratory classroom at a state university. This alone would probably increase students’ motivation. In the second group, not all classes were given the mobile computing devices to use. This makes most likely made them feel special, thus increasing motivation.

Generalizations of Results to Local Issues

Since the research was only done for a very brief period of time and in a small geographical location. The results probably are not generalized for the entire population. Although the researcher stated their findings and supported them with details ultimately it would be up to the reading to determine the extent in which they feel the research applies too.

Rebekah Middlestead

Article #2

Bibliographic Citation

Mills, Simon (2004). Who’s a Smartie? Micromath, 20(3), 17-23. Retrieved December 8, 2007,

from

Type of Research:

_ _ Descriptive _X_ Correlation

___ Experimental ___ Causal-Comparative

___ Historical __ Quasi-Experimental

___ Meta-Analysis ___ Survey

Evidence from article you used to determine Type of Research

The author and researcher of this article did not conduct an experiment. He did not use more than one group. He was predicting that the use of technology would increase student engagement.

Purpose of the Research

The purpose of the research was to suggest a correlation between the use of technology and the increased engagement of the students. The author used his existing elementary class and “demonstrated how identifying the affordances of software environments and matching these to specific teaching and learning objectives helped me to structure and support my student’s engagement in an active graphing process” (p. 18).

Instruments Used

The instruments used were computers, Excel software, interactive white board, printed charts, Smarties candy, and the teacher.

Validity and reliability of Instruments Used

The teacher conducting this research was enrolled in a Master’s Program. This project evolved from his coursework and Best Practice Research Scholarship. No information was given about the data collected or what criteria he used in his collection of data. It does put some doubt into the validity of the research, as we are not able to view what specific data was collected. The article is written in a manner that makes one come away with a teacher’s personal experience, instead of research project findings.

Subjects

The subjects of the study were the primary elementary class of the author. The author lives in Bristol.

Results and Conclusions

The teacher placed the students in groups to discuss different types of charts. After they had an understanding of the types and uses, the teacher gave the students a real life problem. The students used the Excel program to show an understanding of the problem and to see if they could come up with a solution. The students were able to take use a computer program to apply it to something in real life. They also were able to explore the relationship between a pie chart, fractions and percentages.

The article stated “this teaching and learning sequence clearly demonstrates the richness of learning outcome which can be achieved through using ICTs as mediating tools within primary data handling.” (pg 20) This may be true; however, data was not shown to prove it. It is simply presented as the opinion of the author.

Possible Influence of Extraneous Variables

The technology background of the student, or the ability to catch on quickly would be an influence on how well this type of teaching worked. As is shown in the article, some students were able to catch on quicker and experimented more. The author noted this and used them to explain their newly acquired skills to teach the rest of the class.

Possible Threats to Internal and External Validity

This research lasted a total of eight hours. This is far too short of a study. The use of technology is what was being studied to see if it increased student engagement. Therefore, it is difficult to say that the change in lesson design is a threat. The data collector was also the teacher. The level of engagement and or success in the project may have been biased by his involvement.

Generalizability of Results to Local Issues

This research was done on one classroom and for eight hours total. It is not conclusive enough to show generalizability to the population as a whole. It does show promise in the instructor’s classroom and should be pursued. As with any teacher, if you find something that works for you and increases your student’s motivation and learning, explore it further.

Article #3

Beth Bury

Bibliographic Citation (APA Style)

Laird, F. & Kuh, G., (2005, March) Student experiences with information technology and their relationship to other aspects of student engagement. Research in Higher Education. 46(2), 211-233. Retrieved December 8, 2007 from 9c45-487b-4f48-a578-30f002ccc2cb%40sessionmgr104

Type of Research:

___ Descriptive ___ Correlation

___ Experimental ___ Causal-Comparative

___ Historical ___ Quasi-Experimental

___ Meta-Analysis X Survey

Evidence from article you used to determine Type of Research

In the methods section, the authors state that data for this study came from the 2003 administration of the National Survey of Student Engagement (NSSE), an annual survey of college students at four-year institutions.

Purpose of the Research

The purpose of the study was to expand the authors’ understanding of the relationships between student use of technology and their involvement in other practices that were educationally effective and that research had shown lead to desired educational outcomes. Their explorations took two paths. The first one was to create a scale(s) that measure student use of information technology and to test the direction and strength of its relationship with other previously established indicators of student engagement. The second path was to determine whether engagement with information technology is its own separate form of engagement or whether it’s simply a device through which students engage in other educational practices.

Instruments Used

The National Survey of Student Engagement (NSSE) was the instrument used. At three quarters of the institutions, students had the options of completing the survey via traditional paper questionnaire or online. Approximately one quarter of the institutions chose to give the survey exclusively online. Approximately 52% of the students completed the survey online and about 48% of the respondents completed the paper version.

Validity and reliability of Instruments Used

There was no mention in the study about the reliability or validity of the instrument used. However, the authors made mention that generalizations from this study would be limited because some types of institutions, particularly the nation’s most elite colleges and universities, chose not to participate in the study. Also, the authors suggested that learning more about how students are using technology may increase the reliability of measures of engagement in other educational practices. If these studies show to be reliable, then modifying questions on their survey may be warranted.

Subjects

The sample for this study consisted of over 60,000 students from more than 420 four-year colleges and universities across the country. In the total sample, approximately 60% were female, 74% were white, (5% African-American, 6% Asian, 4% Hispanic, 1% Native American, and 11% other racial/ethnic background), and 56% were first year students. As well, 16% of the students had transferred from another institution, 72% lived on-campus, and 94% were full-time students. All students in the sample group completed the survey online.

Results and Conclusions

Colleges and universities have invested substantial resources to make technology accessible to students. The results of this study show that these investments are paying off. Most students use information technology for educational purposes. This usage is positively related to a host of other effective educational practices. However, the increased use of technology has introduced opportunities for trouble, such as plagiarism and other worrisome side effects. The strong positive relationship shown between academic using of information technology and engagement, suggests that engagement in one area often goes hand-in-hand with engagement in other positive areas. Engagement practices such as active and collaborative learning may best be measured by including both technology and non-technology items.

Because students use information technology on a daily basis, there is a need to understand the effects of its use. The results of this study indicate that there is a link between using technology and student engagement in effective educational practices; particularly in the areas of active and collaborative learning.

Possible Influence of Extraneous Variables

On the student side, experience, comfort level, and access to technology could affect the results of the survey. Instructor use of technology as well as course expectations could also influence student engagement with technology, and impact the survey results.

Possible Threats to Internal and External Validity

The most obvious threat is the “selection of subjects” threat, for two reasons. First, many elite universities chose not to participate in the study. Second, the sample group consisted only of participants who did the survey online, and only the online respondents were given the experimental technology items. The authors made mention that typically, online completers differ somewhat from those students who fill out a paper and pencil survey, which might explain the fact that paper completers score slightly lower on the five indicators of student engagement than those students who completed the survey online.

Generalizability of Results to Local Issues

The researchers were prompted to consider how established indicators of student engagement would benefit from tying information technology items to activities related to collaborative learning. In doing so, we need to keep in mind two things: first, measuring this engagement may not add to our existing knowledge, and second, we shouldn’t be boxed in by what we already measure.

What we can generalize from this study is this: Technology can be a powerful tool to engage learners. However, the dark side is that it can often be misused. As educators, it is our role to use the best tool for the task at hand, weighing the advantages and disadvantages of each tool.

Appendix B – Shared Participation in Writing the Final Paper

Kim Peterson:

3 Articles:

Students as Web Site Authors: Effects on Motivation and Achievement

Technology-Enriched Classrooms: Effects of Low Socioeconomic Status

Uses and effects of mobile computing devices in K-8 classrooms

Beginning of paper set up for group

Part II, III & IV

Appendix A: Article #1 – Analysis of Research Articles

Rebekah Middlestead:

3 Articles:

Moments of Joy: Student Engagement and Conceptual Learning in the Design of

Hypermedia Documents

The Potential of Gaming on K-12 Education

Who’s a Smartie?

Part II

Appendix A: Article #2 – Analysis of Research Articles

Beth Bury:

3 Articles:

A (Pod) cast of Thousands

Student Experiences with Information Technology and Their Relationship to Other Aspects of Student Engagement

The Invention Factory – Student inventions aid individuals with disabilities

Part II, III & IV

Appendix A: Article #3 – Analysis of Research Articles

Group contributions:

All three of us contributed to proofreading and editing each other’s work as various parts of the paper were completed.

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