HOW TECHNOLOGY IMPACTS STUDENT ACHIEVEMENT IN THE CLASSROOM
The integration of technology in classrooms has become increasingly prevalent, presenting both opportunities and challenges for educators. This study examines the impact of technology on student performance and behavior, particularly in seventh and eighth-grade classrooms. The COVID-19 pandemic accelerated the shift to online learning, raising concerns about learning loss and disparities in access to technology. Using a needs-based assessment survey, this research investigates teachers' perceptions of technology's effects on student engagement, academic achievement, and retention of curriculum content. The study explores the positive and negative implications of technology use, as well as non-technological strategies employed by teachers to support student learning. Findings reveal that while technology offers benefits such as student-centered education and immediate feedback, it also poses challenges such as distractions and decreased engagement. The study underscores the importance of understanding how technology impacts student learning and behavior and provides insights for developing effective intervention strategies. By considering the perspectives of educators, this research contributes to the ongoing dialogue on technology integration in education and informs evidence-based practices for promoting student success in technology-rich classrooms.
Degree Type
- Master of Science
- Educational Studies
Campus location
Advisor/supervisor/committee chair, advisor/supervisor/committee co-chair, additional committee member 2, usage metrics.
- Secondary education
- < Previous
Home > M.Ed. Theses > 142
Master of Education Program Theses
Technology use in the classroom.
Danny Mooers
Date of Award
Document type, degree name.
Master of Education (MEd)
Graduate Education
First Advisor
Patricia C. Kornelis
This action research study investigated students’ perceptions about the use the use of technology in the classroom. The participants were English Language Arts students at a high school in Iowa. The participants included 33 freshman, 28 juniors and 15 seniors. Students were given a survey to gauge their perceptions of how the use of technology in the classroom impacted their engagement and allowed them to meet learning targets. Additionally, the survey examined students’ perceptions regarding the benefits and limitations of technology in the classroom. The results of this study suggest that students perceived the use of technology to be more engaging and to improve their ability to meet learning targets. Students in the study believed that technology helps them complete assignments in a more thorough and efficient way. However, along with the efficiency and thoroughness, the students believed that technology can be distracting.
Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education
Recommended Citation
Mooers, Danny, "Technology Use in the Classroom" (2020). Master of Education Program Theses . 142. https://digitalcollections.dordt.edu/med_theses/142
Since May 06, 2020
Included in
Curriculum and Instruction Commons
Advanced Search
- Notify me via email or RSS
- Collections
- Disciplines
Author Corner
- SHERPA RoMEO
- Student Permission Form
- Dordt University
- The Hulst Library
Home | About | FAQ | My Account | Accessibility Statement
Privacy Copyright
On The Site
Teaching About Technology in Schools Through Technoskeptical Inquiry
June 3, 2024 | victorialynn | Harvard Educational Review Contributors , Voices in Education
By Jacob Pleasants, Daniel G. Krutka, and T. Philip Nichols
New technologies are rapidly transforming our societies, our relationships, and our schools. Look no further than the intense — and often panicked — discourse around generative AI , the metaverse , and the creep of digital media into all facets of civic and social life . How are schools preparing students to think about and respond to these changes?
In various ways, students are taught how to use technologies in school. Most schools teach basic computing skills and many offer elective vocational-technical classes. But outside of occasional conversations around digital citizenship, students rarely wrestle with deeper questions about the effects of technologies on individuals and society.
Decades ago, Neil Postman (1995) argued for a different form of technology education focused on teaching students to critically examine technologies and their psychological and social effects. While Postman’s ideas have arguably never been more relevant, his suggestion to add technology education as a separate subject to a crowded curriculum gained little traction. Alternatively, we argue that technology education could be an interdisciplinary endeavor that occurs across core subject areas. Technology is already a part of English Language Arts (ELA), Science, and Social Studies instruction. What is missing is a coherent vision and common set of practices and principles that educators can use to align their efforts.
To provide a coherent vision, in our recent HER article , we propose “technoskepticism” as an organizing goal for teaching about technology. We define technoskepticism as a critical disposition and practice of investigating the complex relationships between technologies and societies. A technoskeptical person is not necessarily anti-technology, but rather one who deeply examines technological issues from multiple dimensions and perspectives akin to an art critic.
We created the Technoskepticism Iceberg as a framework to support teachers and students in conducting technological inquiries. The metaphor of an iceberg conveys how many important influences of technology lie beneath our conscious awareness. People often perceive technologies as tools (the “visible” layer of the iceberg), but technoskepticism requires that they be seen as parts of systems (with interactions that produce many unintended effects) and embedded with values about what is good and desirable (and for whom). The framework also identifies three dimensions of technology that students can examine. The technical dimension concerns the design and functions of a technology, including how it may work differently for different people. The psychosocial dimension addresses how technologies change our individual cognition and our larger societies. The political dimension considers who makes decisions concerning the terms, rules, or laws that govern technologies.
To illustrate these ideas, how might we use the Technoskeptical Iceberg to interrogate generative AI such as ChatGPT in the core subject areas?
A science/STEM classroom might focus on the technical dimension by investigating how generative AI works and demystifying its ostensibly “intelligent” capabilities. Students could then examine the infrastructures involved in AI systems , such as immense computing power and specialized hardware that in turn have profound environmental consequences. A teacher could ask students to use their values to weigh the costs and potential benefits of ChatGPT.
A social studies class could investigate the psychosocial dimension through the longer histories of informational technologies (e.g., the printing press, telegraph, internet, and now AI) to consider how they shifted people’s lives. They could also explore political questions about what rules or regulations governments should impose on informational systems that include people’s data and intellectual property.
In an ELA classroom, students might begin by investigating the psychosocial dimensions of reading and writing, and the values associated with different literacy practices. Students could consider how the concept of “authorship” shifts when one writes by hand, with word processing software, or using ChatGPT. Or how we are to engage with AI-generated essays, stories, and poetry differently than their human-produced counterparts. Such conversations would highlight how literary values are mediated by technological systems .
Students who use technoskepticism to explore generative AI technologies should be better equipped to act as citizens seeking to advance just futures in and out of schools. Our questions are, what might it take to establish technoskepticism as an educational goal in schools? What support will educators need? And what might students teach us through technoskeptical inquiries?
Postman, N. (1995). The End of Education: Redefining the Value of School. Vintage Books.
About the Authors
Jacob Pleasants is an assistant professor of science education at the University of Oklahoma. Through his teaching and research, he works to humanize STEM education by helping students engage with issues at the intersection of STEM and society.
Daniel G. Krutka is a dachshund enthusiast, former high school social studies teacher, and associate professor of social studies education at the University of North Texas. His research concerns technology, democracy, and education, and he is the cofounder of the Civics of Technology project ( www.civicsoftechnology.org ).
T. Philip Nichols is an associate professor in the Department of Curriculum and Instruction at Baylor University. He studies the digitalization of public education and the ways science and technology condition the ways we practice, teach, and talk about literacy.
They are the authors of “ What Relationships Do We Want with Technology? Toward Technoskepticism in Schools ” in the Winter 2023 issue of Harvard Educational Review .
- Gift Guides
- Voices in Education
- Technology in the Classroom
Technology is driving communication and connection like never before, and it's a powerful resource for educators. Learn about taking advantage of new educational programs, mathematical software, and organizational tools with this guide to technology in the classroom.
- Becoming A Teacher
- Assessments & Tests
- Elementary Education
- Secondary Education
- Special Education
- An Introduction to Teaching
- Tips & Strategies
- Policies & Discipline
- Community Involvement
- School Administration
- Teaching Adult Learners
- Issues In Education
- Teaching Resources
- Homeschooling
- 5 Free Assessment Apps for Teachers
- A Review of Accelerated Reader
- Issues With Integrating Technology in the Classroom
- Interactive Reading and Phonics Websites
- Multiple Literacies: Definition, Types, and Classroom Strategies
- Basic Classroom Technology Every Teacher Needs
- Review of Reading Eggs for Children Ages 4 to 8
- 5 Interactive Social Studies Websites for Every Classroom
- Interactive Science Websites for the Classroom
- Explore the World From Your Home or Classroom With These 7 Virtual Field Trips
- Comprehensive Review of the STAR Math Online Assessment
- 5 Interactive Math Websites
- The Study Island Program: An In-Depth Review
- A Review of Reading Eggspress
- Newsela Offers Informational Texts for All Reading Levels
- An Overview of Renaissance Learning Programs
- Kindergarten Ed Tech Explorations
- What to Do When the Technology Fails in Class
- Top 10 Tech Tools for Grades K-5
Purdue Online Writing Lab Purdue OWL® College of Liberal Arts
Welcome to the Purdue Online Writing Lab
Welcome to the Purdue OWL
This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.
Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.
The Online Writing Lab at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.
The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.
A Message From the Assistant Director of Content Development
The Purdue OWL® is committed to supporting students, instructors, and writers by offering a wide range of resources that are developed and revised with them in mind. To do this, the OWL team is always exploring possibilties for a better design, allowing accessibility and user experience to guide our process. As the OWL undergoes some changes, we welcome your feedback and suggestions by email at any time.
Please don't hesitate to contact us via our contact page if you have any questions or comments.
All the best,
Social Media
Facebook twitter.
COMMENTS
Koc found that a more positive attitude toward the use of technology in the classroom leads to an. increased frequency of use, and, similarly, that a negative attitude toward the use of technology. leads to a decrease in its frequency of use. These same results were found in a study done by Kretschmann (2015).
By adding technology into the classroom, teachers can utilize this technology to differentiate instruction, motivate students, and include all skill levels. The purpose of this study was to: 1) find out students' perceptions of the use of technology in their classroom-based instruction; and 2) to describe current use of general
The integration of technology in classrooms has become increasingly prevalent, presenting both opportunities and challenges for educators. This study examines the impact of technology on student performance and behavior, particularly in seventh and eighth-grade classrooms. The COVID-19 pandemic accelerated the shift to online learning, raising concerns about learning loss and disparities in ...
the classroom, the benefits and drawbacks of the use of technology in education, and particularly the impact on students' learning. For the purpose of this study, technology included only educational technology, i.e. internet and computer-mediated tools. It is important to understand the impact of technology on student learning because
External Challenges to Classroom Technology First-order barriers to the successful integration of technology into the classroom are factors external to teachers implementing technology. External barriers must be addressed at the . institutional level and changes are typically incremental (e.g., rolling out access to technology ...
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 ...
Utilizing Technology in the Classroom Udara Joseph De Silva Page 9 of 70 circumstance was the reason for the analysis of existing interpretations of the term "pedagogical technologies" in order to more clearly define the essence of this concept. Pedagogical technology is a description of the process of achieving the planned
Technology in. the classroom, technology as a means of communicating with parents, and for use in. streamlining day-to-day tasks are imperative to success for both educators and students". (Murphy, 2019, p.98). "Teachers are using technology to replace old models of standardized, rote learning and.
participated in a 17- question survey that collected data on their confidence, engagement, and. comfort when using technology for learning. Results of the study showed that 92% of students. felt confident using technology for their own learning, while 88% were more engaged when their.
technology in the classroom in meaningful ways (Dong, 2018). Technology has the ability to support both increases in student achievement and student engagement in early childhood classrooms, but it must be integrated properly (Lan et al., 2015; Tang et al., 2016). Effective technology implementation can help even the youngest of students to
technology (Massachusetts Department of Elementary and Secondary Education, 2009). A deeper understanding of instructional practices to utilize with technology integration and methods on how to address 21st century skills in lessons with technology is necessary in order to improve the quality and use of technology in the classroom.
integration of technology requires training and support for educators, ensuring they can. effectively utilize these tools to enhance learning experiences. In conclusion, the impact. of technology in the classroom has significantly transformed education, offering learning. opportunities for both students and educators.
A thesis presented by Amanda E. Aldred to The School of Education In partial fulfillment for the requirements for a degree of Doctor of Education in the field of ... technology into their classroom instruction and how they go about their own technology development. This relates to learning how to use technological devices and integrate them during
10 Use of technology in. the classroom. Suzanne V assallo and Diana W arren. The use of information and communication technology. (ICT) in schools has increased dramatically in recent. years ...
INTEGRA TION OF TECHNOLOGY IN EDUCA TION AND ITS IMP ACT ON. LEARNING OF STUDENTS. Manju Kanwar Rathore* and Reeta Sonawat**. PhD Scholar* and Professor**. Department of Human Development. SNDT W ...
in which Educational Technologies and 1:1 devices were found to have a significant impact on both student motivation and academic success (Harris et al., 2016 & Francis, 2017). These studies show educational technologies as well as blended learning methods can. increase student achievement and engagement.
through enhanced teaching methods that utilize technology in the classroom (Dede, 2011). Understanding how teachers are currently using technology and building learner-centered classrooms provides future and current teaches with the information they need to begin developing their own learner-centered, technology-rich classrooms.
The technology expectations and amount of screen time that students are required by. their teachers on a daily basis is negatively impacting student mental health, physical health, and. the learning process as a whole. This information is essential for teachers to review and.
The NETS project's goal is to "enable stakeholders in PreK-12. education to develop national standards for educational uses of technology that facilitate. school improvement in the U.S." (National Educational Technology xi). Schools and teachers will have a place to look to create specific goals and standards.
Mooers, Danny, "Technology Use in the Classroom" (2020). Master of Education Program Theses. 142. This action research study investigated students' perceptions about the use the use of technology in the classroom. The participants were English Language Arts students at a high school in Iowa. The participants included 33 freshman, 28 juniors ...
The purpose of this study was to detennine the effect that computer technology use in the classroom had on students' grades, motivation, attitude and attendance. Teacher/student technology surveys were used to measure teacher use, student use, and overall use of technology in the classroom.
This research-based thesis project explains the governmental acts and policies, investors, and other stakeholders who have worked to promote, question, and explore the use of information and communication technologies (ICT) in the classroom. Research suggests that best-practice ICT integration requires using ICT alongside constructivist pedagogy.
A technoskeptical person is not necessarily anti-technology, but rather one who deeply examines technological issues from multiple dimensions and perspectives akin to an art critic. We created the Technoskepticism Iceberg as a framework to support teachers and students in conducting technological inquiries. The metaphor of an iceberg conveys ...
Thesis Technology in Classroom - Free download as PDF File (.pdf), Text File (.txt) or read online for free. This document discusses the challenges of writing a thesis on technology in the classroom and introduces a service that can help with this process. Specifically, developing a well-researched thesis on educational technology can be difficult as it requires staying up to date on advances ...
Technology is driving communication and connection like never before, and it's a powerful resource for educators. Learn about taking advantage of new educational programs, mathematical software, and organizational tools with this guide to technology in the classroom. Becoming A Teacher. Assessments & Tests.
Mission. The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives.
Bring powerful creative tools to the classroom. From critical thinking and creative problem solving to communication and collaboration, Adobe Creative Cloud helps students build the skills they need to succeed in K-12, higher education, and the modern workforce. Adobe Creative Cloud for education provides educational institutions with ...