The Technology Students Prefer for Their Learning

The purpose of this action research project was to find out if students want to use technology in their learning and what that looks like. The research question guiding this study was “How do students think technology should be used in their learning?” Technology is in all aspects of our lives, including education. Technology promotes powerful learning experiences for students and teachers. There is an abundant amount of technology options for students to use for their learning. In many instances, the teacher will determine the technology tool or resource that will be used by the students. Students are seldom given an opportunity to choose the technology. By asking students what technology they want to use in their learning, we can better meet their needs and wants regarding technology

A Phenomenological Study Of Teachers’ Motivations To Use Instructional Technology

The purpose of this qualitative transcendental phenomenological study was to identify and describe the factors that motivate teachers to integrate instructional technology in a district that has a 1:1 Chromebook program and tech-rich classroom environments. The research questions guiding this study were: How do middle school teachers describe the impact of access to contemporary technology resources on their motivation to integrate technology in their classrooms?; What are middle school teachers’ perceptions of how professional development experiences impact their motivation to integrate technology in the classroom?; How do the lived experiences of middle school teachers impact how they integrate technology in their classrooms? The theories guiding this study were the technology acceptance model (Davis, 1989) as is focused on user acceptance or rejection of new technologies, and the self-determination theory (Deci and Ryan, 1985). The sample consisted of ten participants who are employed in a school district that utilizes a 1:1 Chromebook program and has access to various technologies within the classroom space. Data were collected via interviews, observations, and writing prompts. The data were analyzed in accordance with Moustakas’s (1994) analysis procedures. Findings from this study revealed the factors that teachers found were most influential on their utilization of instructional technology. The researched revealed the importance of high self-efficacy that results from the necessary support from district and school leadership, access to resources, and clear intentions for student achievement and success on teachers’ motivation to integrate technology in their classroom practices

The Effects of a Computer Based Program on Student Mathematics Achievement Within an Urban Middle School in Georgia

The purpose of this quantitative study was to investigate the effects of adaptive computer-assisted instruction (CAI) on student mathematics achievement. The researcher sought to describe factors that may influence academic achievement for eight-grade students. The instruments used to gather data were post curriculum-based mathematics benchmark assessment data administered during fall, winter, and spring semesters, the spring mathematic assessment for the Georgia Milestones, and open and close-ended questionnaires. A purposeful sampling of 63 students were chosen to complete questionnaires. Data analyzed from the 2018 Mathematics scores from SchoolCity and the Georgia Milestones revealed that the SuccessMaker® online adaptive software tool positively impacted student mathematics achievement. The questionnaire responses showed that 100% of the teachers believed the online tutoring software to effective in improving student mathematics skills. Only 50% of the student participants rated the program as effective. Additionally, the students who received teacher and parental support with using SuccessMaker® obtained higher scores on the standardized assessment, Georgia Milestones

Examining the Effect of Utilizing 1:1 iPad Technology on Third Grade Reading Achievement: A Causal-Comparative Analyis

This quantitative causal-comparative study examined the effects of one-to-one (1:1) iPad instruction versus traditional instruction on urban third-grade students\u27 English Language Arts (ELA) achievement. The research is significant given the rising use of technology, like the 1:1 iPad initiative, to combat declining reading proficiency. It highlights the pivotal role of third-grade reading proficiency in future success, aligning with education policies and catering to modern learners. This study provides valuable insights for educators, administrators, and education stakeholders by elucidating the impact of technology on reading achievement. As one-to-one instruction gains prominence, understanding its influence on students\u27 reading performance is crucial due to its potential for improving achievement. The study encompassed 293 third-grade students from elementary schools in North Carolina\u27s Central Piedmont region, with 170 in non-iPad classrooms and 123 in iPad-equipped classrooms. The North Carolina End-of-Grade Reading Test (EOG RT) assessed reading achievement, with pre-and post-test scores derived from archival student data. Data analysis employed analysis of covariance (ANCOVA). The findings indicate no significant difference in reading achievement between third-grade students using 1:1 iPad technology and those in traditional classrooms. Future research recommendations encompass longitudinal testing, broader geographical sampling, exploration of various subjects, examination of diverse student groups, and investigation into reading instruction methods, iPad usage time, and teacher-student attitudes. These avenues can deepen our comprehension of technology\u27s impact on student achievement

Teachers and Digital Literacies: Mixed-Methods Investigation into 1:1 Technology-Enhanced Learning Environments

Despite the bustling technological landscape in which we live and learn, technology is still limited in its integration within classrooms. The current drive in education to promote 21st-century skills and digital literacies appears to remain relatively idle for a variety of reasons. This mixed-methods study examines the impact 1:1 technology has on digital literacies and the barriers faced by teachers with its incorporation into secondary classrooms. It explores the extent to which instructors within 1:1 environments perceive their technology integration and investigates how this indirectly impacts the acquisition of digital literacies within the classroom. By gaining more insight into how technology and digital literacy skills are integrated into 1:1 classrooms, we may gain insight into current integration practices as well as barriers to implementation, furthering literature in this area. Moreover, this research may enable educational systems to effectively align beliefs, research, and practice to support teachers in meeting newly adopted technologies and digital literacy standards

8th Grade Students’ Perceptions of 1:1 Laptops in Algebra 1

One-to-one (1:1) initiatives in education refer to the practice in which schools provide each student with a personal computing device, such as a laptop or tablet, for students to have access to the internet to complete coursework and access digital course materials. One-to-one initiatives are becoming more popular as more school districts are investing in them as there is an increased emphasis on technology use to support students’ technological skills. This qualitative case study informed by phenomenography aimed to investigate how eighth-grade Algebra 1 students at a school district implementing a one-to-one laptop initiative perceived their learning and engagement in their Algebra 1 class. Social Constructivism, the Bioecological Model of Influences on Student Engagement, and the Technology Acceptance Model served as the theoretical foundation for the study. Six classroom observations and 10 interviews were conducted with 10 participants to gather data. Findings revealed that students found the laptops beneficial, students perceived the laptops to be a result of the 21st-century initiatives in schools, and students perceived and reported that the laptops helped them learn mathematics. Findings also revealed that students found the laptops to be distracting at times, a direct result of the COVID-19 pandemic, and students described that they learned more math because of the autonomy in their learning from the resources provided. Educators can use mathematics software (such as Delta Math and Desmos) to help support student learning of the content, student autonomy, and self-efficacy as it has been proven to be effective in student learning and engagement when used properly. However, educators should be mindful of the potential distractions that can arise from one-to-one laptops

Barriers to Digital Equity: A Case Study of King County

The purpose of this study is to explore how schools educate students in the use of digital technology. Using a concurrent mixed methods case study approach, the researchers identified potential barriers for schools in educating students in the use of digital technology. Additionally, this study identified factors that provide effective use of technology in schools, which can educate students with the necessary skills to serve their community and society in the future. Researchers sampled school leaders and district administrators of all school districts within King County. Data was collected from a document review and online survey questions to conduct a thematic narrative analysis (Maitlis, 2012). Findings converged and were triangulated for greater depth and analysis (Fitzpatrick, Sanders, & Worthen, 2011). Recommendations were provided and corroborated with those found in scholarly literature. This study showed that the greatest factors impacting the education of students in the use of digital technology in school districts are (a) access to digital technology, (b) financing technology and the bureaucracy of getting financial support, and (c) literacy and professional development of students and teachers. Knowledge of these factors may assist county leaders in helping school districts and leaders in the integration of digital technology in schools to enhance the teaching and learning process and increase digital equity

Improving Digital Literacy Through A 1:1 Digital Device Implementation: An Applied Study

The purpose of this applied study was to solve the problem of the need to improve digital literacy for students on an urban middle school campus in South Texas and to design a solution to address this problem. I collected data using both qualitative and quantitative approaches. Teachers and instructional coaches were interviewed via the Zoom video conferencing online platform to explore how teachers and instructional coaches described the relationship between the deployment of a 1:1 digital device program and the improvement of students\u27 digital literacy on their middle school campus. I collected quantitative and qualitative survey data from teachers on the South Texas middle school campus being researched to inform the problem of improving students’ digital through a 1:1 digital device deployment on their middle school campus. All surveys were designed using the Google Forms online platform and then distributed electronically. I then combined all data retrieved from participants to devise research-based guidance and developed a solution to address this problem. Based on the findings, this applied study identified several recommendations for solving the problem of improving the digital literacy skills for students. These recommendations included providing a better 1:1 digital device, stronger Wi-Fi connections, and robust digital training for students and teachers

How Can Education Support Prepare Students for a Workforce Focused on Innovation? A Qualitative Phenomenological Study

The purpose of this hermeneutic phenomenological study was to understand how faculty members and administrators describe their experiences in preparing their students for an innovation-focused 21st century workforce. The guiding theories associated with this study were Kolb’s experiential learning theory (ELT) as a gauge for modeling the learning process and Bloom’s taxonomy to assess learning levels. The relationship between Kolbs ELT, Bloom\u27s taxonomy, and this study was conceptualized as a gauge to assess learning skill effectiveness. The central research question associated with this study was: How do faculty members and administrators describe their experiences preparing their students for an innovation-focused 21st century workforce? The data collection methods included interviews, focus group meetings, and journal entry postings from college business professors, many with administration and industry experience. Data analysis employed the Heidegger hermeneutic circle, including reading, reflective writing, rewriting, and interpretation. This study revealed that industry wants education to better prepare students with innovation skills, before the students enter the workforce; however, college faculty are focused primarily on developing student foundational skills. The college educators focused on foundational skills such as good communication, teamwork, computer, and leadership skills, versus developing specific innovation skills for industry. It is recommended that industry team up with educational institutions to develop specific industry-education cooperative programs, to develop student skills based on specific industry organizational needs

Teacher Experiences with Multiple One-to-One Technology Integration Models: A Phenomenography

The purpose of this qualitative case study was to examine the beliefs and perceptions of teachers who have experience with both the BYOT and school-issued 1:1 technology integration models. The eight informants in this study all had middle and/or high school experience teaching with both models. The data came from semi-structured interviews with each informant and five documents related to 1:1 technology integration from four districts. Analysis results showed a preference for the 1:1 school-issued model due to concerns with technical support, equity, student behavior, technology monitoring, and pedagogical change. COVID reinforced teacher preference. Neither model was conclusively preferred in the areas of student engagement and professional development. Recommendations for future research included a comparative study of the impact of each model on student outcomes and comparative study of the models’ applications in specific content areas