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Posted: January 31st, 2023

What impact does the use of technology have on student motivation and engagement?

What impact does the use of technology have on student motivation and engagement?

EDU 595
The research question of this study is focused on the impact of technology on student motivation and engagement in the classroom. The study will examine the implementation of technology at North Shore Hebrew Academy and use a mixed method approach with a descriptive design, combining qualitative and quantitative methods. A five-question likert scale questionnaire will be administered to all students to address the first part of the research question, and direct observations of two lessons will take place to address the second part. The target population is 20 students aged 10 to 14, enrolled in a private school in upstate New York. The data collection timeline is two weeks, and the findings of the study will inform educators and members of the board of education on the implementation of technology in the classroom.

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Introduction
In recent years, the integration of technology in the classroom has become increasingly prevalent. With the rapid pace of technological advancements, students are growing up surrounded by technology, and it has become a crucial aspect of their daily lives. To effectively engage and meet the learning needs of modern students, educators have taken the initiative to incorporate technology in the classroom.
The use of technology in the classroom has been shown to have numerous benefits in increasing academic performance and achievement from the perspectives of both educators and students. Utilizing technology in the classroom has been shown to correspond to real-world scenarios, making students see the intrinsic value of their learning, which in turn increases their motivation, engagement, and interest.
This research aims to evaluate the impact of technology on student motivation and engagement. The study will address the following questions: How do students perceive that technology impacts their motivation to learn and are students more engaged in a lesson when technology is used in the classroom compared to when it is not?

Background/Conceptual Framework
The prevalence of technology in daily activities has been increasing over the years, and access to a large corpus of information is now readily available. The current generation of students is growing up with technology around them, making it a crucial aspect of their daily lives. It has become important for educators to incorporate technology in the classroom to create an effective and positive learning environment that engages and meets students’ learning needs.
Research has shown that students feel engaged and motivated when specific technology is used in the classroom, whether for accommodations or pedagogical purposes. The study of the impact of technology on student motivation and engagement is significant as it adds to the current body of evidence surrounding the effects of technology on students’ engagement and motivation.
The study will focus on assessing how students experience the use of technology in the classroom and will be crucial in informing various audiences, including educators and members of the board of education, on the implementation of technology in the classroom.

Methodology
To evaluate the implementation of technology in the classroom, the study will examine the implementation of technology at North Shore Hebrew Academy. A descriptive design comprising qualitative and quantitative methods will be used, utilizing a mixed-method approach.
To address the first part of the research question, “How do students perceive that technology impacts their motivation to learn?” a five-question Likert scale questionnaire will be administered to all students. To address the second part of the research question, “Are students more engaged when technology is used in the classroom?” direct observations of two lessons will take place. In the first lesson, no technology will be used, and in the second lesson, technology will be used. Engagement will be measured by students’ time on task and their motivation to persist during all parts of the lesson. Field notes will be taken by the researcher during the observations.
The target population for the study is 20 students in two classes, ten in the technology group and ten in the no-technology group, between the ages of 10-14 years who are currently enrolled in a private school in upstate New York. This study is a pilot study, and once it is complete, a larger-scale study can take place. The timeline for data collection is two weeks.

Conclusion
The integration of technology in the classroom has become increasingly prevalent in recent years, and it has become a crucial aspect of students’ daily lives. To effectively engage and meet students’ learning needs, it has become important for educators to incorporate technology in the classroom. The study of the impact of technology on student motivation and engagement is significant as it adds to the current body of evidence surrounding the effects of technology on students’ engagement and motivation.
The study will focus on assessing how students experience the use of technology in the classroom and will be crucial in informing various audiences on
References
Gebre, E., Saroyan, A., & Bracewell, R. (2014). Students’ engagement in technology rich classrooms and itsrelationship to professors’ conceptions of effective teaching. British Journal of Educational Technology, 45(1), 83–96.
Granito, M., & Chernobilsky, E. (2012). The effect of technology on a student’s motivation and knowledge retention.
Kajamaa, A., Kumpulainen, K., & Olkinuora, H.-R. (2020). Teacher interventions in students’ collaborative work in a technology-rich educational makerspace. British Journal of Educational Technology, 51(2), 371–386.
Leslie, A., Beverley, E., & Sian, M.-P. (2015). Enhancing the online learning experience using virtual interactive classrooms. Australian Journal of Advanced Nursing, 32(4), 22-31.
Mango, O. (2015). iPad use and student engagement in the classroom. Turkish Online Journal of Educational Technology-TOJET, 14(1), 53-57.
McGuinness, C., & Fulton, C. (2019). Digital literacy in higher education: A case study of student engagement with e-tutorials using blended learning. Journal of Information Technology Education: Innovations in Practice, 18, 001-028.
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
Schuetz, R. L., Biancarosa, G., & Goode, J. (2018). Is technology the answer? Investigating students’ engagement in math. Journal of Research on Technology in Education, 50(4), 318-332.
Tay , H. (2016). Longitudinal study on impact of iPad use on teaching and learning. Cogent Education, 3(1), 1127308.
Vaughan, N. (2014). Student engagement and blended learning: Making the assessment connection. Education Sciences, 4(4), 247-264.

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