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DANIELLE ADAMS

ABSTRACT
This paper consists of a compilation of major themes
that emerged from various literatures relating to the use
of technological tools in the classroom and the effect
that is has on enhancing student learning and
engagement. In general, the literature seems to indicate
that there are both positives and negatives to
incorporating the use of technology in the classroom and
in education. Technology used in the classroom could
include the use of overhead projectors, SmartBoards,
even iPads for students. Technology has proved that
student learning, motivation, and involvement, can all be
improved with its use, but could also be a distraction in
several ways. The research literature on this topic is very
informative and consists mostly of qualitative research.
DANIELLE ADAMS

PURPOSE OF THE STUDY

To determine if the use of technological tools
in the classroom enhances student learning
and engagement.
A related purpose is to identify the
advantages and disadvantages of
technological tools in the classroom and the
effect they have on student learning.
This study could contribute to educational
progress by offering information about the
effectiveness of technology in the classroom.
DANIELLE ADAMS

RESEARCH QUESTION
Does the use of technological tools in the
classroom enhance student learning and
engagement?
A related purpose is to identify the
advantages and disadvantages of
technological tools in the classroom and the
effect they have on student learning.

DANIELLE ADAMS

DISCUSSION OF KEY TERMS

Technology:
Technology in the classroom can be described as
using a large array of technological tools.
In an educational setting the use of SmartBoards,
PowerPoint, overhead projectors, iPads, iPods,
tablets, computers, laptops, cameras, video
cameras, etc. are all of great benefit to support a
lesson.
These technological tools can be of use to any kind
of learner.
They are highly beneficial to elementary school
students, all the way to high school students.
Learning disabled, autistic, and gifted learners all
benefit from various types of technological
tools.
DANIELLE ADAMS

DISCUSSION OF KEY TERMS

Learning Styles
The way that a student learns best.
A student can gain knowledge using numerous
learning methods, but there is most likely one or
two specific ways that they will learn
information most effectively.
Examples:
visual learners
auditory learners
kinesthetic learners

DANIELLE ADAMS

DISCUSSION OF KEY TERMS

Teaching Styles
A teaching style would be in reference to the way
a teacher tends to prefer to relay his or her
lessons to the students.
Generally, a teachers style of teaching is his or
her personal learning style because this is what
they are most comfortable with.
An entire class is never going to have the one
same learning style,
It is extremely important for a teacher to
differentiate their instruction so all learners can
have an equal opportunity at the best possible
education.
It is the duty of the teacher to include all learning
DANIELLE ADAMS
styles and not just settle to teach with one.

REVIEW OF THE LITERATURE ORGANIZED

BY THEMES
The professional literature related to technology
and its effect on the enhancement of learning
and student engagement in the classroom brings
forth several prominent themes to be further
discussed.
Types of technology used in classrooms
Learning styles
How technology enhances student learning

DANIELLE ADAMS

LITERATURE REVIEW:
TYPES OF TECHNOLOGY USED IN
CLASSROOMS
Technology can aid in educational achievement
through two primary methods: the removal of
physical barriers to learning and the transition of
focus from the retention of knowledge to its
utilization (Courville, 2011, pg. 3).
There are many technological options that are
available and flourishing, each having their own
positives and negatives.
A teacher participant in one study reported using
a combination of software, interactive websites,
online videos and animated visualizations, and
Web links on her classroom Web site (Anthony,
2012, pg. 344).
DANIELLE ADAMS

LITERATURE REVIEW:
TYPES OF TECHNOLOGY USED IN
CLASSROOMS

Animated visualizations can be used to demonstrate a

scientific model that classes used to simply draw out to
understand.
Web links on classroom websites are now available to
easily guide students to supporting educational websites
as homework or studying help that the teacher approves
of. In the same way, simply having a computer or a
laptop can bring a multitude of opportunities.
Having Internet access means potentially bringing
students around the globe together into communities of
learners (Chesnek, 2001, pg. 23). The Internet can make
thousands of opportunities a reality in a classroom.

DANIELLE ADAMS

LITERATURE REVIEW:
LEARNING STYLES
Students do not learn the same way.
The three main learning styles that are usually
prevalent are:
visual learners
auditory learners
kinesthetic learners
If a topic is important for students to learn, present it
in a variety of ways that will stimulate learning []. Its
clear that there is no one instructional method that will
reach all learners; therefore, it is up to those designing
and delivering the instruction to offer a variety of
approaches (Munro, 2004, pg. 29).
DANIELLE ADAMS

LITERATURE REVIEW:
LEARNING STYLES
Offering a variety of approaches to learning
information is the duty and responsibility of the
teacher to allow all learners an equal learning
opportunity.
Offering a variety of learning styles is also extremely
important so as to not have any downtime during
class to allow for misbehavior.
Disturbances affect multiple people. These include
talking in class, passing notes, and moving around the
classroom. [] In the best of circumstances, only a
couple of people are affected, but often they become
issues for all of the students (Thornton, 2011, pg. 1).
It is much easier to avoid having downtime when
there is change in activities and engaging lessons in
the classroom.
DANIELLE ADAMS

LITERATURE REVIEW:
TECHNOLOGY ENHANCES STUDENT LEARNING
The purpose of technology in the classroom is to enhance
the knowledge learned by the students.
The extent to which students can benefit from
technological tools in the classroom can rest largely on the
interest and knowledge of the teacher.
One strand of research has emphasized teachers
individual characteristics, such as technological literacy,
constructivist beliefs, and perceived usefulness of
technology, as essential factors that influence technology
use (Anthony, 2012, p. 336).
Some students are even being referred to as experts
since they grew up in a generation in which technology is
used in day-to-day life.
DANIELLE ADAMS

LITERATURE REVIEW:
TECHNOLOGY ENHANCES STUDENT
LEARNING

In [their] initial exploration, [they] thought it

would be useful to look at technology in teaching
from the perspective of an expert, the kind of
expert whom teachers encounter daily in their
classrooms: their students (Bergen, 2000, pg.
116).
It is evident that incorporating technological tools
in the classroom has increased student
engagement and learning.
Schoolchildren who use their own tablet
computers such as iPads at school and home see
an all-round boost to learning, according to a new
University of Hull study (Study shows iPads in
schools boost learning, 2012, pg. 1).
DANIELLE ADAMS

RESEARCH DESIGN
I would conduct my research in a case study design.
A case study is a systematic qualitative research
investigation. It involves in-depth study of instances
of a phenomenon in its natural context while
conveying both the researchers and the participants
perspectives and using procedures that test the
validity and applicability of its findings (Gall, 2010,
pg. 338).

I believe that a case study research design is

appropriate for the purpose of my particular study
interest because the use of the technological tools
would be observed in its natural context as they are
being used for actual teaching and learning
purposes.
DANIELLE ADAMS

SAMPLING
This case study would involve middle school students.
All students from one class of each grade level (grade
six through grade eight).
Approximately 25 students in each class.
The progress and engagement of the students would
be observed over a period of one year.

DANIELLE ADAMS

METHODS OF DATA COLLECTION

A series of observations would be conducted
weekly of the participants over the course of the
school year. Researchers would observe the
engagement and participation of the students
who are using technology.
Some questions to consider would be:
are they focused on the work at hand?
Do the students get distracted easily while
using the technology?
Do they seem more interested in the activity or
lesson because of the use of technology?

DANIELLE ADAMS

METHODS OF DATA COLLECTION

Another method of data collection would be to
interview the teachers of the students using the
technology. A few questions to consider asking
would be, have you seen an overall improvement
of the grades of the students? Have you noticed
an overall increase in participation and
engagement during lessons? Are there certain
technological tools that seem to bring forth
better results than others?

DANIELLE ADAMS

DATA-ANALYSIS PROCEDURES
In the analysis of the data of the research, I would
use reflective analysis
Reflective analysis requires case study
researchers to rely mainly on their own intuition
and personal judgment to analyze their data. The
resulting findings are thus reflective both in the
sense that they mirror the conceptual framework
of the particular researcher who did the analysis
and in the sense that they result from a deep and
deeply personal process of pondering a
phenomenon (Gall, 2010, pg. 351).
This is an appropriate data-analysis method for a
qualitative research study.
DANIELLE ADAMS

ETHICS AND HUMAN RELATIONS

Risks:
The only possible risk to the students would be the
confidentiality of grades and educational standing.
I would have a contract made up with the school and
sign it. It would confirm that all information collected
would be kept private and not used for any reason
other than the research study.
Institutional Review Board:
There is no need for approval.
Cooperation:
The research team would gain cooperation for the
research project with permission from the school and
students parents through contracts and
D A Npermission
IELLE ADAMS
forms.

TIME LINE
The research would be conducted over the
course of one school year through weekly
observations.
September 2015: Begin Observations
January 2016: Continue observations, begin
conducting interviews of teachers based on
observations.
April 2016: Conduct data analysis

DANIELLE ADAMS

REFERENCES
Anthony, A. B. (2012). Activity Theory as a Framework for
Investigating District-Classroom System Interactions and Their
Influences on Technology Integration. Journal of Research on
Technology in Education, 44(4), 335-356. Retrieved from
http://eric.ed.gov/?q=educat ional+technology+theory&ft=on&id=
EJ976472
Bergen, D. (2000). Technology in the classroom. Childhood
Education, 76(2), 116-118. Retrieved from
http://search.proquest.com/docview/2 10399904?accountid=12085
Chesnek, M. (2001). Technology in the classroom. The National
Academies in Focus, 1(1), 23. Retrieved from
http://search.proquest.com/docview/211023120?accountid=12085

DANIELLE ADAMS

REFERENCES
Courville, K. (2011). Technology and Its Use in Education: Present
Roles and Future Prospects. Retrieved from
http://eric.ed.gov/?q=educational+technology+theory&ft =
on&ff1=subEducational+Technology&ff2=dtySince_2010&pg=2&id
=ED520220
Gall, M.D., Gall, J. P. & Borg, W. R. (2010). Applying educational
research (6th ed.). Boston, MA:Pearson Education, Inc.
Munro, R. A., & Rice-Munro, E. (2004). Learning styles, teaching
approaches, and technology. The Journal for Quality and
Participation, 27(1), 26-32. Retrieved from
http://search.proquest.com/docview/ 219089959?accountid=12085

DANIELLE ADAMS

REFERENCES
Page, M. S. (2002). Technology-enriched classrooms: Effects
on students of low socioeconomic status. Journal of Research
on Technology in Education, 34(4), 389-409. Retrieved from
http://search.proquest.com/docview/274699560?
accountid=12085
Study shows iPads in schools boost learning. (2012, Nov 23).
Hull Daily Mail. Retrieved from
http://search.proquest.com/docview/1190187654?accountid=
12085
Thornton, B. (2011) Personal Technology in the Classroom.
ACM 4(2). Retrieved from
http://dl.acm.org.ezproxy.liberty.edu:2048/citation.cfm?id=
1999649

DANIELLE ADAMS

REFERENCES
Walser, N. (2011). Spotlight on technology in education.
Cambridge, Mass: Harvard Education Press. Yakura, Elaine K.
"LEARNING TO SEE: ENHANCING STUDENT LEARNING
THROUGH VIDEOTAPED FEEDBACK." College Teaching 57.3
(2009): 177-83. ProQuest. Web. 9 Nov. 2014.
Yakura, E. K. (2009). LEARNING TO SEE: ENHANCING
STUDENT LEARNING THROUGH VIDEOTAPED FEEDBACK.
College Teaching, 57(3), 177-183. Retrieved from
http://search.proquest.com/docview/274682067?accountid
=12085

DANIELLE ADAMS