I designed a mixed-method, causal-comparative action research project to determine how one-to-one technology affects students’ engagement and approach to learning when it is introduced into a Grade 7 classroom. This action research has been designed after noticing that one-to-one technologies are gaining popularity in elementary and secondary education, and also remarking on the need for educational technology research that focuses on elementary aged students.
I have worked in K through 12 education for the better half of a decade and I have noticed that technology use is on the rise. In general, most students have access to technology at home and are intrigued by the use of technology at school. After noticing this, I designed this research study to determine what effect the technology was having on engagement, and as a catalyst toward student success.
This research has made use of purposive sampling, targeting female students, aged 12 to 13 years, who attend a non-denominational private day school for girls. The analyzed data, comprised of survey research from the students, in class observations, and interviews with the classroom teachers, supports that one-to-one technology has had a favourable effect on classroom engagement and the students’ approach to learning.
My research report has been published on Academia.edu. You can click the link below to read the report.
As you read the document, please consider the technology that you include in your classroom and the impact that these tools bring to improve understanding as well as better immerse your students in the lesson content.
I believe that technology is a tool; it can motivate students, connect people, and diversify a lesson. Technology however, cannot transform a poor lesson into something great; only a good teacher can do this.
Reference
Avenia, T. (2014). The effect of one-to-one technology on student engagement and approaches to learning (Masters report). The University of British Columbia, Vancouver, BC
taraavenia.com 