Implementation of Technology: How Does Technology Contribute to Student Attitude towards Learning?
Location
Room 217
Proposal Track
Research Project
Session Format
Presentation
Abstract
The purpose of this study is to connect implementation of technology by teachers to attitude towards learning by students. Participants were eight teachers: 4 being the lower users of technology and 4 being the higher users of technology. The second group of participants was 198 students at the middle school who were taught by these eight teachers. High and low groups were chosen based on weekly/daily use of technology in the classroom. A correlation Pearson R was tested and showed a negative correlation, which means that in this group the higher the implementation the lower the student attitude. An ANOVA one way test was employed and found that there was not a significant difference in student’s attitude towards learning between the students taught by the low and high group of teachers. This result shows that technology implementation has no effect on student attitude. The results imply that teachers do not need to implement technologies to raise student attitude towards school. This can be used in the future within different school systems trying to implement huge technological changes, such as implementation of the IPAD. It can also be used by different universities in their teaching programs to show students that technology does not have to be used all the time to be an effective teacher and to meet a teacher’s goals.
Keywords
Implementation, Projector, Classroom performance system (CPS clickers), Smart board
Recommended Citation
Brown, Ashley M., "Implementation of Technology: How Does Technology Contribute to Student Attitude towards Learning?" (2014). Georgia Educational Research Association Conference. 1.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/1
Proposal
Ch1-5_final_AshleyBrown.docx (93 kB)
Full paper I wanted to add it just in case it was necessary.
Implementation of Technology: How Does Technology Contribute to Student Attitude towards Learning?
Room 217
The purpose of this study is to connect implementation of technology by teachers to attitude towards learning by students. Participants were eight teachers: 4 being the lower users of technology and 4 being the higher users of technology. The second group of participants was 198 students at the middle school who were taught by these eight teachers. High and low groups were chosen based on weekly/daily use of technology in the classroom. A correlation Pearson R was tested and showed a negative correlation, which means that in this group the higher the implementation the lower the student attitude. An ANOVA one way test was employed and found that there was not a significant difference in student’s attitude towards learning between the students taught by the low and high group of teachers. This result shows that technology implementation has no effect on student attitude. The results imply that teachers do not need to implement technologies to raise student attitude towards school. This can be used in the future within different school systems trying to implement huge technological changes, such as implementation of the IPAD. It can also be used by different universities in their teaching programs to show students that technology does not have to be used all the time to be an effective teacher and to meet a teacher’s goals.
