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Textbook and Technology Use in the Modern Classroom
BLINDED
University of West Georgia
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Textbook and Technology Use in the Modern Classroom
Quantitative Data
Method
Dependent Variables. The variables being studied were textbook and technology
implementation in modern middle and high school classroom. For this study the term “modern”
refers to educational endeavors occurring within the digital information era. In order to broaden
the findings of pervious qualitative study on textbook usage, only teachers were selected to
determine how they used textbooks and technology in their classrooms. In order to narrow the
participation pool, only teachers from middle schools and high schools were selected for the
study. For the correlation analysis the dependent variables were narrowed to assignments based
on technology, assignments based on textbooks, and tests based on textbooks.
Independent Variables. Independent variables of the correlations conducted within this
study include textbook reading assignments, classroom subject matter, and techers’ comfort level
with available technology.
Statistical Measure. Data was gathered through semi-random, self-administered surveys
conducted online with thirty middle and high school teachers. Participants ranged across four
high schools and two middle school settings. Participants completed a cross-sectional, Likert
survey consisting of demographic questions and questions focused on textbook and technology
usage within the classroom. The statistical data collected from the surveys was analyzed with a
Pearson correlation coefficient to determine any relationships between the occurring variables.
Findings
A moderate positive correlation was found (r (28) = .405, p < .05) between textbook
reading assignments and examinations based on the textbook. The data suggests that as teachers
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assign textbook readings they are more likely to design tests based on the textbook. However, a
weak correlation that was not significant was found (r (28) = .184, p > .05) between textbook
reading assignments and classroom assignments involving the textbook. Textbook reading
assignments also appear to have an impact on the implementation of technology within the
classroom. A moderate positive correlation was found (r (28) = .436, p < .05) between
classroom assignments involving technology and textbook reading assignments which indicates
that teachers who assign technology activities also assign reading based on the textbook.
Statistical analysis reveals that subject matter may have an impact on the use of textbooks
and technology in the classroom. A moderately strong negative relationship was found (r (28) =
-.502, p < .01) between core subject and assignments involving technology. Similarly, a
moderate negative correlation was found (r (28) = -.444, p < .05) between core subject and tests
based on textbooks. Based on the design of the subject scale, these findings suggest that math
teachers are less likely to use tests based on textbooks and technology assignments. However,
language arts teachers are more likely to use tests based on the textbook and assignments that
involve technology. Narrowed analysis of the data provides validity to these findings. Seventyfive percent of language arts teachers (n = 6) reported using technology based assignments;
while, 75% of math teachers (n = 3) indicated that they never use technology assignments.
A weak positive correlation that was not significant was found (r (28) = .078, p > .05)
between teachers’ comfort level with technology and assignments involving technology.
Teachers’ comfort level with technology is not related to the amount of classroom assignments
involving technology. Additionally a weak negative correlation that was not significant was
found (r (28) = -0.040, p > .05) between teachers’ comfort level with technology and the use of
technology in the classroom to facilitate the learning process.
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Discussion
The data indicates that when textbook reading assignments increase so do technology
assignments. Perhaps teachers use technology assignments as hands-on activities which
illustrate and substantiate readings from the textbook. Eighty-six percent of the teachers
surveyed reported that they believed that students view textbooks as dull and boring.
Additionally these same teachers (n = 27) indicated that their students were motivated by
technology. Based on this evidence we begin to see why textbook readings and technology
assignments are related. Technology is being used as the motivational link between content and
student understanding.
The impact of core subject matter on textbooks and technology might be simply the
product of opportunity within the learning environment. Some topics may be more technology
driven; thus, increasing the opportunities to use technology in the classroom. A typical science
assignment might involve students using a microscope to examine plants cells; whereas, math
assignments generally entail practice rather than experimentation.
One intriguing development from this study is the indication that a teacher’s comfort
level with technology has no significant impact on his or her use of technology during the
education process. Perhaps economic factors are more important than comfort levels when
developing lessons based on technology.
Implications
Practice
New studies based on the findings of this study could lead practitioners to develop a
pedagogy that strives to embrace technology as a motivational device. As teachers and
researchers begin to view technology as a motivational link to academic achievement, schools
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will better serve their student body and ultimately the larger local community. With technology
becoming an integral part of the world-wide community these findings might have even deeper
ramifications than we can determine here.
Research
The only reliable relationship that can be made with the findings of the pervious
qualitative study concerns the perception that students are not motivated by printed textbooks.
According to the findings of this study, 87% of the teachers (n = 26) surveyed indicated that
students find textbooks to be dull and boring. Sixty percent of the teachers (n = 18) reported that
students often complain about textbook assignments. While only 10% (n = 3) indicated that
students complain about technology assignments. Both John and Robbie indicated similar
opinions during their in-depth interviews. According to all of the data, textbooks just do not
provide the same motivational link that technology does for today’s modern student. As John
stated in his interview, “technology just has that cool factor”.
Future studies will need to include a larger sample size, refinement of questions,
inclusion of student perspectives, and inclusion of elementary teachers to broaden the findings of
this study. Correlations between comfort levels with technology and technology assignments
should be reexamined with economic variables to eliminate outside factors that may be affecting
the results of this study. The topic of this study might be better served with a mixed-methods
research design that includes students’ perspectives on the importance of textbooks and
technology in the classroom.
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Appendix A
Demographic Statistics
Gender
N
Mean
Std. Deviation
Minimum
Maximum
Age
30
1.50
.509
1
2
Experience
30
2.33
1.061
1
4
Gender
Frequency
Male
Female
Total
Percent
15
15
30
50.0
50.0
100.0
Age
Frequency
20-30
31-40
41-50
51-60
Total
Percent
7
12
5
6
30
23.3
40.0
16.7
20.0
100.0
Experience
Frequency
1-5 yrs
6-10 yrs
11-15 yrs
16-20 yrs
Over 20 yrs
Total
Percent
7
4
5
13
1
30
23.3
13.3
16.7
43.3
3.3
100.0
Subject
Frequency
Math
Science
Social Studies
Language Arts
Total
Percent
4
7
11
8
30
13.3
23.3
36.7
26.7
100.0
30
2.90
1.296
1
5
Subject
30
2.77
1.006
1
4
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Appendix B
Inferential Statistics
Reading TB
Reading TB
Test TB
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Test TB
1
30
.405
.026
30
Reading TB
Reading TB
Assign TB
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
1
30
.184
.331
30
Reading TB
Reading TB
Tech Assign
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
1
30
.436
.016
30
Subject
Subject
Tech Assign
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
1
30
-.502
.005
30
Subject
Subject
Test TB
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
1
30
-.444
.014
30
.405
.026
30
1
30
Assignment TB
.184
.331
30
1
30
Tech Assignment
.436
.016
30
1
30
Tech Assignment
-.502
.005
30
1
30
Test TB
-.444
.014
30
1
30
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Comfort Tech
Comfort Tech Pearson Correlation
Sig. (2-tailed)
N
Tech Assign Pearson Correlation
Sig. (2-tailed)
N
1
30
.078
.684
30
Comfort Tech
Comfort Tech Pearson Correlation
Sig. (2-tailed)
N
Tech Facilitate Pearson Correlation
Sig. (2-tailed)
N
1
30
-.040
.833
30
Tech Assignment
.078
.684
30
1
30
Tech Facilitate
-.040
.833
30
1
30