RUNNING HEAD: THE IMPACT OF TECHNOLOGY IN K-5 CLASSROOMS
How can classroom technology impact the learning of elementary students with and without
learning challenges?
Kimberly Elkins
Hector Martinez
Charlene Russ
Jacquie Storms
Leila Vergara
Ben Wilson
University of Central Florida
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How can classroom technology impact the learning of elementary students with and
without learning challenges?
The prevalence of technology in the 21st century K-5 classrooms for school aged children's
daily lives requires parents and teachers to master new literacies never needed or used in the
past. These literacies include, keyboarding, word processing, internet research skills, multimedia
production, social networking and the use of assistive technology. Technology is proving to be
valuable in support of effective reading and writing instruction in all classroom settings,
universal access to instructional materials, assessment, professional collaboration, and home-toschool communication. In this proposal, we will review literature on technology that is or is not
being utilized in the classroom and how technologies can improve learning achievements.
Purpose/Justification for this study
As we move into 21st century, there is a huge prevalence on changing the way educators
teach. Teachers are being influenced and encouraged to introduce new skills to increase critical
thinking and sound reasoning, global awareness, communication skills, information and visual
literacy, scientific reasoning, productivity, and creativity for their students. These skills are being
called the 21st century classroom skills. One of the major shifts in education is technology and
how it can increase achievements and learning gains for all students with or without disabilities.
In reviewing literature on types of technology the teachers and students are using in the
classroom, how the technology is being implemented in the content area, how students with
disabilities can benefit in using technology and assistive technology. We are hoping that the
findings of the study will show that incorporating technology in the daily education will have an
impact on academic achievement.
Research Question
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How can classroom technology impact the learning of elementary students with and without
learning challenges?
Constitutive Definitions
Universal Design for Learning (UDL) - Is a research-based framework for designing
curricula—that is, educational goals, methods, materials, and assessments—that enable all
individuals to gain knowledge, skills, and enthusiasm for learning. This is accomplished by
simultaneously providing rich supports for learning and reducing barriers to the curriculum,
while maintaining high achievement standards for all students.
Assistive Technology - Is an umbrella term that includes assistive, adaptive, and rehabilitative
devices for people with disabilities and also includes the process used in selecting, locating, and
using them. AT promotes greater independence by enabling people to perform tasks that they
were formerly unable to accomplish, or had great difficulty accomplishing, by providing
enhancements to, or changing methods of interacting with, the technology needed to accomplish
such tasks.
General Education classroom- Is the program of education that typically developing children
should receive, based on state standards and evaluated by the annual state educational standards
test. It is the preferred way of describing its synonym, "regular education."
K‐5 Self Contained (ESE) – Classrooms catering to students who have special educational
needs due to severe learning difficulties or physical disabilities. A separate classroom (most
restrictive placement) setting in which children with special needs are placed with other children
with similar needs.
Disability- Physical or mental impairment that substantially limits one or more major life
activities.
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Impact- Has a strong effect on someone or something;
Academic Achievement- The extent to which a student, teacher or institution has achieved their
educational goals
Survey- An online survey will be used as a follow up to the interviews to collect information
that the individuals may not have been comfortable disclosing in person
Operational Definitions
21st Century Technology- Technology such as touch screen tablets, interactive whiteboards and
innovative technology, curriculums are being augmented at local schools with activities that let
students see, hear, touch and, sometimes, experience their assignments. Technology like use of
virtual applications, Bluetooth headset, and a translator wireless device to help students with
limited English proficiency
21st Century Skills/classroom- It’s an approach that introduces new skills and curriculum that
can help students thrive in a fast-moving, globalized economy. Encourage participation of
students, improving attractive and documented classes and motivating the use of multimedia
resources are some of the benefits of using new technologies in the classroom.
Review of Literature
Technology is providing more powerful and efficient tools to teachers who work with and
without children with disabilities. These technology tools enable teachers to offer new and more
effective means of learning while individualizing instruction to the wide range of student
learning needs. Teachers are using computers as tools to deliver and facilitate learning beyond
drill and practice, to provide environments that accommodate learning, and to ensure enhanced
and equitable learning environments to all students. Technology can be a great equalizer for
individuals with disabilities that might prevent full participation in a classroom setting. The
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following are questions we ask when understanding how technology is used in the classroom
setting. Do the teacher and student know how to use technology with fluency? What professional
training has been given to teachers? What is the duration and frequency of the students ‘usage of
the technology in their classroom? How is technology incorporated into the content area? What
assistive technology for students with disabilities is being used? What are teacher’s attitudes in
using technology in their lessons?
Importance of technology usage in the classroom
In the article “Missing the Boat” (Parette & Blum, 2010), discuss if educators do not use
technology in their classrooms at an early stage in development, their students are “missing”
vital learning achievements. The authors explain how prevalent technology has become in the
common child’s life; from waking up from an alarm clock to checking a social networking site
like Webkinz.com. Students are constantly around technology at home and in the world outside
of school. They have cell phones, iPods®, hand-held games, mp3 players, etc. It seems like most
children could certainly benefit from the use of technology in school because they are already so
familiar with it. The question is: why aren’t early childhood educators trying to implement more
technology into their classrooms?
Early Childhood educators must promote meaningful and developmentally appropriate uses
of technology. Teachers will have to understand the importance of technologies instructional
strategies. It needs to be understood that the use of technology in the classroom is seen as a
developmentally appropriate practice for young children.
If the teachers have the technology the questions is “Do the teachers either have confidence or
the skills required to implement an active learning technology curriculum?” (Gordon, 2008)
According to Gordon (2008), teachers know how to use the technology but fail to implement into
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the curriculum. Professional development is important to bring teachers together to share ideas
and concepts for integration. Teachers will learn to implement technology into his/her classroom
through repetition, visualization, and peer teacher support.
Throughout this research paper, we will discuss specific technologies and their impact on
student’s achievements. We will also discuss the importance of how technology is being
implemented in the classroom. One of the ways of how technology can be used in the classroom
is by creating a Universal Design for Learning (UDL.)
Universal Design for Learning
The purpose of the article “Universal Design for Learning: Technology and Pedagogy.”
(King, 2009), is to show universal design for learning is not only technology based but also
implemented through pedagogy. They both can go hand and hand through 7 guiding principles.
The 7 guiding principles are “equitable use, flexibility in use, simple and intuitive use,
perceptible information, tolerance for error, low physical effort and size and space for approach
and use” (King, 2009). The author recommends that UDL should use technology but should also
be combined with pedagogy in order to produce a great learning environment for students with
certain challenges in their learning.
Flexibility in use, is when a teacher provides actual manipulative through technology to
extend the lesson. “The concrete and virtual manipulative demonstrations are flexible because
they provide students choices in learning, and these choices also accommodate students’ needs
when learning the content” (King, 2009).
Equitable use is a great guiding principal for students who have LD have are not able to
organize information given to them and also help with deciphering any irrelevant information.
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This guiding principal will make sure “key facts are targeted and relationships among them are
determined” (King, 2009).
Perceptible information is explained as, “a UDL principal refers to the use of varied ways to
present and practice curriculum content, including the use of illustrations, tactile experiences,
visible contrasts of essential content from supporting details, and precise and clear language“
(King, 2009). This is working for the student to achieve the information given to them by
multiple strategies including the use of technology.
Tolerance for error is best used through technology because it provides the student as a
reminder that there is an error and they are able to plug in their knowledge of how to correct the
error. “Some software’s tolerance for error is as simple as alerting students to ‘try again’
whereas other software is more comprehensive in providing students a reminder of the formula
or steps” (King, 2009).
Simple and intuitive use “means that content is present in ways that are straightforward and
considerate of students’ background knowledge, language skills, and concentration levels”
(King, 2009). The need to have technology provided that is age appropriate would be needed to
have responsive feedback on the individual student.
Low physical effort should be considered when presenting new material to the student. The
purpose is so “students are not needlessly fatigued when learning” (King, 2009). Keeping their
motivation will be need in order for them to properly use the technology provided and keep the
efforts minimal in the beginning.
Last guiding principal is size and space for approach and use, which is often violated within
the classroom. “Teachers need to ensure that the size of the content is large enough for students
seated in different areas of the room to see the content” (King, 2009). This ensures that areas are
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clutter free so they are able to explore, whether it is an audible chapter, printed text, or activity
on a computer screen. The author broke down each “guiding principle” and thoroughly explained
what goes into it each segment that creates big structures, that is UDL and pedagogy. This
article lines up with how it will impact students through the use of technology, which is UDL
and adds the element of pedagogy combining with UDL. It is important to have technology, but
to also have clear formal instructions of what is expected before applying technological
instruments.
The purpose of the article “Universal Design for Learning” (Spencer, 2011) is to use universal
design with a focus on inclusive classrooms and the effectiveness it provides for children with
special needs. “UDL is a proactive strategy that helps teachers build differentiation into their
lesson plans from the beginning, eliminating the need for most of the accommodations teachers
typically make after the fact, and providing the flexibility and accessibility needed to reduce the
barriers for students with disabilities,” (Spencer, 2011).
Throughout the article this is proven with clear examples provided with hypothetical
situations and how UDL can benefit and correct any issues with the students in an inclusive
classroom. In the conclusion of the article the author states, “research suggests that using the
principles of UDL to design instruction can help teachers not only make their lessons more
accessible to learners with special needs, but make them more interesting for all their students”
(Spencer, 2011). This article uses examples to explain the benefits in using UDL in a classroom
and more specifically within an inclusive classroom. “More than 88% of students with LD spend
at least 40% of the day in general education classrooms” (Spencer, 2011), proving that the need
for UDL is high in all classrooms due to inclusion and also “sixty-seven percent of all public
schools include at least some English learners” (Spencer, 2011).
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This article relates to our research because it explains how UDL can be used as a form of
technology and supports all students, “found that audio textbooks were more effective than a
regular textbook in helping high school students with high-incidence disabilities learn content”
(Spencer, 2011).
The article “Calculus in Elementary School: An Example of ICT Based Curriculum
Transformation.” (Wyndham, 2010) is relevant to the modular elements of the research question
since it illustrates how technology functions to deliver education at the elementary level. The
authors and researchers found that the software was engaging to the students and also assistive.
The study was taken from a single geographic base and the results were profound. This study
provides an excellent example of how software technology can be used to achieve targeted
results and assist in meeting educational goals. Although this study was conducted differently
than our proposed study, it is relevant as a comparison study where technology was utilized in a
middle school classroom setting designed to meet an educational objective.
In the case of this study, the objective was to assist middle school students in learning
algebraic concepts, and potentially that of integral calculus. This study is relevant because it
gives a positive example illustrating the use of technology in the classroom. In addition to the
qualitative data obtained, many of the students found the software implementation to be
engaging and fun (Wyndham, 2010). Given the statements that were obtained from these
students, it might be inferred that the technology used engaged students in the learning process.
This study was done in an area that is considered difficult to teach and although the most
motivated and affluent groups performed better, an improvement in reaching the learning
objectives was found in all of the selected groups. The classes selected were from an average
continuum of socio-economic backgrounds although they were primarily from a similar
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geographic area. The computer software gave students practical problems they could relate too
which was a different approach to teaching the subject as opposed to a more nebulous abstract
problem. This study provided a creative approach to learning and the evidence of the middle
school student’s adaptation to the technology was a potential inference of its success.
Technology usages and impact on student achievement for elementary school children will be
evaluated throughout our study. The articles we reviewed provided us with insight about the
importance technology has in the classroom and ways of incorporating these technologies into
students curriculum. Our study will build upon prior studies such as the ones we have selected
for our literature review and will provide future researchers with documented results on the
impact technology has in classroom environments.
Introduction to Assistive Technology
Can you imagine a life without the use of your voice for communication or the inability to be
independent? This section will open your eyes and expand your knowledge to a world where
communication, academic achievement and independence is made possible through the use of
assistive technology. Assistive technology has given a voice to those students who are unable to
use theirs and independence never thought possible. In this section you will introduce to low and
high tech devices that aid in communication, academic achievement and independence. As you
read you will gain knowledge of how assistive technology has made communication, academic
achievement and independence possible for students with mild to severe cognitive and physical
disabilities.
Assistive Technology
In order to meet the needs of students with disabilities in all classroom settings, it is necessary
to determine how the disability affects the student’s functioning at school both academically and
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independently. Schools that have a large population of students who need an alternate form of
communication and or assistance with independence and academic achievement look at assistive
technology as a way to achieve academic success. Students need to be provided with the most up
to date technology that will assist both teachers and students in academic success.
Based on federal legislation, the No Child Left Behind Act and Individuals with Disabilities
Act, schools must demonstrate that students with and without disabilities have access to and
benefit from general curriculum. The reality is that for most of our students with disabilities,
general education curriculum is completely inappropriate but for those who it is appropriate, they
need a way to be as independent as possible as well as a communication tool for academic
success. The previously mentioned legislation has caused school administrators to investigate
how students who lack independence and communication skills and need an aid for academic
achievement can be successful in regular education.
In our technology rich society, assistive technology use in the classroom is redefining how
teachers instruct their non-verbal students, verbal students, students with and without significant
cognitive disabilities and their students with orthopedic impairments. Assistive technology can
be used in the student’s home, classroom, workplace, and within their communities. The use of
assistive technology has made communication and independence possible for students with
disabilities. Assistive technology is defined as anything that enables students with disabilities to
be more independent, self-confident, productive and successful in regular education (The
Federation for Children with Special Needs, 1997). Students who have a need for a dedicated
device for communication or independence need to be determined eligible for a special education
program in order to be eligible for consideration of a dedicated device. Once found to be eligible
for a special education program as per the regulations set forth by the Individuals with
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Disabilities Education Act (2004) an Individualized Education Plan (IEP) must be developed
including services the student is eligible for (Kidshealth, 2001). To obtain a dedicated device an
Assistive Technology Referral is completed by the student’s educational team (teacher, therapist,
parent, LEA representative).
The term assistive technology encompasses a broad range of devices from “low tech” to “high
tech”. These devices include a large range of supportive tools and equipment used to aide in the
communication and independence of students. Low tech devices are usually low cost and easy to
use. High tech devices are typically expensive and require training for the teacher and student in
order to be used. Both types of devices provide students access to their educational
environments. Low tech devices are devices such as pencil grips, magnifiers, highlighters, slant
boards, veltex/soft fabric, single switches, Alpha Smarts and visual timers. Basically any device
that does not require programming is considered a low tech device. High tech devices are devices
such as Intellikeys Keyboards, Boardmaker, Dynovox, switches with multiple steps, power
wheelchairs and stair lifts.
Most devices that students use are powered by batteries. Some of the high tech devices like
the complex Dynovox machines require a full charge, therefore are plugged in when not being
used. There are also devices that plug into adaptors in order to control Macs and PCs as well as
light switches and toys. The Boardmaker software is used to make picture schedules and other
visuals and requires a Mac or PC that has two hundred and fifty six megabytes or higher.
Research has shown that student achievement has improved with the use of assistive
technology but what is even more important is the increase of independent skills of students with
disabilities. Assistive technology has provided students with a reliable communication tool to
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use during everyday activities as well as during testing situations. Assistive technology has given
students a feeling of independence that most people take for granted.
There is little research available on the topic of who is using AT in schools (Quin, Bear,
Behrmann, Mastropieri, & Chung, 2009). A research study from the National Assistive
Technology (AT) Research Institute’s Status of Assistive Technology Use focused on who in the
schools is utilizing assistive technology and hoped to answer the following three research
questions: Which students have access to AT devices? Where are devices being used according
to the least restrictive environment (LRE) placement? What related services are students who use
AT receiving?
The survey was a cross sectional design survey. It looked at students who have an identified
disability in grades kindergarten through twelfth grade in all classroom settings. The survey
looked at in this study were either administered to participants in a hard copy or provided on line.
The questions were “semi-closed” questions. Demographic data, device use data and services
and documentation data are the three sections the survey is broken down.
(Quin, Bear, Behrmann, Mastropieri, & Chung 2009) through their research found that the
majority of the students who are using AT devices have an Individual Education Plan. The
majorities of the students who are using AT devices are Caucasian males and are mainly in
grades third through twelfth. Forty percent of the students questioned in the survey were
receiving their educational services in a self-contained classroom. The students who were found
to be using AT were also receiving related services, which are services provided to students who
have an IEP. These most frequent related services received by students using AT was
Speech/Language Pathology. Devices types were not known. The survey was compared to
national data. Ethnicity, gender, grade level, disability and services model were all part of the
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comparison. The trend of more males than females using AT devices held true when compared to
the national study (Quin et al., 2009) feel that more research is needed in the area of ethnicity
and AT use. They go on to state, future study needs to also be completed relating to types of AT
devices students are using. (Quin et al., 2009) fell that their research has revealed a need to not
only focus on students who are identified as receiving special education, it is recommended by
that further investigation should be looked at all students using AT devices in special education
and regular education classes.
(Suz, 2009) investigated the relationship between assistive technology (AT) use in the
classroom setting and teacher acceptance of AT integration into their classrooms. Suz’ findings
are that teachers don’t feel competent in choosing, using, and matching assistive technology to
students with a disability. The research (Suz, 2009) conducted revealed three findings, 1.)
Research is lacking in that it is limited to what teacher development needs are rather than the use
of AT in the classroom. 2.) Research is limited to only some students with disabilities. Students
who are identified as having ADHD, cognitive disabilities, a traumatic brain injury, gifted, and
ESOL were not included in the research presented in this article. 3.) Teachers are not
comfortable using or having assistive technology in their inclusive classrooms. Teachers are not
trained in AT use or proper integration. Teachers feel they don’t have support or maintenance for
the AT devices. Teachers are also feeling like they don’t have curriculum to support the use of
AT in their classrooms. Another reason found to cause teachers to be skeptical of AT devices is
the cost and how quickly devices need to be updated or replaced.
The article “Creating a Virtual Learning Environment for Gifted and Talented Learners.”
(Mulrine, 2007) explains ways that teachers can use to benefit gifted and talented students by
implementing virtual learning environments into the classroom. Teachers have to find creative
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ways to stimulate thinking and to create higher order learning opportunities for all students,
especially gifted and talented learners (Mulrine, 2007). Not all classes are conformed to students
from one ability level and methods need to be in place to accommodate all learning styles. The
methods covered in this article examine the use of merging subject matter with computer
technology. Several ways of accomplishing this are through online activates, virtual tours and the
use of online learning games. Virtual museum tours are an example of how technology can be
used in classrooms to give students an opportunity to explore other cultures from afar. This type
of program is effective and economical. With the use of 3D technology, virtual tours give
students the ability to navigate museums by a click of the mouse.
Christopher Mulrine uses this article in an assistive technology course for teacher training to
demonstrate methods of technology that can be used in the classroom. Knowledge of technology
is important for teachers development as technology in the classroom is evolving rapidly and its
uses and benefits can’t be ignored. Online learning games can develop a student intellectually
while maintaining their attention during course study. Mulrine emphases the importance of
stimulating gifted students desire for challenging activities and uses online learning games as an
example. Teachers have found it difficult to keep students focused during lectures and the use of
virtual games not only keeps the students involved in the curriculum but also provides them with
technological skills that can help them succeed in life. This training helps teachers to incorporate
subject related material with online games that not only keep students interested but also
challenge their unique abilities.
Mulrine was able to conclude that gifted and talented students can be educationally enriched
through the use of computer technology in the classroom. There is an increasing need for
integrated curriculum in the classroom to satisfy all students learning abilities. The use of virtual
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learning environments can help modify curriculum to cover all aspects of student’s abilities even
if students with separate abilities are sharing a classroom. This article clearly expresses
educational advantages of technology used in the classroom and provides examples of methods
that can be used to enrich student’s educational experiences. In our study we will be evaluating
the educational benefits of technology in K-5 classrooms and the technologies effect on student
achievement. We will examine if Mulrin’s methods are being used in K-5 classrooms and if so,
how the technologies impact student achievement.
In the article “Reflections of Hearing Impaired Students on Daily and Instructional PDA
Use.” (Odabsi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009) the authors examine the
instructional and daily use of PDAs used by hearing impaired students. This study attempts to
figure out ways to incorporate mobile technology into the instructional process of hearing
impaired students. Enriching instructional settings through mobile technologies provide both
learners and teachers with important advantages (Sharples, Corlett, & Westmancott, 2004).
PDAs are compact and portable, this technology allows students to log into chat rooms,
participate in discussion threads, send messages to their teachers and view curriculum agenda
without leaving their desk. Teachers are able to use PDAs to track student progress, take
attendance, post grades and share educational information with students through web pages. This
qualitative study investigates how hearing impaired students use PDAs for educational gain,
which features of the PDAs are used most and which features of the PDAs were ignored by five
hearing impaired students at an undergraduate school in Turkey. Although this study may yield
different results in a larger school or one that has technology already integrated, it paves the way
for future studies of its kind.
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This study reviled that hearing impaired students primarily used their PDAs for surfing the
internet, playing games and sending messages. Students who are not used to mobile technology
are hesitant to learn its implications and unable to benefit from its use. The term mobile
technology is used to indicate portable information-technology devices and technologies such as
cellular phones, personal digital assistants, and GPRS (Çuhadar & Odabaşı, 2004). Students who
take the time to learn about mobile technology can benefit educationally and socially. Many
students already have cellphones so the use of mobile technology is already in the classroom
which teachers can use to their benefit. Participants expressed frustration with technical
problems such as logging onto the internet and how to navigate the PDAs features. Results of
this study showed that its participants spent little time utilizing their PDAs for instructional gain
and more time interacting on a social level.
This was an important study because it paves the way for future studies regarding PDA use in
educational settings and its results showed the need for altered measurements to determine if
PDA and mobile technology use in education is beneficial to student’s academic enrichment.
There are many aspects of this study that can be critiqued to make future studies more practical
such as enhanced pretest training and by using a larger sample selection. Adequate training for
participants enhances internal validity of a study by helping the participants to know what is
being measured. This study may reveal substantial differences if conducted in a United States
school such as Gallaudet University. Gallaudet has already set standards for hearing impaired
students enrichment practices and their students are more familiar with technology then this
studies sample from Turkey.
Whiteboard Technology
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The methodological framework and appropriate training using Electronic Whiteboards
interactively in a classroom supports the process of teaching, learning, and improves levels of
learning achievement. The findings presented by the authors in “Teachers’ Belief and Use of
Interactive Whiteboards for Teaching and Learning” (Türel & Johnson, 2012) indicated that
participants were satisfied with the use of Interactive Whiteboards and they accepted it as a
powerful and practical technology, which provides instructions for students and teachers for
learning and motivation. The authors concluded that this study can help in conducting teachers to
modify their methodological strategies to incorporate IWT into their classrooms. When these
modifications are made, students will be more motivated and interested in their course
curriculum.
Further research indicates that new approaches in teacher training should be based upon both,
technological and pedagogical principles, such as learning how to manage effectively an
Interactive Whiteboard as a new technology and teaching resource, developing a critical and
creative attitude toward software or materials designed to promote learning, and how to promote
active participation and interaction in the classroom. (Yáñez, & Coyle, 2011).
Constructivist theory focuses on the construction of knowledge through activities based on
rich context experiences. In addition, constructivism offers a renewed paradigm for this new era
of information resulting from innovative technologies that have emerged in recent years.
However, in the arrival of these technologies (like Web 2.0: Wikis, Social Networks, Blogs),
students do not only have their tools to access a world of unlimited information instantaneously,
but also offers the ability to control a direction for their own learning.
A recent investigation by Promnitz-Hayashi (2011) indicated that introducing social
networking sites, like Twitter or Facebook, can help students increase their own language
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learning in a fun and motivating way. For example, Twitter can group topics using hash tags, but
this can be confusing for students, especially if they have a little background in technology
(Promnitz-Hayashi, 2011). Twitter can, also, link videos, television or polls; however, these
require separate applications (Promnitz-Hayashi, 2011). Facebook, on the other hand, can help
keep topics grouped together in one place, which is easier for students to read and have more
control over the length of their posts (Promnitz-Hayashi, 2011). At present, multimedia
technologies can be more interesting and refreshing to students and, whether teachers introduce
new technologies or incorporate multimedia tools that students are already familiar with, they
can increase students’ motivation and language output (Promnitz-Hayashi, 2011).
On the other hand, new technology and some tools arrived allowing a different treatment to
the contents and opened the door of the technology world: introducing the success of blogs and
social sites like YouTube (video sharing), Flickr (photo sharing), Slideshare (for sharing
presentations, etc.). Thus, with these tools, the students have the ability to index, manage and
link together the huge amount of content that is shared every day on the web.
Methodology
Our research design will consist of multiple case studies. Using multiple case studies we will
be able to discover differences within and between cases. Our goal is to replicate findings across
all our cases. Because comparisons will be drawn, it is imperative we choose ours cases carefully
so we can predict similar results across cases. Our predictions will be based on the theory that
students’ academic achievement will be impacted by the use of technology in the classroom. The
methodology section will include the following: research design, participants, instrumentation,
procedures, data analysis, threats to internal and external validity, and possible limitations of our
study. Our study will be conducted in a public K-5 Elementary school in Orange County Florida.
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We hope to gather data that will show the use of technology in the classroom will improve
academic achievements.
Research Design
The purpose of this study is to determine if technology can have an academic achievement in
the classroom. We chose the multiple case study methodology because we will be observing,
interviewing, and surveying one teacher per classroom. The use of multiple data sources will
enhance our data credibility (Patton, 1990; Yin, 2003). Each data source is one piece of the
“puzzle,” with each piece contributing to the researcher’s understanding of the whole
phenomenon. This convergence adds strength to the findings as the various strands of data are
braided together to promote a greater understanding of the case (Baxter & Jack, 2008).
Participants
We are asking the teachers from a K-5 Elementary School in Orange County to volunteer to
participate in this study. One teacher per grade will be selected to participate in this study. There
will be six teachers and their students. At this time we do not know how many students will be
participating because the class roster has not been created.
Instrumentation
The instruments we will use to collect our data are teacher interviews, student interviews,
teacher surveys, student surveys and observation checklists. The instrumentation of our
instruments will be conducted over one school year. To ensure reliability and validity of our
instruments we will use the same interview questions and surveys with each participate as well
as the same observation checklist for each researcher conducting an observation.
Procedures
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After we get consent from all the student’s parents, we will create an observation’s schedule
to visit each class. Prior to visiting the class, we will have our Observation checklist and the
teacher’s lesson plan. The observers will sit quietly in the back of the room. The observation will
last the entire period which is approximately 45 minutes. After the lesson, the observer will leave
without talking to the teacher. The Observations will be held once every nine weeks. The
observation will be at the same time and with the same students. The only thing that will be
different is the subject lesson. At the end of the year, the teachers and students will be
interviewed and given a survey. The survey will be anonymous. We will collect and analyze the
data and then create a narrative of our findings.
Data Analysis
Interviews will be performed in order to draw conclusions on where the classroom is in terms
of technology use and how the students feel about using the technology in their classroom.
Observations will be made throughout the study to see how well the technology is being
implemented in the classroom, how the students react and how the students are achieving from
the implementation of technology use within the classrooms. A teacher survey/questionnaire will
be based upon what technologies were being used in the classroom, what technologies were used
for a content lesson, how long did the student use the technology to complete the lesson or learn
about the content area, did the teachers have to use other forms of technology to accommodate
the children with disabilities to achieve the skill/content lesson. In our qualitative study, we will
use more descriptive then inferential statistics. Through the use of surveys, interviews and
observations we will report our statistics through a narrative description of the survey results,
numbers (frequencies of technology use and percentage of growth in achievement levels of
students who are using technology) and graphs to show the relationship between student
THE IMPACT OF TECHNOLOGY IN K-5 CLASSROOMS
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achievement and technology implementation in the classroom. In our study we will attempt to
find out the way technology impacts academic achievement for students with and without
disabilities. Our research will provide guidelines for schools to use if they would like to
implement technology into their classroom.
Possible Limitations of the Study
Multiple case studies research is an effective method for gathering our data and constructing
conclusions regarding our research, however, there will be limitations to our study. Our
limitations will be outlined by external and internal validity threats. The external validity threats
include the availability of technology within the schools, adequate access to a controlled
environment, teachers and students prior knowledge of the observer’s intent, and climate
conditions that may prevent participants from attending a scheduled class that they may
otherwise be present for. The internal validity threats include subject characteristic threat such as
age gender and learning disability, mortality threat such as student absence for illness or home
situations, testing threat such as student bias to the courses criteria or unwillingness to predicate,
and researcher bias towards particular technology being implemented in the classroom.
Conclusion
After finalizing our methodology and collecting essential data for our research, it is our goal
to determine if technology can have a positive or negative impact on academic achievement in
the classroom. Our interviews, surveys and observations will give us the needed data to bring
about an answer to our question regarding technology and academic achievement. We will use
our results to go further in the observations and even conduct another research with our new
findings. This will help us go above and beyond to refine our original study with more accuracy
based on what we have learned thus far of technology in the classrooms.
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