Predictors of Student Technology Use: A Three-Year Comparison of instructional
strategies in technology-infused activities
Joe'l P Lewis, Andrea Yohn and Jennifer Hadley
University of South Alabama
United States
lewis@usouthal.edu
aky601@jagmail.southalabama.edu
jah811@jagmail.southalabama.edu
Abstract: The purpose of this study is to investigate the relationship between
instructional strategies and student use of technology in the classroom. Standardized
survey data collected over three academic years (2009-2011) from a U.S. Southeastern
public school system highlighted a variety of relationships and predictors affecting
student technology use. This study is will be used to further analyze how technology
use impacts instruction and student learning. Results of this study will yield if
instructional strategies predict student computer use and technology use. This will
contribute to the technology development plans and curriculum planning.
Purpose: The purpose of this study is to investigate the relationship between
instructional strategies and student use of technology in the classroom. This
collaboration between the College of Education and the local school system is as a
result of the need for teacher preparation to mirror the necessary technology skills in the
classroom. This research specifically addresses student use of technology as reported
by the teachers and its impact on instruction. The results of this study will assist
colleges of education and school systems in technology development plans and in
curriculum planning. We look to discover predictor variables and relationships from the
data collected. The population included over one thousand elementary and middle
school teachers across one school district.
Methods: With IRB approval, researchers will continue to analyze technology use
among students as identified by teachers to determine if there are any predictor
variables on type of use, type of instructional strategy, frequency of use, and activities
incorporating use of technology. The existing data from years 2009-2011 was provided
by the local school system to the College of Education. The data was coded and
analyzed using SPSS and excel programs.
Research Questions: This study seeks to investigate the following questions
regarding use of technology within the K-12 classroom:
1.
2.
3.
Which instructional strateg(ies) led to increased student use of computers in
the classroom during the academic years 2009, 2010, and 2011?
Which instructional activit(ies) led to increased student use of technology in
the classroom during the academic years 2009, 2010, and 2011?
What are the predictors of student use of technology in the classroom by
instructional strategy?
Preliminary Results
Research questions were derived in part from preliminary data analyzed in SPSS. A
linear regression was conducted to determine the ability of instructional activities to
predict type of instructional strategy used to support student use of technology.
Preliminary analysis was performed to ensure no violation of assumptions of normality,
linearity, and homoscedasticity. In 2011, regarding student use of the computer to do
research, the total variance explained by the model was 40%, R² = 0.26, F(5,1153)=
132.39, p < .001. The best predictor for research (as an instructional strategy) was
writing assignment as compared to educational games, presentation in front of class,
educational CD-ROM, and instructional programs. This preliminary finding that was
consistent within research (as an instructional strategy) across all three years indicates
that completing a writing assignment using technology best predicts research as a
strategy of use among students.
Areas of Future Research: Current trends and federal and state mandates promoting
the incorporation of online distance learning in the K-12 environment offer continued
opportunities for research. Specifically, the following comparison studies are
recommended for further investigation:
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The effect of teacher-student interaction in face-to-face teacher-led courses and
online distance courses and student achievement
The effect of student-student interaction in face-to-face teacher-led courses and
online distance courses and student achievement
The effect of online distance courses by grade level on student achievement
The effect of online distance courses by subject matter on student achievement
Other areas of interest generated by this study include the following topics:
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A comparison of technology use by school characteristics:
o Title 1 and non-Title 1
o Racial and ethnic make-up
o Grade level (elementary, middle, and high school)
A teacher’s technological self-efficacy when teaching an online distance course and
the effect on student achievement
A comparison of teacher training strategies and the effect on frequency of teacher
use
Motivation factors and attitudes affecting teachers use of technology in the
classroom
Overall, the results of this research infer that integration of technology in the classroom
may have an impact on the design of curriculum and the use of instructional strategies
by students. As new emerging technologies enter the classroom, we must consider how
students learn content and develop skills that prepare them for the future. We must be
mindful of the current and future learning needs of students in order to accurately
design face-to-face and web-based classrooms. Collaboration between teacher
education programs and K-12 districts creates an innovative approach to solving today’s
technology issues and preparing students for tomorrow’s technological demands.