Abstract

As the growth of technology application in the classroom continues to grow, educators and researchers speculate as to how effective the use of assistive technology, and educational technology aids are. Over time, several researchers have done studies, and conducted observations on technological aids and devices being used in the classroom. Some results were measurable, and others observable, but mixed results were found. This study explores the different research conducted on the subject, and several of the factors that contribute to the use of, and success of technology in the classroom. Of the research examined, most of the responses were positive, supporting the idea that incorporating technology into the classroom is beneficial for both the students and the teachers. However, with the concerns expressed by teachers, the success of technology in school settings is dependent on the self-efficacy and professional development, or training, that the teachers receive. Using a) changes made to the Federal and state government policy on education, b) examples of implementation of technology in the classroom, both positive, negative and questionable, c) the use of technology with diverse groups of students, d) the perceptions of students, teachers/school staff, and parents, and e) research on the self-efficacy and professional development and technology training of teachers, this study concluded that the use of technological devices, programs and aids in the classroom should improve students’ assessment performance, level of engagement, and academic success. However, these results depend directly on the self-efficacy, and continuous training of classroom teachers.

Keywords

technology in schools; technology in classrooms

Document Type

Thesis

Year of Completion

2017

Advisor

Louisa Kramer-Vida

Academic Department

Education

Additional Files
unserform.pdf (264 kB)
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