Contemporary Educational Technology Analysis
The assignment is about the technological changes and their effects on students. It is a capstone project for the course COMP640 at the University of the Potomac.
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Added on 2022-09-09
Contemporary Educational Technology Analysis
The assignment is about the technological changes and their effects on students. It is a capstone project for the course COMP640 at the University of the Potomac.
Added on 2022-09-09
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CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2016, 7(4), 368-381
368
One to One Technology and its Effect on Student Academic
Achievement and Motivation
Jennifer L. Harris
Illinois State University, United States
Mohammed T. Al-Bataineh
Jordan University of Science and Technology, Jordan
Adel Al-Bataineh
Illinois State University, United States
Abstract
This research was a quantitative study using 4th grade participants from a Title 1 elementary
school in Central Illinois. This study set out to determine whether one to one technology (1:1
will be used hereafter) truly impacts and effects the academic achievement of students. This
study’s second goal was to determine whether 1:1 Technology also effects student motivation
to learn. Data was gathered from students participating in this study through the Pearson
enVision Math series with Topic Tests, Discovery Education Assessment results, and attendance
records being used. The results show that 1:1 Technology could be a factor in student academic
achievement and motivation to be at school. These findings are important due to the
technological shift that schools are currently facing. With more technology exposure for
students and more professional development for teachers to hone their newly acquired
teaching methods, 1:1 Technology may be the catalyst needed for school districts to help their
students achieve at higher levels.
Keywords: One to one technology; Technology implementation; Student motivation; Academic
achievement.
Introduction
Since No Child Left Behind’s inception, high stakes testing and accountability has beleaguered school
districts across the nation. School officials and administrators have tried any and all sorts of
remedies to promote student engagement and success in the classrooms, this includes
implementing technology into curricula. According to the United States Department of Education
(2002), the No Child Left Behind Act also sought to eliminate the digital divide and to have student
technologically literate by the end of the eighth grade, regardless of race, socioeconomic status,
geographic location, and disability.
368
One to One Technology and its Effect on Student Academic
Achievement and Motivation
Jennifer L. Harris
Illinois State University, United States
Mohammed T. Al-Bataineh
Jordan University of Science and Technology, Jordan
Adel Al-Bataineh
Illinois State University, United States
Abstract
This research was a quantitative study using 4th grade participants from a Title 1 elementary
school in Central Illinois. This study set out to determine whether one to one technology (1:1
will be used hereafter) truly impacts and effects the academic achievement of students. This
study’s second goal was to determine whether 1:1 Technology also effects student motivation
to learn. Data was gathered from students participating in this study through the Pearson
enVision Math series with Topic Tests, Discovery Education Assessment results, and attendance
records being used. The results show that 1:1 Technology could be a factor in student academic
achievement and motivation to be at school. These findings are important due to the
technological shift that schools are currently facing. With more technology exposure for
students and more professional development for teachers to hone their newly acquired
teaching methods, 1:1 Technology may be the catalyst needed for school districts to help their
students achieve at higher levels.
Keywords: One to one technology; Technology implementation; Student motivation; Academic
achievement.
Introduction
Since No Child Left Behind’s inception, high stakes testing and accountability has beleaguered school
districts across the nation. School officials and administrators have tried any and all sorts of
remedies to promote student engagement and success in the classrooms, this includes
implementing technology into curricula. According to the United States Department of Education
(2002), the No Child Left Behind Act also sought to eliminate the digital divide and to have student
technologically literate by the end of the eighth grade, regardless of race, socioeconomic status,
geographic location, and disability.
CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2016, 7(4), 368-381
369
Furthermore, the State of Illinois adopted the Common Core State Standards in 2010, with them
being fully implemented in the 2013-2014 school year. These standards have taken the ideals from
No Child Left Behind (NCLB) one step further with children as young as Kindergarten aged being
computer literate. For example, instead of writing extended response questions, students are
expected to type and compose such responses. Current assessment initiatives require school
district to use online testing. The new Partnership for Assessment of Readiness for College and
Careers (PARCC), which replaces the ISAT Test in the state of Illinois, will be taken online which is a
vast difference between old state assessments and new state assessments. These changes are
requiring school districts to provide computers and technology to their students and faculty.
The school district participating in this study adopted an initiative for 1:1 Technology to be a part of
classrooms in the last few years. This past school year, the school district was able to have select
classrooms pilot 1:1 Technology. Teachers at the high school, junior high, and elementary levels
were chosen by district administrators to have laptops as a resource and tool for instruction and
learning in the classroom. The school district is working closely with local business for this 1:1
initiative to be district-wide in the near future. Due to the State of Illinois’ continued budget
concerns, this is not happening as quickly as it was projected to be. Teachers who are using 1:1
Technology are at an advantage over teachers who do not have this accessibility. 1:1 Technology
allows teachers to better and more quickly differentiate, to administer enrichment, and to also dive
deeper into topics of study, as the Common Core State Standards puts forth these requirements for
students. 1:1 Technology can also motivate students and allow them to be engaged on a completely
different level than they have ever before. This study examined whether 1:1 Technology does in fact
increase student academic achievement and increase motivation in students to learn.
One of the main items that No Child Left Behind set out to accomplish was to diminish the digital
divide between socioeconomic class and race of students. The school district participating in this
study there are two elementary schools that are inundated with higher percentages of low-income
students. The majority students do not have the same opportunities to be exposed or have the
background or previous knowledge with computing skills and are more often than not,
technologically illiterate. Two classrooms from the participating school district were chosen to pilot
1:1 Technology. The hope and goal of this pilot is to see if 1:1 Technology can improve student
academic achievement in the classroom. This study then took that goal one step further by
examining the effects of 1:1 technology on student motivation.
This study should be useful to legislators, school administrators, and educators as most of our
schools are turning to technology to aid and assist in learning in the classrooms. 1:1 Technology is
such an asset to any school or classroom. The use of technology allows teachers to truly
differentiate and tailor instruction to meet the needs of their students. With the new Common Core
State Standards being implemented and the new appraisal process being fully embraced by the state
of Illinois, 1:1 Technology and being technologically literate is such an essential skill for educators,
but more importantly, students. This study set out to show how technology can positively affect
student academic achievement and motivation in the classroom.
369
Furthermore, the State of Illinois adopted the Common Core State Standards in 2010, with them
being fully implemented in the 2013-2014 school year. These standards have taken the ideals from
No Child Left Behind (NCLB) one step further with children as young as Kindergarten aged being
computer literate. For example, instead of writing extended response questions, students are
expected to type and compose such responses. Current assessment initiatives require school
district to use online testing. The new Partnership for Assessment of Readiness for College and
Careers (PARCC), which replaces the ISAT Test in the state of Illinois, will be taken online which is a
vast difference between old state assessments and new state assessments. These changes are
requiring school districts to provide computers and technology to their students and faculty.
The school district participating in this study adopted an initiative for 1:1 Technology to be a part of
classrooms in the last few years. This past school year, the school district was able to have select
classrooms pilot 1:1 Technology. Teachers at the high school, junior high, and elementary levels
were chosen by district administrators to have laptops as a resource and tool for instruction and
learning in the classroom. The school district is working closely with local business for this 1:1
initiative to be district-wide in the near future. Due to the State of Illinois’ continued budget
concerns, this is not happening as quickly as it was projected to be. Teachers who are using 1:1
Technology are at an advantage over teachers who do not have this accessibility. 1:1 Technology
allows teachers to better and more quickly differentiate, to administer enrichment, and to also dive
deeper into topics of study, as the Common Core State Standards puts forth these requirements for
students. 1:1 Technology can also motivate students and allow them to be engaged on a completely
different level than they have ever before. This study examined whether 1:1 Technology does in fact
increase student academic achievement and increase motivation in students to learn.
One of the main items that No Child Left Behind set out to accomplish was to diminish the digital
divide between socioeconomic class and race of students. The school district participating in this
study there are two elementary schools that are inundated with higher percentages of low-income
students. The majority students do not have the same opportunities to be exposed or have the
background or previous knowledge with computing skills and are more often than not,
technologically illiterate. Two classrooms from the participating school district were chosen to pilot
1:1 Technology. The hope and goal of this pilot is to see if 1:1 Technology can improve student
academic achievement in the classroom. This study then took that goal one step further by
examining the effects of 1:1 technology on student motivation.
This study should be useful to legislators, school administrators, and educators as most of our
schools are turning to technology to aid and assist in learning in the classrooms. 1:1 Technology is
such an asset to any school or classroom. The use of technology allows teachers to truly
differentiate and tailor instruction to meet the needs of their students. With the new Common Core
State Standards being implemented and the new appraisal process being fully embraced by the state
of Illinois, 1:1 Technology and being technologically literate is such an essential skill for educators,
but more importantly, students. This study set out to show how technology can positively affect
student academic achievement and motivation in the classroom.
CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2016, 7(4), 368-381
370
Literature Review
Technology is a recent marvel in our everyday life that has taken off. Technology allows the most
difficult tasks to become seamlessly easy and more efficient. In education, technology has allowed
the dissemination of knowledge to be dispersed instantly and it allows for quicker and more
effective communication. Also, technology has allowed students to be engaged and learn in ways
that they never have in a classroom setting before. According to Spears (2012) she cites Donovan,
Hartley & Strudler (2007) and describes the first 1:1 technology program that was used in a school
setting. Spears (2012) states, “The first provider of 1:1 computer access for teachers and students
was Apple Classrooms of Tomorrow (ACOT). The goal of ACOT was to promote change in the context
of education”(p. 1). Spears continues in her study and describes Microsoft’s 1:1 initiative through
the Anytime Anywhere Learning (AAL) program. Spears (p. 1) cites the work of Donovan et al. (2007),
“An increase in enthusiasm for teaching and learning with technology, an improvement in student
writing skills, an increase of authentic and purposeful use of technology...are some of the benefits
of 1:1 technology integration programs like the AAL program.” These programs in the 1980’s and
1990’s paved the way for presidents, legislators, administrators, and educators to become aware of
how positively technology could impact the student and teacher in the classroom, alike.
The Role of Educational Reform in Technology Development
The role of technology in the world of education has been ever changing. Most recently, technology
has been a new phenomenon to help motivate, differentiate, and allow students to achieve and
excel in ways that they have never been able to before. According to Johnson (2003), the computer
and technology, if used correctly, has the ability to “invoke dream in the minds of visionary
educators who saw endless potential for altering traditional notions of teaching and learning” (p.
2). Two past presidents saw the need for fundamental change in education to keep American
students in competition with technology with other students from around the world. In 1994,
President Bill Clinton signed The Goals 2000: Educate America Act (Goals 2000: Educate America
Act, 1994). There were many parts of this bill that involved technology and education. Part C of The
Goals 2000: Educate America Act, Leadership in Technology, (a) calls upon the Department of
Education to create a national strategy to involve technology into all educational programs and the
state and local school systems, (b) foster understanding of how technology can be used to improve
teaching and learning, (c) show how technology can be used to create an equal opportunity for all
students to be successful while meeting state education requirements, and (g) create high-quality
professional education opportunities for educators with the ability to integrate technology into their
instruction (Goals 2000: Educate America Act, 1994).
After President Bill Clinton signed this bill into action, President George W. Bush pushed one step
further with education and technology while he passed the No Child Left Behind (NCLB) Act in 2001.
This bill sought to close the achievement gap in education, while also creating accountability
amongst schools and states, alike, and choice and flexibility so no child is left behind in education.
(No Child Left Behind Act of 2001, 2002). The goal of Part D of the No Child Left Behind Act was to
improve student academic achievement through the use of technology. The main points of Part D,
Enhancing Education through Technology Act of 2001 include, (a) assistance to states for the
370
Literature Review
Technology is a recent marvel in our everyday life that has taken off. Technology allows the most
difficult tasks to become seamlessly easy and more efficient. In education, technology has allowed
the dissemination of knowledge to be dispersed instantly and it allows for quicker and more
effective communication. Also, technology has allowed students to be engaged and learn in ways
that they never have in a classroom setting before. According to Spears (2012) she cites Donovan,
Hartley & Strudler (2007) and describes the first 1:1 technology program that was used in a school
setting. Spears (2012) states, “The first provider of 1:1 computer access for teachers and students
was Apple Classrooms of Tomorrow (ACOT). The goal of ACOT was to promote change in the context
of education”(p. 1). Spears continues in her study and describes Microsoft’s 1:1 initiative through
the Anytime Anywhere Learning (AAL) program. Spears (p. 1) cites the work of Donovan et al. (2007),
“An increase in enthusiasm for teaching and learning with technology, an improvement in student
writing skills, an increase of authentic and purposeful use of technology...are some of the benefits
of 1:1 technology integration programs like the AAL program.” These programs in the 1980’s and
1990’s paved the way for presidents, legislators, administrators, and educators to become aware of
how positively technology could impact the student and teacher in the classroom, alike.
The Role of Educational Reform in Technology Development
The role of technology in the world of education has been ever changing. Most recently, technology
has been a new phenomenon to help motivate, differentiate, and allow students to achieve and
excel in ways that they have never been able to before. According to Johnson (2003), the computer
and technology, if used correctly, has the ability to “invoke dream in the minds of visionary
educators who saw endless potential for altering traditional notions of teaching and learning” (p.
2). Two past presidents saw the need for fundamental change in education to keep American
students in competition with technology with other students from around the world. In 1994,
President Bill Clinton signed The Goals 2000: Educate America Act (Goals 2000: Educate America
Act, 1994). There were many parts of this bill that involved technology and education. Part C of The
Goals 2000: Educate America Act, Leadership in Technology, (a) calls upon the Department of
Education to create a national strategy to involve technology into all educational programs and the
state and local school systems, (b) foster understanding of how technology can be used to improve
teaching and learning, (c) show how technology can be used to create an equal opportunity for all
students to be successful while meeting state education requirements, and (g) create high-quality
professional education opportunities for educators with the ability to integrate technology into their
instruction (Goals 2000: Educate America Act, 1994).
After President Bill Clinton signed this bill into action, President George W. Bush pushed one step
further with education and technology while he passed the No Child Left Behind (NCLB) Act in 2001.
This bill sought to close the achievement gap in education, while also creating accountability
amongst schools and states, alike, and choice and flexibility so no child is left behind in education.
(No Child Left Behind Act of 2001, 2002). The goal of Part D of the No Child Left Behind Act was to
improve student academic achievement through the use of technology. The main points of Part D,
Enhancing Education through Technology Act of 2001 include, (a) assistance to states for the
CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2016, 7(4), 368-381
371
implementation of technology into schools, elementary and secondary, to promote and encourage
student academic achievement, (b) establish and develop technology initiatives in regards to access
to technology, (c) assistance for acquisition of technology, which increases the amount of students
who have accessibility to technology, (e) professional development initiatives for teachers and
administrators, (h) supports for efforts to involve families in education and to help in
communication (No Child Left Behind Act of 2001, 2002). The No Child Left Behind Act also sought
to decrease the digital divide between students and to also use best practices while integrating
technology with teacher training to establish research-based instructional methods.
Again in 2009, President Barack Obama signed the American Recovery and Reinvestment Act, which
provided $4.35 billion for the Race to the Top Fund for education innovation and reform (Race to
the Top Program Executive Summary, 2009). Spears (2012) cites Duncan (2009), the United States
Secretary of Education, refers to Race to the Top as “education reform’s moon shot” in a
commentary describing the largest unrestricted fund for education in the history of the country.
Spears (2012, p. 3) states in her work that the emphasis of Priority 2 of Race to the Top (Race to the
Top Executive Summary, 2009, p. 1) is the rigorous preparation of students in science, technology,
engineering, and mathematics (STEM). In 2010 the President’s Council of Advisors on Science and
Technology issued a report to the president. This report indicated that there is the need for urgency
of preparing American students with a strong foundation in science, technology, engineering, and
mathematics in order for students to transfer this knowledge in their personal and professional lives,
which will then also impact the American society. Spears (2012, p. 4) states that the Council
acknowledges that ICT can be a driving force for education innovation through the improvement of
instructional material quality, the development of high-quality assessments that indicate student
learning, and the increased use of data to provide rich feedback to students, teachers, and schools
(President’s Council of Advisors on Science and Technology, 2010, p. 73).
Educational Technology Challenges
Although these past presidents were able to have legislation passed, there are still many difficulties
with technology being introduced and immersed in schools (Brinkerhoff, 2006). Legislation being
passed is not enough. There are so many students without accessibility, and the digital divide still
exists in schools to this day. The financial constraints that the school districts and states are under
make immersing technology even more difficult. The cost, infrastructure, and technology
development in schools across the country is not the same. Most technology used in schools are
computer labs that classes can schedule times for students use, or some schools have three to four
desktop computers for classroom and teacher use in the classrooms. There are some school
districts, however, that are able to provide 1:1 Technology experiences for students, but not all
students have this accessibility. In some school districts, it will take many years for 1:1 Technology
to be present in all classrooms.
The Benefits and Requirements of a 1:1 Educational Technology Initiative
As 1:1 Technology is a rather new phenomenon in the educational world, it needs to be introduced
carefully and with consideration. Technology, being laptops or devices, should be seen as tools and
371
implementation of technology into schools, elementary and secondary, to promote and encourage
student academic achievement, (b) establish and develop technology initiatives in regards to access
to technology, (c) assistance for acquisition of technology, which increases the amount of students
who have accessibility to technology, (e) professional development initiatives for teachers and
administrators, (h) supports for efforts to involve families in education and to help in
communication (No Child Left Behind Act of 2001, 2002). The No Child Left Behind Act also sought
to decrease the digital divide between students and to also use best practices while integrating
technology with teacher training to establish research-based instructional methods.
Again in 2009, President Barack Obama signed the American Recovery and Reinvestment Act, which
provided $4.35 billion for the Race to the Top Fund for education innovation and reform (Race to
the Top Program Executive Summary, 2009). Spears (2012) cites Duncan (2009), the United States
Secretary of Education, refers to Race to the Top as “education reform’s moon shot” in a
commentary describing the largest unrestricted fund for education in the history of the country.
Spears (2012, p. 3) states in her work that the emphasis of Priority 2 of Race to the Top (Race to the
Top Executive Summary, 2009, p. 1) is the rigorous preparation of students in science, technology,
engineering, and mathematics (STEM). In 2010 the President’s Council of Advisors on Science and
Technology issued a report to the president. This report indicated that there is the need for urgency
of preparing American students with a strong foundation in science, technology, engineering, and
mathematics in order for students to transfer this knowledge in their personal and professional lives,
which will then also impact the American society. Spears (2012, p. 4) states that the Council
acknowledges that ICT can be a driving force for education innovation through the improvement of
instructional material quality, the development of high-quality assessments that indicate student
learning, and the increased use of data to provide rich feedback to students, teachers, and schools
(President’s Council of Advisors on Science and Technology, 2010, p. 73).
Educational Technology Challenges
Although these past presidents were able to have legislation passed, there are still many difficulties
with technology being introduced and immersed in schools (Brinkerhoff, 2006). Legislation being
passed is not enough. There are so many students without accessibility, and the digital divide still
exists in schools to this day. The financial constraints that the school districts and states are under
make immersing technology even more difficult. The cost, infrastructure, and technology
development in schools across the country is not the same. Most technology used in schools are
computer labs that classes can schedule times for students use, or some schools have three to four
desktop computers for classroom and teacher use in the classrooms. There are some school
districts, however, that are able to provide 1:1 Technology experiences for students, but not all
students have this accessibility. In some school districts, it will take many years for 1:1 Technology
to be present in all classrooms.
The Benefits and Requirements of a 1:1 Educational Technology Initiative
As 1:1 Technology is a rather new phenomenon in the educational world, it needs to be introduced
carefully and with consideration. Technology, being laptops or devices, should be seen as tools and
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