Katie Reddington

EDET 650 Internship in Educational Technology

Dr. Smyth
November 11, 2015

Technology in education is becoming the topic of conversation all throughout our society.
Many teachers fear the implementation of technology because it is new to them and they
are unsure if it can truly enhance instruction. Many studies have been performed to
determine the impact technology has had on student engagement in the classroom.
Several schools have implemented the 1:1 initiative providing each student with their
own device to use for learning. With this new implementation, it is important to
determine whether or not technology can positively effect student engagement. The
following research articles I have selected go into detail explaining the impact technology
has on student engagement. As an educator we know if students are engaged they are
more inclined to learn. The topic of student engagement and technology relates back to
my internship with online resources. All of the programs we are currently utilizing at
Myrtle Beach Elementary School play a major role in how attentive the students are with
their learning. These articles will provide me with more insight on ways technology can
be implemented into instruction and the most effective way for implementation. Some
articles below also focus on games with technology which is a topic of discussion at
Myrtle Beach Elementary School. As teachers we are always searching for the most
educational programs that are engaging for the children.
Technology and Student Engagement in Elementary Schools
Boyce, C. J., Mishra, C., Halverson, K. L., & Thomas, A. K. (2014). Getting Students
Outside: Using Technology as a Way to Stimulate Engagement. Journal Of
Science Education And Technology, 23(6), 815-826. Retrieved from
http://link.springer.com.ezproxy.usca.edu:2048/article/10.1007%2Fs10956-0149514-8
Boyce, Mishra, Halverson, and Thomas indicate the need for students to be more active
in exploring science outside the classroom. There is not a high interest in school science
and the hope was for technology to increase this interest when presented in an informal,
natural environment. The study focused on using mobile tablet technology to engage fifth
grade students in science while on nature walks. The devices were used to assist the
students in collecting data and other tasks related to findings on the hike. Findings
showed that on the initial hike with the ipads, student focus was more on playing with the
technology than it was with nature. However, after this study students became more
interested in exploring nature and less fixated on playing with the device. Data gathered
on the second hike also indicated the devices were used more purposefully towards
science and taking photographs or notes on nature, than they were on the first hike.
Technology is shown here to be effective even out of the classroom setting for
instruction.

Brunvand, S., & Byrd, S. (2011). Using VoiceThread to Promote Learning Engagement
and Success for All Students. Teaching Exceptional Children, 43(4), 28-37.
Retrieved from
http://eds.b.ebscohost.com.ezproxy.usca.edu:2048/ehost/pdfviewer/pdfviewer?
sid=e4743aa9-6f8e-415d-85c53a8793d7db81%40sessionmgr111&vid=29&hid=121
This scholarly article discusses the importance of increasing student engagement and
motivation through the use of a web-based learning tool. VoiceThread is an interactive
tool that is used in general education classrooms and with students who have special
needs. This tool allows students to collaborate with their peers by creating images,
recording their thoughts and commenting on another students work. The article offers
many ideas for how the tool can be used in various subject areas to increase student
engagement even in those who are at risk and have little motivation in school. This tool
encourages all students to actively participate and is different than the traditional
assignments students receive in class.
Mango, O. (2015). iPad Use and Student Engagement in the Classroom. Turkish Online
Journal Of Educational Technology - TOJET, 14(1), 53-57. Retrieved from
https://scholar.google.com/scholar?
hl=en&q=iPad+Use+and+Student+Engagement+in+the+Classroom&btnG=&as_
sdt=1%2C41&as_sdtp=
Mango discusses the impact of iPads on student engagement and collaboration from the
students perspective. The students from this study were those in college level language
courses and were given the iPads to present projects using various applications to be a
part of a more hands on project in the classroom. The article makes a claim stating that
student engagement is linked with active learning in the classroom. Students were given
a questionnaire, to obtain responses from the cognitive, behavioral, and emotional
engagement in the participants. The results from the study concluded that students
enjoyed using the iPads in class and felt that they promoted their collaboration with their
peers. The iPads were an effective tool to utilize during instruction.
Kucirkova, N., Messer, D., Sheehy, K., & Fernndez Panadero, C. (2014). Children's
engagement with educational iPad apps: Insights from a Spanish classroom.
Computers & Education, 71, 175-184. doi:10.1016/j.compedu.2013.10.003.
Retrieved from
http://www.sciencedirect.com.ezproxy.usca.edu:2048/science/article/pii/S0360131
513002881
Kucikova, Messer, Sheehy, and Fernndez Panadero investigate iPad applications when
used with four and five year olds and their engagement. With the immense amount of
applications available for instruction it is difficult for educators to determine which are
best suitable for the classroom. The study wanted to determine which app had a higher
effect on the engagement and collaboration with children. Applications that were more
open ended were found to be more successful than those that had a structured deign.
When children interacted with the more open ended application, having to create their
own project, they engaged in more meaningful dialogue with the other children and

improved problem solving skills. This study showed applications that allow children to
learn for themselves without teacher directed instruction could be very valuable with
young children.
Ya-Hui, H., Yi-Chun, L., & Huei-Tse, H. (2015). Exploring Elementary-School Students'
Engagement Patterns in a Game- Based Learning Environment. Journal Of
Educational Technology & Society, 18(2), 336-348. Retrieved from
http://eds.a.ebscohost.com.ezproxy.usca.edu:2048/ehost/pdfviewer/pdfviewer?
sid=2c2f0634-dc49-404a-9876 1c3f8c66008e
%40sessionmgr4005&vid=7&hid=4105
Ya-Hui, Yi-Chun, and Huei-Tse investigated the use of game based learning on student
engagement in elementary schools. In order for games to be appealing to students they
must include a variety of elements to sustain the learners attention. Resource
classification was the topic of this game, providing the students with a mission to solve at
the beginning and obtain correct ideas along the way to the ending of the story. Feedback
was given as well to remind the learners of their progress throughout the mission.
Including a game that was challenging and motivating which was a big factor in the
success of the technology. The observations obtained were nonverbal and verbal from
the students, which provided teachers with feedback on how to create meaningful
learning and also to provide additional instruction on how to respond when faced with a
challenge with a technology based game.
Technology and Student Engagement in Middle and High Schools
Barkatsas, A. (., Kasimatis, K., & Gialamas, V. (2009). Learning secondary mathematics
with technology: Exploring the complex interrelationship between students
attitudes, engagement, gender and achievement. Computers & Education, 52(3),
562-570. doi:10.1016/j.compedu.2008.11.001. Retrieved from
http://www.sciencedirect.com.ezproxy.usca.edu:2048/science/article/pii/S0360131
508001619
This study focused on the relationship between a culmination of factors including the use
of technology, student confidence, and performance in mathematics. Research has shown
the use of technology in mathematics can be beneficial in instruction from increasing
problem solving skills to exploring various mathematical topics. Teachers have to
determine the best way to implement the technology to ensure it has a positive effect.
The study showed that even students who had a low level of confidence in mathematics,
and a negative attitude towards the subject, displayed confidence with using computers
and an optimistic attitude towards learning mathematics through the use of technology.
Technology and Student Engagement in Higher Education
Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student
engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-132.
doi:10.1111/j.1365-2729.2010.00387.x. Retrieved from
http://eds.a.ebscohost.com.ezproxy.usca.edu:2048/ehost/pdfviewer/pdfviewer?

sid=581fc375-8b74-4d10-a4ec4a83274b16a0%40sessionmgr4005&vid=8&hid=4108
Junco, Heiberger, and Loken explore the use of Twitter in a college level course to
determine if it increases student engagement and grades, overall. Twitter, like many
social media sites, facilitates discussion and interaction among peers. It is a blogging
application focusing more on the commutation aspect than some other social networking
sites. Teachers in higher education are searching for more ways to implement the use of
social media in classes since it is such a popular trend among the current generation.
Findings concluded that the use of Twitter had a positive effect overall and should be
used as an educational tool. The authors hoped this study would encourage others to take
part in utilizing other technologies in the educational setting.
Bangert-Drowns, R. L., & Pyke, C. (2002). Teacher ratings of student engagement with
educational software: An exploratory study. Educational Technology Research and
Development, 50(2), 23-37. Retrieved from https://scholar.google.com/scholar?
q=Teacher+ratings+of+student+engagement+with+educational+software
%3A+An+exploratory+study&btnG=&hl=en&as_sdt=0%2C41
Bangert and Pyke studied the different levels of student engagement with educational
software. Teachers were asked to note how often students displayed the certain levels of
engagement when interacting with the software. Standardized test scores were also
recorded from the students who used the program to determine if it had an impact on their
academic achievement. Teachers noted student performance on standardized tests had a
high correlation with their engagement using the software, concluding that achievement
was indeed impacted. It is noted in this study that students can display enthusiasm when
interacting with a computer program yet that enthusiasm may not always result in
significant learning. Determining whether the proper level of engagement is displayed,
assists educators when deciding to continue the practice in their classrooms.
Kates, F. R., Byrd, M. D., & Haider, M. R. (2015). Every Picture Tells a Story: The
Power of 3 Teaching Method. Journal Of Educators Online, 12(1), 189-211.
Retrieved from http://files.eric.ed.gov/fulltext/EJ1051038.pdf
This article digs deeper into flipping a classroom and focuses on the flipped classroom
with the constructivist theory. The authors note that students are more inclined to learn
when they are hands on participants constructing knowledge rather than just sitting
through a traditional lecture setting. Educators are switching from the positivism to
constructivism allowing students to create their own learning experiences. The Power of
3 Discussion Starter Technique was the focus of the study, which has students present
their knowledge in an effective and brief manner using digital storytelling. The study
reports the impact this technique has on student attraction, cognitive engagement, and
emotional engagement. Students overall reported this would be a beneficial technique to
implement in the classroom.
Technology and Student Engagement in All Ages

Lim, C. P. (2008). Spirit of the game: Empowering students as designers in schools?.

British Journal Of Educational Technology, 39(6), 996-1003. doi:10.1111/j.14678535.2008.00823_1.x. T. Retrieved from
http://eds.b.ebscohost.com.ezproxy.usca.edu:2048/ehost/pdfviewer/pdfviewer?
sid=e4743aa9-6f8e-415d-85c53a8793d7db81%40sessionmgr111&vid=16&hid=121
Lim explores how the use of computer games could be implemented into the classroom to
enhance student instruction. The intent of the article was not to put down traditional
teaching styles but to offer insightful ideas on how to meaningfully utilize a game in the
classroom to support learning. Lim noted in order for students to be engaged they need
to see the relevance and meaning behind what they are learning. The article suggests tp
have students take part in designing the games used in instruction. In doing this, it would
switch from textbook based or teacher-designed games to incorporating the way students
view curriculum. Having the students take part in designing the games could also
enhance their technology skills as well as lead to better understanding the material
involved.