Date of Award

8-2019

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This action research study examined how increased levels of technology use in the elementary classroom affected student engagement and motivation. Fifth grade students were observed using minimal levels of technology in math and reading lessons for three weeks, then using high levels of technology for three additional weeks. In addition to data collected by observations, students answered a survey about their views of technology in the subjects of math and reading before and after the study was performed. The results of the study suggest that one positive benefit of implementing technology in lessons in the elementary classroom may be increased engagement or prolonged periods of student engagement. While survey results were not statistically significant, they suggest that students have differing opinions toward technology use depending on the subject.

Comments

Action Research Report Submitted in Partial Fulfillment Of the Requirements for the Degree of Master of Education

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