Effectiveness of Technology Tools in the Classroom

Abstract

Background: Technology is being integrated into K-12 classrooms at an increasing rate each year. Many professionals in education would agree that technology increases engagement, but questions about whether or not it actually increases comprehension, retention, and overall learning are being raised. The purpose of this study is to compare research that has previously been done about technology in education to the current opinions of students and teachers on the effectiveness of technology in their classrooms.

Methodology: A convenience sample of 25 participants were recruited for this study. Eighteen elementary and high school students participated along with eight elementary and high school teachers. Participants came from two schools in Pitt and Nash Counties, rural areas in North Carolina. A Qualtrics survey was given to both students and teachers, and both fill in the blank and five-point Likert scale statements were used to measure individuals’ attitudes regarding technology use.

Results: Similar to the findings of the literature review, survey results were mixed. All teacher participants unanimously agreed that technology helps create a more engaged and excited class. However, some teachers did not agree that technology increased learning in their students. Teachers reported barriers such as time needed to learn new technology and software malfunctions as blockages that prevented an increase in learning. Similarly, students reported high levels of engagement when technology was being utilized in their classrooms. Though, not all students preferred the use of technology in helping them learn. Further research must be done with a larger sample and an inclusion of demographic information in the survey in order to determine the real effect of technology in education.