Running Head: Personal technology’s effect on the classroom 1
Measuring Personal technology’s effect on the classroom
: An Action Research Plan
Personal technology’s effect on the classroom 2
Measuring Personal technology’s effect on the classroom : An Action Research Plan
I have chosen to research a topic that has a very significant and relevant meaning in my life and occupation. I am an education sales consultant for higher education advocating for the use of technology by teachers and students. I have voiced and demonstrated the benefits of technology for learning in the classroom to many teachers and students in many different subjects. However, most just see it as a preference of teaching and not so much as an educational benefit for both students and teachers. My hope is that with the data collected from this action research I will be able to have concrete evidence to support what I have been advocating and selling into higher education for years.
Fundamental Research Question
We see students using mobile devices every day. Often almost every waking hour. Specifically Apple has sold more than 5 Billion iPhones and half a billion iPads. Nations, (2021) Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so Dahlstrom et al., (2013). Faced with these assertions, my research questions asks if a college classroom with students using personal technology has higher student-teacher and student-student interaction as oppose to a classroom without any personal technology. What perceptions do college students have of a classroom allowing students to use personal technology in class opposed to a traditional classroom with no personal technology allowed?
Personal technology’s effect on the classroom 3
This study will utilize a qualitative design like the studies of Hargis et al. (2013) and Mango (2015). This section will discuss 1) the research design chosen for the study, 2) the research method and type of research selected and 3) the type of data that will be collected regarding this study.
This study will be an interview style study and will utilize a qualitative research design. Since I am not located in a classroom setting , I will be requesting access to students who are involved in an iPad or laptop program. Likewise I will be interviewing teachers who are teaching in classrooms allowing personal technology devices.
This study will utilize questionnaires (see Appendix A) to gather responses regarding classroom interaction and activities. Many questions were taken directly from the Mango (2015) study as cited in the reference section of this paper. The questionnaire items were derived from Diemer et al.’s (2012) student engagement questionnaire. Items in the questionnaire are aimed at gauging students’ perceptions of their engagement in classroom activities. Along with questions (see Appendix B) from the Hargis et al.’s (2013) study, I will include a question on acceptable use of personal technology devices for teachers.
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Data Collection and Analysis
Students participants will completeA 5-point Likert-type questionnaire. Participants are instructed to state their level of agreement with each questionnaire (see Appendix A) item ranging from 5= Strongly Agree (SA) to 1= Strongly Disagree (SD). This will take place in week eight of the semester. In week twelve, a 30-minute interview of teachers will be audio recorded and transcribed to evaluate major themes and attitudes towards the use of personal technology devices, in this case iPads, in the classrooms. These questions (see Appendix B) cannot be answered as yes or no so that deeper qualitative information can be obtained.
Sharing and Communicating Results
Results will be communicated and shared with deans, technology directors, learning specialists and additional stakeholders who may be considering incorporating devices. Results will also be documented online at http://vmiller2021.com . Results will be utilized to open conversations regarding the implementation of personal technology devices, specifically iPads, in college classrooms. Results from this study will influence further studies on personal technology devices in classrooms as well as further studies on student-student, student-teacher interactions these devices facilitate.
Personal technology’s effect on the classroom 5
While advocating for the use of technology by teachers and students in higher education. I have voiced and demonstrated the benefits of technology for learning in the classroom. However, most just see it as a preference of teaching and not so much as an educational benefit for both students and teachers. This study as well and further studies combined with the literature should help convince college teachers to welcome and implement personal technologydevices in classroom work.
As with the studies sited in this paper and literature review, this study will show the these devices (iPads) facilitate students’ satisfaction with their learning experiences which is important for their success in college. More important is that students’ enjoyment also went hand in hand with their perceptions of the positive impact of the iPads on their learning; students not only enjoyed using the iPads but also saw them as effective learning tools. The study should also show that with sufficient preparation teachers will observe positive results on in-class interaction will outweigh perceived threats.
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Dahlstrom, E. (2012). ECAR study of undergraduate students and information technology, 2012. (Research Report) Louisville, CO: ECAR, September 2012., pp. 9-16
Diemer, T., Fernandez, E., & Streepey, J. (2012). Student perceptions of classroom engagement and learning using iPads. Journal of Teaching and Learning with Technology, December 2012. 1 (2). pp. 13 – 25.
Hargis, J., Cavanaugh, C., Kamali, T. et al. (2013). A federal higher education iPad mobile learning initiative: triangulation of data to determine early effectiveness. Innovative Higher Education (39), pp. 45–57. Retrieved from https://doi.org/10.1007/ s10755-013-9259-y
Mango, O. iPad use and student engagement in the classroom. Turkish Online Journal of Educational Technology – TOJET, 14(1), pp. 53–57.
Nations, D. (2021) How many iPads have been sold? Lifewire.com, Retrieved from https://www.lifewire.com/how-many-ipads-sold-1994296
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A 5-point Likert-type questionnaire will be used in this study. Participants will be instructed to state their level of agreement with each questionnaire item ranging from 5= Strongly Agree (SA) to 1= Strongly Disagree (SD).
1. Classroom activities were often designed for the use of the iPad?
2. The iPad served as a learning aid?
3. Using the iPad helped me understand the learning material?
4. Use of iPads helped me participate in class activities?
5. Use of iPads in the classroom facilitated my collaboration with other students?
6. I enjoy using the iPads for class activities?
7. iPads allowed me more creativity in designing class projects and assignments?
8. I concentrated better on my language learning when using the iPads to accomplish?
9. I use the iPad for other schoolwork outside of this class?
10. The iPad distracted me from class work?
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A 30-minute interview of teachers will be audio recorded and transcribed to evaluate major themes and attitudes towards the use of personal technology devices, in this case iPads, in the classrooms. These questions cannot be answered as yes or no so that deep qualitative information can be obtained.
- How would you describe your prior experiences using technology in the classroom?
2. What was the personal technology device policy for your classroom before the iPad?
3. How did you feel when you heard that you would be teaching with an iPad?
4. Describe the type of training you had before you implemented the iPad in your classroom?
5. How do you collaborate with colleagues in the use of teaching with the iPad?
6. Describe your experiences with implementing the iPad as an instructional tool.
7. What are some challenges you have had, and how have you overcome them?
8. If I were a student in your class, how would the lesson be different now with an iPad?
9. Describe the planning process required for developing a lesson that integrates an iPad.
10. Share some specific iPad activities in which your students have engaged.
11. Describe the types of student interactions that you have observed when they use the iPad.
12. Describe your beliefs about the impact the iPad will have on student learning and engagement.
13. How would you assist other faculty members into enhancing their active teaching and learning using the iPad?
14. Is there anything else that you would like to share about your experiences using the iPad as an instructional tool that we have not discussed?
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