Date of Award
6-2017
Rights
© 2017 James Francis
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Michelle Collay
Second Advisor
Erin Connor
Third Advisor
Sanela Jonuz
Abstract
Technology has seen a recent widespread integration into daily life, where access to vast amounts of information is now available with ease. Today’s generation of students has grown up with technology all around them in an ever-increasing manner. To create an effective 21st century classroom that meets the needs of the students, a modern teacher must factor a student’s motivation to learn and the effects technology has on inclusionary education.
A technology implementation was devised to address this rising need. Research was completed at an urban charter school on a population of 348 at the time of technology intervention through data analysis. Student surveys were administered to gauge student perception and motivation, student individualized education plans were reviewed, and classroom observations were made.
The results showed that students feel motivated through the specific use of technology in the classroom, whether it be for pedagogical purposes or for accommodations as required by an Individual Education Plan (IEP) or 504 plan. Further study can aid in updating teaching techniques to better support inclusionary education as well as enhancing student motivation.
Preferred Citation
Francis, James, "The Effects Of Technology On Student Motivation And Engagement In Classroom-Based Learning" (2017). All Theses And Dissertations. 121.
https://dune.une.edu/theses/121
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Psychology Commons
Comments
Ed.D. Dissertation