The Impact of Student-Owned Technology on Student Learning Practices and Classroom Instruction

Abstract

The use of computers in the classroom has been a significant focus for educatorssince the introduction of the first classroom computer. As school districts continue toimplement new technology initiatives designed to provide students greater access totechnology, schools must also find ways to measure the impact the technology is havingin the classroom. This study used archived survey data to analyze the change over timein the technology access students have, the ways students are utilizing technology in theclassroom, the impact technology is having on classroom instruction, and the obstaclesteachers and students face in their efforts to integrate technology in the classroom. Thisstudy was guided by four research questions and 10 hypotheses to investigate aspects oftechnology use in the classroom. Chi-square tests of independence were conducted totest each of the hypotheses. The results of the hypothesis tests indicated the proportion ofstudents who reported access to smartphones and tablets increased between 2010 and2015 while the proportion of students reporting access to laptops decreased during thatsame time period. The results of additional hypothesis tests indicated the proportion ofstudents who reported the particular instructional format used in the majority of theirclasses changed between 2014 and 2015. A larger proportion of students reported anincrease in a traditional format in 2014 and a larger proportion of students reported anincrease in a blended format in 2015. Additional hypothesis tests indicated theproportion of students who reported utilizing their digital device to access onlinetextbooks, take online tests or quizzes, and post to classroom blogs, discussion boards, orwikis increased between 2010 and 2015. A final group of hypothesis tests indicated theproportion of students who reported obstacles to utilizing technology in the classroom, including slow or inconsistent Internet service, teacher understanding of how to utilizethe technology, and the number of websites blocked by the school that high schoolstudents believe would be helpful for completing their schoolwork, increased between2010 and 2015. These results support the notion that the role of technology in theclassroom continues to evolve. The results also emphasize the importance of educatorscontinuing to look for new and more effective ways to utilize technology in theclassroom. Finally, these results provide further evidence of the need for educators tocarefully monitor the obstacles that exist to the effective integration of technology in theclassroom.