ESR505

ResearchPaper

StudentMotivationand1:1Technology
ESR505

EdmundFurlan
ElenaCaceres
MarissaKall

1.

BackgroundandPurpose

2.

ProblemStatement

3.

LiteratureReview
3.1. ClassicalDefinitionsofStudentMotivation
3.2. DevelopmentofStudentMotivation
3.3. StudentCenteredMotivatingFactors
3.4. StudentMotivationandTechnologySkills

MainResearch&DataAnalysis
4.1. MainResearchQuestions
4.2. StudyGroupOverview
4.3. DataCollectionProtocol
4.4. StudyConnectiontoFindings
4.5. VisualAnalysisofData
4.6. QuantitativeComparativeDataSets(ChiSquare)
4.6.1. MotivationtoShareandEngagementwithMaterials
4.6.2. MotivationtoTypeandDigitallyReadvs.Paper

ResultsandConclusiveAnalysis

4.

5.

6.

Appendix
6.1. AppendixA:References
6.2. AppendixB:LetterofConsent
6.3. AppendixC:KeyCodes&Reference
6.4. AppendixD:MainInterviews


BackgroundandPurpose

Technologyisbecominganeverincreasingandintegratedpartofsociety,especiallywithin
theclassroomenvironment.However,howmuchdoestheintegrationoftechnologycontribute
tooverallmotivationofstudentswithinthelearningenvironment?Studentmotivationwithin

theclassroomenvironmenthasmanydimensionsthatneedtobeanalyzedinorderto
trulyunderstandiftechnologyplaysapositiveornegativerole.Theaimofthefollowing
studyistoidentifyprovenandclassicdimensionsofstudentmotivation,andrelate
findingstopersonalizedtechnologicalplatformswithintheclassroomenvironment.

ProblemStatement

Theincorporationofa1:1technologyrichenvironmentwithinelementarythroughjunior
highclassroomsettingsallowsfortheincreaseofstudentengagement.

LiteratureReview

ClassicalDefinitionsofStudentMotivation

Definingwhatcreatesstudentmotivationisacomplexandintriguingtopictoexplore.
Classically,therearemanyreasonswhymotivationbecomesafactorwithintheclassroom
environment.Classicaldefinitionstendtolookatspecifictargetswithintheclassroom

environmentthatareessentiallygoalsforstudentmotivation.AccordingtoJenefer
HusmanandWillyLens,Astudent'stotalmotivationismostoftenacombinationof
intrinsicandextrinsicmotivation.Studentsareintrinsicallymotivatedwhenlearningor
performingatschoolisagoalinitself.Theyareextrinsicallymotivatedwhentheactivity
isdoneforthesakeofmaterialorotherrewardsthatarenotintrinsicallyrelatedto
schoollearning.(HusmanLens1)Academicmotivationisobviouslyacombinationof
externalmotivatingfactorsandinternalgoals.However,itsimportanttonotethatwithin
anelementarysetting,externalrewardsareseeminglymoreeffectiveinnaturedueto
theoverallfactthatyoungerchildrentendtoutilizemoreconcretethoughtprocesses.
Asstatedabove,studentmotivationiscomplexandalotofresearchhasbeen
donetostudyhowstudentsaremotivated.InabooktitledSocioculturalTheoriesof
LearningandMotivation:LookingBack,LookingForwardthepsychologicaltheoriesof
motivationareexplored,suchastheachievementgoaltheory(Butler,2007Elliot&
Harackiewicz,1996Midgley,Kaplan,&Middleton,2001Nicholls,1989Urdan&
Mestas,2006)whichhasstudiedgoalsasaspectsofsocialcontext(e.g.,Elliot&
Harackiewicz,1996)orascharacteristicsofpersons(Midgley,Arunkumar&Urdan,
1996Urdan&Mestas,2006).Theprimarymethodsusedinempiricalworkhavebeen

surveysorinterviewsaskingforselfreportsofindividualsgoalsanddefinitionsof
success,andexperimentsinwhichresearchersmanipulateinstructionsorsettingsin
ordertoinducetheadoptionofparticulargoals.Althoughthishasledtothe
identificationofcertaintypesofgoals,withsomevariablesthatmightinfluencethe
adoptionofthosegoals,ithasnotbeenabletoexplainhoworwhyindividualscometo
developtendenciestowardadoptingparticulargoalsorhowtheycoordinatemultiple
goals(Nolen,Ward,&Horn,114).Eventhoughalotofresearchhasbeendoneinthe
past,thisshowsthatthereisstillalotmoretolearnabouttheclassicaldefinitionsof
studentmotivationandhowitworks.

DevelopmentofStudentMotivation

Theoverallconceptofmotivationismultifacetedastherearemultiple
componentsthatneedtobeconsidered.AccordingtoHeinzHeckhausen,thetermis
associatedwithphenomenaasdissimilaraswishes,decisionmaking,andaction.
(Dornyei,520521)Therefore,identifyingmotivationthroughphasesisseeminglymore
appropriate.Accordingtomultipleresearchers,identifyingphasesofmotivationallows
foranoverallbetterunderstanding.ActionControlTheorystatesthattherearetwo
mainphasesthatarepresentwhenanindividualfeelsmotivated.Thefirstphase,
knownaspredecisionalphase,iswhenanindividualmakestheinitialpushtostarta
task.Overall,thepredecisionalphaseinvolves,complexplanningandgoalsetting
processesduringwhichinitialwishesanddesiresarearticulatedandevaluatedinterms
oftheirdesirabilityandchanceoffulfilment.(Dornyei,521)Thesecondarystageof
motivationcanbeseenasthepostdecisionalphase.Duringthepostdecisionalphase
anindividualismakingaconsciousdecisiontoactivelypursueandorcontinueatask.
AccordingtoDornyei,Thephenomenaofactioninitiation,perseverance,and
overcomingvariousinternalobstaclestoactionalloccurduringthepostdecisional
phase.Studentmotivationcanbetriggeredmorereadily,intermsofactioninitiation,
whenmaterialsarestudentcentered.
AccordingtoabooktitledMotivatingLearnersintheClassroom:Ideasand
Strategies,therearemanyfactorsthatmotivatestudentcenteredlearning.Reid
outlinesthefourmotivatingfactorsthathehasfoundmotivatestudentsthemost:value
motivation,appreciatedifference,collaborationwithparentsandthewholecommunity,
andtheneedtorecognizetheneedsofthestaff.Eventhoughsomeoftheseaspects
areextrinsicfactorsofmotivatingstudents,theystillallplayapartinmotivating
studentsintheclassroom.McLean(2004)discussesthequalitiesofamotivatedschool.
Hearguesthatmotivationisaschoolsresponsibilityanditisquitedistinctfrom
developingstudentselfesteem.Thefactorssurroundingandinfluencingthelearning
experiencewillcontributetostudentmotivation,allfactorswhichcanbefoundinthe

schoolsystem.Muchofthisstemsfromtheschoolethos,thedegreeofstaffsatisfaction
andthestudentsincentivetosucceed.Butbeforethiscanberealised,schoolshaveto
possessandvaluealearningethos.AccordingtoReid,anotherfactorthatimpacts
studentmotivationisthatschoolsshouldbeseenasacommunityresourceitis
importantthatcommunitylinksareavailableandthatvisitorsfromthelocalcommunity
arebroughtintoschools.Parentsshouldalsobeinvolvedinthis,andeffortsshouldbe
madetoensurethattheyarewelcome.Additionally,itisimportanttorecognize
diversity.Thisincludesculturaldiversityaswellasindividualpersonalitydifferences.
Effortsshouldbemadefromawholeschoolperspectivetoensureschoolisculturally
aware(Reid,108).Fromthisarticlewecanconcludethattherearemanyfactorsto
considerwhenresearchingthedevelopmentofstudentmotivation.

StudentCenteredMotivatingFactors

Studentsabilitytobeinchargeoftheirowninstructionaloutcomesallowfor
greatermotivatingfactors,somethingthat1:1technologytargets.Accordingtoarecent
studyintheJournalofEducationResearch,Studentcenteredinstructioninvolvesa
lessstructuredclassroomsettinginwhichstudentsinfluencethetimeandnatureof
instruction,influencetheorganizationoflearningtasks,andengageinopenexchange
ofideas.(Hancock,367)1:1technologyintegrationisclearlyanexampleof
studentcenteredinstructionwhenimplementedappropriately.Additionally,previous
studieshavefoundthatstudentswhoareexposedtononteachercentricpracticestend
tobemoremotivatedwithinaneducationalenvironment.

Studentsexposedtostudentcenteredinstructionscoredsignificantlyhigherin
motivation(M=4.92,SD=1.16)thandidstudentsexposedtoteachercentered
instruction(M=4.34,SD=1.08).Furthermore,therewasastatistically
significantinteraction,F(1,51)=4.64,p=.036(seeFigure2),revealingan
effectonstudents'motivationofthecombinationofindependentvariables.
Specifically,highconceptuallevelstudentsinthestudentcenteredinstruction
conditionobtainedasignificantlyhighermeanscoreinmotivation(M=5.15,SD
=1.14)thandidhighconceptuallevelstudentsintheteachercentered
instructioncondition(M=3.93,SD=.997)(t=2.97,p=.006).(Hancock,369)

TakingaCloserLookatStudentCenteredMotivationisastudybyLiem,GregoryArief
D.,Walker,RichardA.,McInerney,D.M.publishedinthebooktitledSociocultural
TheoriesofLearningandMotivation:LookingBack,LookingForward.Theirstudy
focusesonstudentmotivatingfactorsandexploresthemeaningofengagementinthe
mathclassroom.Alongwithdevelopingcontextlinkeddefinitionsofcompetence,

studentslearnwaysinwhichcertainformsofengagementsignifymotivationtoothers,
particularlytheadultswhoholdthemaccountablefortheireffort.McCaslin(2004)
describedstudentsaslearningmotivationthroughinteractionsincontext(p.268).In
doingso,sheraisedtheissueofstudentsneedtoreconcileorotherwisenegotiate
differentandsometimesconflictingwaystoengagewithschoolwork(andthus
demonstratingmotivation)arisinginmultiplecontexts.(Liem,118).

StudentMotivationandTechnologySkills

Accordingtopreviousstudies,technicalskillswithina1:1environment,suchas
typing,seemstoincreasestudentmotivationwithoutdiminishingperformance.Simple
physicalfactorsmightshowwhyanindividualmightprefertyping.Accordingtoa
studentinterviewedwithinthe7thgradesetting,YesIactuallyliketousetechnologyto
typemoresincewhenIwritewithpencilmyhandcrampsupandIlosefocusaftera
while.(Divine)Identifyingiftheuseof1:1devicesformotivatingfactorsisimportantto
analyze,howeverunderstandingifthesedevicescreateadetrimentaleffectupon
studentperformanceisalsoimperative.Itwasfoundthatthereisagreaterrelationship
betweendigitallytypedtextandhandwrittenmaterials.Accordingtoastudyinthe
BritishJournalofEducationalPsychology,Infacttherelationshipforthisgroupof
Grade8and9studentswasstrongerfortypedtextthanhandwrittentext.Handwriting
accountedfor19%ofthevarianceinqualityofwritingand9%forfluency.Typing
accountedfor29%ofthequalityoftextand30%offluency.(Christensen,561)
Therefore,showingthatfactorssuchasqualityandfluencycouldhaveapositiveeffect
uponbasicskillsets.Additionally,accordingtoastudy,Ithasbeensuggestedthat,
giventheeasyavailabilityofpersonalcomputers,olderstudentswhohaveexperienced
manyyearsoffailureinwritingmaybebetteroffusingcomputerstowritetextrather
thanbefacedwithfurtherattemptstoaccomplishthedemandingandoftentedioustask
ofdevelopingautomaticityinhandwriting.(Christensen,561)Integratingtechnology
throughtheuseoflaptopsortabletscouldalsobeviewedasanaidetowardsstudents
withintheclassroomsettingwhotraditionallystrugglewithhandwritingability.

MainResearchConnectingTechnologyandMotivation

MainResearchQuestions

1)Howdolearningmanagementenvironments(LMS)increasequalitativemotivationfor
students?

2)HowdoestheuseofcollaborativeworkviaGoogleDriveincreasemotivation?


3)DoestheuseofWeb2.0platforms,suchasYouTubeandKidblog,within1:1environments
increasestudentengagementandmotivation?

4)Doestheincorporationof1:1technologyresultingreateroverallcompletenessof
comparativeassignments?

5)Doestheuseofsubjecttargetedapplicationsallowforgreaterstudentconfidenceinterms
ofspecificconcepts/standards?

6)Arestudentsmotivatedtogainaccesstotechnologytocompleteassignmentsoutsideof
thenormalschoolday?

ResearchQuestionswithQuantitativeComparativeDataSets

7)Isthereacorrelativerelationshipbetweenstudentmotivationtoproducematerialson
sharingnetworksandengagementbylookingatmaterialstheirpeersproduceon
sharingsites?

8)Isthereacorrelativerelationshipbetweenstudentsmotivationtotypeandreaditems
digitally?

StudyGroupOverview

Withinthe7thgradesettingatCICSWrightwood,studentshavecompletedaily
accessto1:1technologyintermsoftheuseof30piniPad2units(ModelA1395).
Additionally,studentshaveaccesstoMacbookAirmodelsfor1:1useandHPMini
1025dxmodelsbasedonsignout.iPadswereoriginallypurchasedthroughapartial
grantprogramgearedatincreasingproperSTEMeducationwithintheschool.Multiple
applicationsareutilizedwithaSTEMfocuswithintheschoolenvironmentaswell.The
mainLearningManagementSystem(LMS)beingutilizedforgrades68isintegrating
Schoology.

Withinthe4thgradesettingatSouthElementarySchool,studentshavecomplete
dailyaccessto1:1technologyintermsoftheuseof22piniPad2units(ModelA1395).
iPadswerepurchasedatthebeginningofthe20122013schoolyearthroughTitleIII
funds.ThemainLearningManagementSystem(LMS)beingutilizedforlowergradesis
KidblogandGoogleClassroom.

DataCollectionProtocol

Withinthe7thgradesettingatotalof5studentsweredirectlyinterviewedfrom
threedifferentsections.Thesectionswithin7thgradearetrackedintermsofoverall
academicperformancebasedonrawNWEARITscoredata.Thisallowsteachersto
targetskilldeficienciesmoreeffectively.Additionally,thetrackedclassesallowsfora
uniqueopportunitytoobtainqualitativedatafromdifferentperspectivesbasesthatcould
beconnectedwithperformance.Withinthe4thgradesetting,atotalof6studentswere
individuallyinterviewed.Theinterviewsincludedsevenquestions,whichweregivento
allcandidates.Thequestionswerequalitativeinnature,allowingforadiverserangeof
responsesifnecessary.Additionally,aGoogleFormssurveywasintegratedwith21
additionalquestionsforparticipantsinthestudy.Manyofthequestionsintegratedwithin
theformswerealsoqualitative,thoughmostonlyallowedforamoretargetedpositive,
negative,orneutralresponse.

Allseventhgradestudentsweretakenfrommultiplesectionsofclasses(7A7B
7C)andinterviewedbythesameteacherforjunioracademy.Roundtablediscussion
tookplaceandresponseswererecordedandtranscribedbelow.Nameshavebeen
designatedas7S#foreachstudent.Theteacherforjunioracademyinterviewsis
designatedasT1:Teacher.Allfourthgradestudentsweretakenfromthesame
classroomandinterviewedbythesameteacher.Theteacherinterviewedthestudents
separatelyandtheirverbalresponsesweretypedintoaGoogleForm.Nameshave
beendesignatedas4S#foreachstudent.Theteacherforthefourthgradeinterviewsis
designatedasT2:Teacher.

StudyConnectionwithFindingsClassicalMotivation

Studentswithinthejunioracademysettingreportedfindingthatpeerviewingof
actualworkasanexternalmotivatingfactorthataffectstheiroverallattentivenesstoa
taskathand.Asstatedbytheinstructor,Doyoufeelmoremotivatedtoproduceyour
bestworkwhenyouknowitwillbesharedonplatformslikeKidblog,Youtube,orother
placeswheremanypeoplecanaccessyouwork?Whyorwhynot?Towhichmultiple
individualsbeinginterviewedrespondedthatpeerreviewofworkasanexternalfactoris
important.Accordingtooneoftheinterviewedstudents,Ifeelmoremotivatedbecause,
youknow,kids,theyreobviouslygoingtojudgeyouonanythingyoudo.SoIlikemy
worktoshowanexampleofhowmuchIputintoit.Additionallystatedbyastudentin
theinterviewgroup,IfsomeoneisreadingmymostIknowIneedtodomybestsoI
dontgetanegativecomment.Theoverallgoalofavoidanceofanegativedoesplaya
anoverallrole.

Furthermore,studentswithinthe4thgradesettingalsofoundpeerviewingof
theiractualworktobeanexternalmotivatingfactor.Similartothe7thgraders,when
askedbytheteacher,Doyoufeelmoremotivatedtoproduceyourbestworkwhenyou
knowitwillbesharedonplatformslikeKidblog,Youtube,orotherplaceswheremany
peoplecanaccessyouwork?Whyorwhynot?multiplestudentsrespondedforpeer
reviewofworktobeanexternalfactorformotivation.Accordingtoone4thgrader,Yes
becauseIcansharewithpeoplestuffthatImakeandIcantellpeoplehowtolearnnew
stuffsotheycouldbesmarter.Itisclearthat4thgradersaremotivatedtoproducetheir
bestwork,becauseitisnotonlysharedwithothers,butwillbeusedbyothersasa
resourcetolearnfrom.

ResultsVisualAnalysisofData

Figures1and2:
Figures1and2charthowlearningmanagement
environmentsincreasequalitativemotivationfor
students.Figure1visualizesthatstudentsfeel
excited,motivated,andhappytowardsusing
technologyforlearningonlyfewstudentsexpressed
feelingsofbeingchallengedornervous.InFigure2,
100%ofsurveyedstudentsexpressedthattheuse
oftechnologymotivatesthemtolearn,with63.2%of
studentsbeingverymotivatedtolearnand38.8%of
studentsbeingmotivatedtolearn.

Figures35:
Figures3,4,and5graphhowtouseofcollaborativeworkviaGoogleDriveincreasesstudent
motivation.Figure3visualizeshow100%ofstudentssurveyedenjoysharingwork,
comments,andideaswithpeersthroughGoogleDriveproductivityapplications.Furthermore,
Figure4showshowthemajorityofstudents,at94.7%,aremotivatedtoproducetheirbest
workwhentheyknowitwillbesharedwithothersthroughthosesameGoogleDrive
productivityapplications.Finally,Figure5againshowsthatamajorityofstudentsfeel
motivatedtoworkcollaborativelythroughGoogleDriveproductivityapplications.


Figures68:
Figures6,7,and8graphhowtheuseofWeb2.0platforms,suchasYouTubeandKidblog,
increasestudentsengagementandmotivation.Figure6demonstrateshowalarge
percentageofstudents,at84.2%,feelmotivatedtoproducetheirbestworkwhentheyknowit
willbesharedthroughpublicplatforms.Evenalargerpercentageofstudents,at89.5%,feel
engagedinlearningwhenseekinginformationcreatedbytheirpeersandsharedonpublic
platforms,perFigure7.Finally,Figure8graphsstudentfeelingstowardssharingwork
throughdifferentWeb2.0basedplatforms,withthewelloverhalfofstudentsexpressing
positivefeelingsofbeinghappy,motivated,excited,andproudandveryminimalstudents
expressingnegativefeelingsofbeingshy,nervous,andscared.

Figure9,10:
FIgures9and10graphhowtheincorporationof1:1technologyresultsingreateroverall
completenessofcomparativeassignments.Figure9visualizeshowthemajorityofstudents,
at78.9%,prefertocompletehomeworkwithatechnologydeviceratherthanpencil/paper.
10.5%ofstudentsrespectivelyprefertocompletehomeworkwithpencil/paperorhaveno
opinioneitherway.Additionally,Figure10graphshow84.2%ofstudentsfeelmoremotivated
tocompletehomeworkassignmentswithatechnologydeviceratherthanpencil/paper.


Figure11and12:
Figures11and12graphhowtheuseofsubjecttargetedapplicationsallowforgreater
studentconfidenceintermsofspecificconcepts/standards.Figure11showsthatthemajority
ofstudents,at89.5%,believepracticingapplicationshelpthemtoincreasecontent
knowledge.Likewise,Figure12graphshow84.2%ofstudentsbelievethatpracticing
applicationshelptoincreasetheirconfidenceinthecontentareastheyarestudying.


Figure13and14:
Figure13and14graphhowstudentsaremoremotivatedtoreadonpaperor
technologydevices.Figure13visualizesthat78.9%ofstudentsfeelmoremotivatedto
readonatechnologydevice,with10.5%ofstudentsrespectivelyfeelingmore
motivatedtoreadonpaperorhavenoopinioneitherway.Furthermore,alargerpercent
ofstudentsalsofeelmoremotivatedtowriteonatechnologydevice(89.5%),rather
thanpaper(10.5%),perFigure14.

Figure15and16:
Figures15and16graphstudentsmotivationtogainaccesstotechnologytocomplete
assignmentsoutsideofthenormalschoolday.Figure15graphsthepercentofstudentswho
haveaccesstoadevicewithinternetathome,withthemajorityofstudents,78.9%,having
accesstoadevicewithinternetathome.However,Figure16sdataconflictswithFigure15s
datainthat52.6%ofstudentssaytheyhaveaccesstoadevicewithinternetathome.
Nonetheless,21.1%ofstudentsrespectivelydonotandsometimestrytoaccessadevice
withinternetelsewhere,leaving5.2%whoaccesstotechnologyelsewhere.

QuantitativeComparativeDataSets

ComparisonSet1:
Isthereacorrelativerelationshipbetweenstudentmotivationtoproducematerialson
sharingnetworksandengagementbylookingatmaterialstheirpeersproduceon
sharingsites?

pvalue:0.0031
Pearson'sChiSquarestatistic:8.972
DegreesofFreedom(df):1

Minimumexpectedcellcount:0.105
%cellswithexpectedcount<5:75.0
1
Ifpissmall,e.g.lessthan0.01,or0.001,youcanassumetheresultisstatistically
significanti.e.thereisarelationship.Note:astatisticallysignificantdifferencemaynot
necessarilybeofanypracticalsignificance.

Accordingtothestatisticalanalysisthereisacorrelativerelationshipbetweenstudents
whoaremotivatedtoutilizesharingplatformsfornotjusttheproductionoftheirown
materials,thoughalsofeelmoreengagedwithinstructionwhenviewingmaterialsof
otherindividualswithintheacademicsetting.Theinfluenceofsocialinteractionis
importanttonotewhenusingsharingplatforms,eventhoughastudentmightbe
workingphysicallyisolatedwithintheclassroomenvironment.Accordingtothe
interviewsconducted,IlikesharingmyworkmyclassmatesonSchoologyitgivesthem
achancetoseemyworkwhichislikeamodel.Thereforestudentsmightfeelthattheir
workcanhelpothersshowingthatonecanbegreatermotivatedtodosomethingona
sharingplatformsincepeersmightbelookingattheirmaterialforassistance.

ComparisonSet2:

Isthereacorrelativerelationshipbetweenstudentmotivationtotypeandreaditems
digitally?

pvalue:0.0041
Pearson'sChiSquarestatistic:15.441
DegreesofFreedom(df):4

Minimumexpectedcellcount:0.211
%cellswithexpectedcount<5:88.9
1
Ifpissmall,e.g.lessthan0.01,or0.001,youcanassumetheresultis
statisticallysignificanti.e.thereisarelationship.Note:astatisticallysignificant
differencemaynotnecessarilybeofanypracticalsignificance.

Theoverallpurposeofthiscomparisonsetistoseeiftechnicalskillcorrelatetoeach
other.Inotherwords,doesmotivationofonetechnicalskill,typingtoproducematerial,
connectwiththemotivationtoreadmaterialdigitally.Accordingtotheresults,thep
valueshowsageneralconnectionbetweenthetwo.Additionalstudieshaveshownthat
studentssometimesshowgreaterproficiencywithskillsetsthatcaninterconnectsuch
asfluency.Thus,technologycanhelpengagestudentsdobothwithinlearning
environment.Additionalstudieshaveshownthattypingmaterialoutcanincrease
studentability,motivation,andengagement.Aspreviouslystated,Accordingtoastudy
intheBritishJournalofEducationalPsychology,Infacttherelationshipforthisgroupof
Grade8and9studentswasstrongerfortypedtextthanhandwrittentext.Handwriting
accountedfor19%ofthevarianceinqualityofwritingand9%forfluency.Typing
accountedfor29%ofthequalityoftextand30%offluency.(Christensen,561)inother
words,skillsetsthatinterconnectcangreatlyinfluenceeachother.Frominterviewsin
thejunioracademysetting,studentsmadecommentssuchas,Ifeelmoremotivated
usingtechnologybecauseitsthe21stcenturyandeveryoneusestechnology.Ifindit
hardtofindinformationfromasciencebook,butusingadigitalbookiseasier.Utilizing

technologytosearchforspecificinformationortermswithinanebookallowsforgreater
efficiencyandlessstress.

ResultsandConclusiveAnalysis
Aftercollectingandanalyzingourquantitativeandqualitativedata,wewereable
tomakedistinctconclusionsforeachofourresearchquestionssupportingourdriving
question.Throughcarefulanalysis,wefoundthatourdatasupportedouroriginal
problemstatementinthat:Theincorporationofa1:1technologyrichenvironmentwithin
elementarythroughjuniorhighclassroomsettingsallowsfortheincreaseofstudent
engagement.
Wewantedtoknowiftheuseofalearningmanagementenvironmentwould
increasestudentmotivationforlearning.Ourqualitativeandquantitativedata
demonstratesthat4thand7thgradersdoindeedfeelmoremotivatedtolearnthrough
usingtheirrespectivelearningmanagementsystems(SchoologyandKidblog/Google
Classroom).Figure1visualizesthatstudentsfeelexcited,motivated,andhappy
towardsusingtechnologyforlearningtheseresultswerealsovocalizedthrough
studentinterviews.A7thgradershared,ImexcitedbecauseIknowtechnologyis
goingtobeabigpartofthefuturesoitsgoodthatwerelearninghowtouseit.
Furthermore,a4thgradeexpressedsimilarfeelings,stating,Ifeellikelearningisfun
andexcitingbecauseyoucanlearnnewstuffthatyoudidn'tknowaboutwith
technology.Overall,Figure2supportsourconclusionwith100%ofstudentsfeeling
eitherverymotivatedormotivatedtolearnwhileusingtechnology.
Next,wefoundthattheuseofcollaborativeworkviaGoogleDriveisadriving
factorinincreasingstudentmotivation.Figure3visualizeshow100%ofstudents
surveyedenjoysharingwork,comments,andideaswithpeersthroughGoogleDrive
productivityapplications.Qualitativedatasupportsthisdatawitha7thgradersharing
theperksofcollaborativeworkthroughGoogleDrive,YesbecauseifIshareitandthey
haveanyquestionorifIdidanythingwrong,theycouldcommentandImabletofixit.
Additionally,a4thgraderexplainshownumerousclassmatescanhearhisvoice,Ido
becauseeveryonecanseewhatIthink,it'snotlikewhenyou'reraisinghandsonlya
coupleofpeoplegettosharewhattheythink.Itisevidentthat4thand7thgraders
enjoythecollaborativeaspectofGoogleDriveandaremotivatedtoworkforthat
reason.
OurdataalsoconcludesthattheuseofWeb2.0platforms,suchasYouTube
andKidblog,increasestudentsengagementandmotivation.Quantitativedata
visualizedthat84.2%ofstudentsfeelmotivatedtoproducetheirbestworkwhenthey
knowitwillbesharedthroughpublicplatforms(Figure6).However,whendiscussing
withstudents,qualitativedatafrom7thgradestudentsshowedamoreneutralresponse
inthattheyaremotivatedtodotheirbestworknomatterwhat.Some7thgraders

shared,IthinkImightdothesameamountofwork,itdoesntmatterifsomeonesees
it.IthinkifIhadtodopencilandpaperitwouldstillbedonewell,andNotnecessarily
Itrytoprovidemybestworkeitherway.Idontreallyfeelmoremotivated,thoughIlike
it.However,resultsfrom7thgraderswererelativelysplit,withanotherstudentsharing,
Ifeelmoremotivatedbecause,youknow,kids,theyreobviouslygoingtojudgeyouon
anythingyoudo.SoIlikemyworktoshowanexampleofhowmuchIputintoit.4th
gradersqualitativeresponsescorrelatedmoredirectlywithquantitativedatainthatthey
weremoremotivatedtoproducetheirbestworkwhentheyknowitwillbeshared
throughpublicplatforms.One4thgradershared,YesbecauseIcansharewithpeople
stuffthatImakeandIcantellpeoplehowtolearnnewstuffsotheycouldbesmarter.
Next,wefoundthatourdatademonstrateshowtheincorporationof1:1
technologyresultsingreateroverallcompletenessofcomparativeassignments.Figure
9visualizeshowthemajorityofstudents,at78.9%,prefertocompletehomeworkwitha
technologydeviceratherthanpencil/paper.10.5%ofstudentsrespectivelypreferto
completehomeworkwithpencil/paperorhavenoopinioneitherway.Wheninterviewed,
7thgradersexpressedmixedfeelingstowardsusingtechnologytocomplete
assignments(ratherthanpaperandpencil)however,whileinterviewed,100%of4th
gradersexpressedtheirpreferencetocompleteassignmentsthroughtechnologyrather
thanpaperandpencil.Themajorityof7thgradestudentsexpresseddifficultieswith
typingandspeed,Nobecausethetypingpartishard.Writinginpencilisalotofeasier.
Typingsomethingoutcouldtakemoretime.IfitssomethingvisualIfinditeasiertouse
technology,writingiseasierformewhenIusepaper,andPencilandPaperbecause
whenItypeontheiPadItendtotypeslow.IfImwritingonpaperIcangetmyideaout
therefaster.However,4thgradersoverlookedtypingskillsforentertainmentandspeed
purposes,Yesbecauseitisfunnertolearnandyou'lltakelesstimeusingtechnology
thanwithpencilandpaper.
Additionally,ourdataprovedthattheuseofsubjecttargetedapplicationsallow
forgreaterstudentconfidenceintermsofspecificconcepts/standards.Figures11and
12showsthatthemajorityofstudentsbelievepracticingapplicationshelpthemto
increasecontentknowledge(89.5%)andconfidence(84.2%).Qualitativeinterview
datasupportsthesefigures,witha7thgraderstating,YesbecauseifIdont
understandsomethingweweredoinginclassstudyislandallowsmetounderstand
betteranda4thgradersharing,Yesbecausewe'llbeabletohavemorelearningskills
andagilitytoanswerquestionsfast.
Ourquantitativeandqualitativedataconcludesthatstudentsaremotivatedto
readandwriteontechnologydevicesratherthanpaper.Figures13and14visualize
thisstatement,with78.9%ofstudentsfeelingmoremotivatedtoreadonatechnology
deviceand89.5%ofstudentsfeelingmoremotivatedtowriteonatechnologydevice.
Interviewswithbothgroupsofstudentscorrelatewiththisdata,witha7thgrader

sharinghisreasoningbehindchoosingtechnologyoverpaper,Idofeelmore
motivated,tomesomeofthebooksareoutofdatelikethesocialstudiesbookonly
wentuptothe43rdpresident,itdidntshowBarackObama.IfeelthatwithtechnologyI
couldgetthelatestinformation.A4thgraderstatedhisreasoninginamoresimplistic
fashioninthat,YesIfeelmoremotivatedbecauseitmakelearningmoreeasier.
Inourlastresearchquestion,wewantedtoknowifstudentsweremotivatedto
accesstechnologyoutsideoftheclassroomifitwasnotalreadyavailabletothemat
theirhomes.Themajorityofstudents,78.9%(Figure15),haveaccesstoadevicewith
internetathome,leavinguswithasmallpercentofstudentswhowouldanswerthis
researchquestionthroughquantitativedata.WefoundthatFigure16sdataconflicted
withFigure15sdatainthat52.6%ofstudentssaidtheyhaveaccesstoadevicewith
internetathome(insteadof78.9%).Nonetheless,wefoundthatasmallpercentageof
students(5.2%from47.4%)activelypursuetechnologyelsewhere.Qualitativedata
gaveusadifferentinsightinthatstudentsexpressedtiestotechnology.Manystudents
approachedtheinterviewquestioninthatiftheydidnothavetechnologyreadily
availableathome,theywouldpursueitelsewhere.7thgradersshared,Theinternetto
meisveryimportantandIwouldtrytoaccessitsincemuchofwhatIuseisonit,andI
wouldactuallygofindtechnologyataplacelikealibrary.Iwouldgotothelibraryto
read,thoughusethecomputersthere.Throughtheinterview,100%of4thgraders
sharedthattheydohaveaccesstoadevicewithinternetathome.Fromthisdata,we
cansummarizethatifstudentsdonothaveaccesstoadevicewithinternetathome,
theybelievetheywilltrytoaccessitelsewherebecauseoftheirdependenceonusing
technology.

AppendixSection

AppendixAReferences:

BlessingerP,WankelC.IncreasingStudentEngagementAndRetentionUsingClassroom
Technologies:ClassroomResponseSystemsAndMediatedDiscourseTechnologies
[ebook].Bingley,U.K.:Emerald2013.Availablefrom:eBookCollection(EBSCOhost),
Ipswich,MA.AccessedOctober3,2014.

Christensen,C.A.(2004).Relationshipbetweenorthographicmotorintegrationandcomputer
usefortheproductionofcreativeandwellstructuredwrittentext.BritishJournalOf
EducationalPsychology,74(4),551564.

DrnyeiZ.Motivationinaction:Towardsaprocessorientedconceptualisationofstudent
motivation.BritishJournalOfEducationalPsychology[serialonline].December

200070(4):519538.Availablefrom:EducationResearchComplete,Ipswich,MA.Accessed
October11,2014.

Housand,Angela.(2012)TheRoleofTechnologyinGiftedStudentsMotivation.
PsychologyintheSchools,49,7,706715.

Husman,J.,&Lens,W.(March01,1999).Theroleofthefutureinstudent
motivation.EducationalPsychologist,34,2,113125.

Keenan,Thomas.AnIntroductiontoChildDevelopment.London:SAGEPublications,2002.
Print.

Liem,G.D.,Walker,R.A.,&McInerney,D.M.(2011).SocioculturalTheoriesof
LearningandMotivation:LookingBack,LookingForward.Charlotte,N.C.:Information
AgePub.

Reid,G.(2007).MotivatingLearnersintheClassroom:IdeasandStrategies.London:
PaulChapmanPub.

WangS,ReevesT.TheEffectsofaWebBasedLearningEnvironmentonStudentMotivation
inaHighSchoolEarthScienceCourse.EducationalTechnologyResearch&Development
[serialonline].December200654(6):597621.Availablefrom:ProfessionalDevelopment
Collection,Ipswich,MA.AccessedOctober4,2014.

AppendixBLetterofConsent:

English:

INFORMEDCONSENTINTERVIEWPARTICIPANT

Thankyouforagreeingtoparticipateinthestudyonstudentmotivationthrough1:1
technologiesthatwilltakeplaceOctoberNovember2014.Thisformoutlinesthepurposesof
thestudyandprovidesadescriptionofyourinvolvementandrightsasaparticipant.The
studyisentitled:StudentMotivationthrough1:1TechnologyQualitativeAnalysis

IconsenttoparticipateinaresearchprojectconductedbyEdmundA.Furlan,ElenaCaceres,
andMarissaKallwhoisapartofNationalLouisUniversitysTechnologyinEducation
program.

Iunderstandthatthepurposesofthestudyareto:(1)gaininsightfromK8studentsoftheir
perceptionsoftechnologyinaneducationalsetting(2)determinethesimilaritiesand

differencesofstudentlearningthrough1:1technologyasopposedtoatraditionalclassroom
environment(3)Determineoveralleffectivenessandmotivationtocompleteworkthrough
technology

Iunderstandthatmyparticipationwillconsistofoneinterviewlastingapproximately1015
minutesinlengththroughtheuseofGoogleForms,andothertechnologies,andIunderstand
thatIcanreceiveacopyoftheinterviewuponrequest.

Iunderstandthatmystudentsparticipationisvoluntaryandtheycanrefusetocontinuethe
interviewatanytime.

Iunderstandthatonlytheresearcher(s),EdmundFurlan,ElenaCaceres,MarissaKalland
Dr.ErikaBurtonwillhaveaccesstoasecuredfileserverinwhichwillbekeptalltranscripts,
anyrecordings,andfieldnotesfromtheinterview(s)inwhichyourstudentparticipated.

Iunderstandthattheresultsofthisstudyareforacademicpurposesonlyandthatmyidentity
willinnowayberevealed.

IunderstandthatintheeventIhavequestionsorrequireadditionalinformationImaycontact
theleadresearcher:Dr.ErikaBurton,(847)8357000Emailaddress:erika.burton@nl.edu

IfIhaveanyconcernsorquestionsbeforeorduringparticipationthatIfeelhavenotbeen
addressedbytheleadresearcher,ImaycontactalloranyoftheNationalLouisUniversity
coresearchers:

EdmundAFurlan(773)9645329Emailaddress:efurlan1@my.nl.edu
ElenaCaceres8479475570Emailaddress:ecaceres@my.nl.edu
MarissaKallEmailaddress:mkall@my.nl.edu

Iunderstandmyrightsasoutlinedaboveasanintervieweeandparent

ParticipantsName______________________

ParticipantsSignature_________________________________

Date_____________

ParentsName________________________

ParentsSignature_________________________________

Date_____________

ResearchersName______________________________________

ResearchersSignature_________________________________

Date_________

Spanish:

CONSENTIMIENTOINFORMADOPARTICIPANTEENTREVISTA

Graciasporparticiparenelestudiosobrelamotivacindelosestudiantesatravsde1:1
tecnologasquepasarenoctubrede2014.Estaformadescribelosefectosdelestudioy
ofreceunadescripcindesuparticipacinylosderechoscomoparticipante.Elestudiose
titula:Lamotivacindelestudianteatravsde1:1TecnologaAnlisisCualitativo.

Doymiconsentimientoparaparticiparenunproyectodeinvestigacinllevadoacabopor
EdmundA.Furlan,ElenaCceres,yMarissaKallqueesapartedelMaestriapara
TecnologaenEducacindelaUniversidadNationalLouis.

Entiendoquelosefectosdelestudiosonlossiguientes:(1)obtenerunavisindeK8
estudiantesdesuspercepcionesdelatecnologaeneducacin(2)determinarlas
similitudesydiferenciasdeaprendizajedelosestudiantesatravsde1:1tecnologaenlugar
deprcticastradicionalesenelsalon(3)Determinarlaeficaciageneralylamotivacinpara
completareltrabajoatravsdelatecnologa.

Entiendoquemiparticipacinconsistirenunaentrevistadeunaduracinde1015minutos
atravsdelusodeGoogleFormsyunaencuestadeunaduracinde1015minutosatravs
delusodeGoogleForms.Entiendoquepuedorecibirunacopiadelaentrevistaapeticin.

Entiendoquelaparticipacindemiestudianteesvoluntariayquepuedonegarmea
continuarlaentrevistaencualquiermomento.

EntiendoqueslolosinvestigadoresEdmundFurlan,ElenaCceres,MarissaKallolaDr.
ErikaBurtontendraccesoalosarchivosprotegidosendondesemantendrntodaslas
transcripciones,grabacionesynotasdelaentrevistaylaencuestaenelquesuhijoparticip.

Entiendoquelosresultadosdeesteestudiosonparaestudioseducativosymiidentidadno
estarcompartida.

Entiendoquesitengopreguntasonecesitoinformacinadicionalpuedocontactarconel
investigadorprincipal,laDr.ErikaBurton,(847)8357000Direccindecorreoelectrnico:
erika.burton@nl.edu.

Sitengoalgunapreguntaantesodurantelaparticipacinquesientonohansidoinvestigados
porelinvestigadorprincipal,puedocomunicarmecontodosocualquieradelosco
investigadoresdelaUniversidadNationalLouis:

EdmundUnFurlan(773)9645329Direccindecorreoelectrnico:efurlan1@my.nl.edu
ElenaCceres8479475570Direccindecorreoelectrnico:ecaceres@my.nl.edu
MarissaKallDireccindecorreoelectrnico:mkall@my.nl.edu

Entiendomisderechoscomoseindicamsarribacomounentrevistadoyunpadre

NombredelParticipante______________________

FirmadelParticipante_________________________________

Fecha_____________

Nombredelpadre________________________

Firmadelpadres_________________________________

Fecha_____________

Name______________________________________delInvestigador

Signature_________________________________delInvestigador

Date_________

AppendixCKeyCodeandReference:

THL=TechnologyHabitsLocationChild
THS=Technologyhabitsschool
THH=Technologyhabitshome

MF=MotivationFactors
MFP=MotivatingFactorsPositive(IncreaseEngagement)

MFN=MotivatingFactorsNegative(DecreaseofEngagement)

PI=PeerInfluence
PIP=PeerInfluencePositive
PIN=PeerInfluenceNegative

C=Comprehensionofskills
CTP=ComprehensionTypingPositive
CTN=ComprehensionTypingNegative

CW=Words/Vocabulary
CD=Decoding
CP=Pictures
CT=Textto:Text/Self/Worldconnections
CR=RetellingStory
CB=BasicMeanings/Inferences

TI=TendencytowardsIndependentengagementwithtechnology
TIS=Selfmotivatedtoutilizetechnology
TIG=Guidedmotivationtoutilizetechnology
TIU=Unmotivatedtouseunlessinstructedtodoso

A=Attention
AE=Engaged
AD=Disengaged
AS=SelfEsteem

AppendixDMainInterviews:

VocalMainInterviewJuniorAcademy(CICS):

T1:Thankseveryonefortakingthetimetoallowmetoaskafewquestionsaboutthetechnologywehave
anduseatWrightwood.MostofthequestionsthatIaskwillbeabouttheiPadswealluse,mainlyin
science.

7S1:Canwesayhowwefeelaboutusingtechnologyinotherclasses?

T1:Thatisfine,butletstrytofocusontheuseoftheiPadsasamainpoint.

T1:Whenyouusetechnologyforlearning,howcanyoudescribeyourfeelingstowardslearning?

7S1:ImexcitedbecauseIknowtechnologyisgoingtobeabigpartofthefuturesoitsgoodthatwere
learninghowtouseit.

7S2:Iwouldsayitseasierbecausewithtechnology,Idontknowwhy,itjusthelpsmebetterfocusithelps
merealizethattaskathand.


7S3:ItsmoreexcitingbecauseImusedtousingtechnologyathomeforfunreasonsusually.

7S4:Ifeelreallymotivatedbecausewhenyouusetechnologyithelpsyoufocusbecausewhenyoure
writingonasheetofpaperyoucangetdistractedorbored

7S5:WhenImusingtechnologyIliketothinkofitasaninteractivewaytogetalearningexperiencefrom
school.

T2:Thanksforallyourresponses,letsmoveontothesecondquestion.Doyouenjoyingsharingyourwork,
comments,andideaswithclassmatesthroughSchoology/GoogleDocuments,Presentations,orSheets?
Whyorwhynot?

7S1:Idobecauseimabletodoworkwithclassmatesinsteadofgivingupmoretimeandhavingtocall
them.Itsalotmorecomplicatedtodo,havingtobringextramaterialshome(withouttechnology).

7S2:YesbecauseifIshareitandtheyhaveanyquestionorifIdidanythingwrong,theycouldcomment
andImabletofixit.

7S3:Yesbecausetheymightmaybeinspiremetodobetter.

7S4:IlikesharingmyworkmyclassmatesonSchoologyitgivesthemachancetoseemyworkwhichis
likeamodel.

7S5:PersonallyIdobecauseitslikeacertainlevelofcriticismfrommypeers,tomethatskindofcool.

T1:Doyoufeelmoremotivatedtoproduceyourbestworkwhenyouknowitwillbesharedonplatformslike
Kidblog,Youtube,orotherplaceswheremanypeoplecanaccessyouwork?Whyorwhynot?

7S1:Ifeelmoremotivatedbecause,youknow,kids,theyreobviouslygoingtojudgeyouonanythingyou
do.SoIlikemyworktoshowanexampleofhowmuchIputintoit.

7S2:IfsomeoneisreadingmymostIknowIneedtodomybestsoIdontgetanegativecomment.

7S3:UhmIreallydontpersonallycareifsomeoneelseseesit.Iwouldlikeforothertoseeitthough.

7S4:IthinkImightdothesameamountofwork,itdoesntmatterifsomeoneseesit.IthinkifIhadtodo
pencilandpaperitwouldstillbedonewell.

7S5:NotnecessarilyItrytoprovidemybestworkeitherway.Idontreallyfeelmoremotivated,thoughIlike
it.

T1:Doyoufeelmoremotivatedtocompleteanassignmentwhenitisonatechnologydeviceratherwith
pencilandpaper?Whyorwhynot?

7S1:Nobecausethetypingpartishard.Writinginpencilisalotofeasier.Typingsomethingoutcouldtake
moretime.IfitssomethingvisualIfinditeasiertousetechnology,writingiseasierformewhenIusepaper.

7S2:PencilandPaperbecausewhenItypeontheiPadItendtotypeslow.IfImwritingonpaperIcanget
myideaouttherefaster.

7S3:YesIactuallyliketousetechnologymoresincewhenIwritewithpencilmyhandcrampsupandloose
focusafterawhile.

7S4:Ifeelmoremotivatedusingtechnologybecauseitsthe21stcenturyandeveryoneusestechnology.I
findithardtofindinformationfromasciencebook,butusingadigitalbookiseasier.

7S5:Ihavemixedfeelings,Iwouldsaytechnologybecausetechnologyistakingoverourworkandits
importanttocombineSchoolwithtechnology.Itmakeslearningmoreintuitive.

T1:Doyouthinkpracticingapplications(suchasvocabularygamesandmathskillgames)helpyoubecome
moreconfidentwiththecontentyouarestudying?Whyorwhynot?

7S1:YesbecausewhenImathomeImabletobemorecomfortable

7S2:YesbecauseifIdontunderstandsomethingweweredoinginclassstudyislandallowsmeto
understandbetter

7S3:Itcould(Shortresponse)

7S4:IlikeusingthingslikestudyislandandSchoologybecause,likeinmyreadingclass,Imightnotget
something,anditcouldhelp.

7S5:Ifindituseful,howeversometimesitcouldgetalittlefrustrating,certainappscouldhavebugsand
stuff.

T1:Doyoufeelmoremotivatedtolearnusingatechnologydevice?Whyorwhynot?

7S1:Yes,becauselikeIsaidbefore,thefuturehasalottodowithtechnologyandIwanttolearnitnowsoit
wontbesohard.

7S2:YesIusuallydo

7S3:Yesbecauseyoucansometimesfindtherightanswerthroughtheuseoftechnology.

7S4:Ifeelmoremotivatedbecauseeverydaytheyrecomingoutwithsomethingnew,likenowtheyreeven
comingoutwithwatches.

7S5:Idofeelmoremotivated,tomesomeofthebooksareoutofdatelikethesocialstudiesbookonlywent
uptothe43rdpresident,itdidntshowBarackObama.IfeelthatwithtechnologyIcouldgetthelatest
information.

7.Ifyoudonothaveadevicewithinternetathome,doyoutryaccessadevicewithinternetsomewhere
else?Whyorwhynot?

7S1:TheinternettomeisveryimportantandIwouldtrytoaccessitsincemuchofwhatIuseisonit.


7S2:IneedtechnologyinmylifesoIcanfindinfousingsomethinglikeGoogle.

7S3:Nonotreallyunlessitactuallydependsonmyhomework.

7S4:Iwouldactuallygofindtechnologyataplacelikealibrary.Iwouldgotothelibrarytoread,thoughuse
thecomputersthere.

7S5:YesIuseitdaily,Iusemyphone,Iliterallyusemyphoneuntilitsat1%.Technologytome,Iuseit
daily,itcouldbeadistractionattimes,thoughnotusually.

T1:Thankseveryoneforallowingmetoaskyouthesequestions,youhaveallbeenveryhelpful.

VocalMainInterview4thGraders:

T2:1.Whenyouusetechnologyforlearning,howcanyoudescribeyourfeelingstowardslearning?
4S1:Ifeellikelearningisfunandexcitingbecauseyoucanlearnnewstuffthatyoudidn'tknowaboutwith
technology.
4S2:Ifyoulearnthroughgamesitisfun,youdon'tknowifyouarelearningornot,butyouareactually
learning.
4S3:Idescribeitbyfeelingmoresmarteraboutipadsandlearningmore.
4S4:Ifeelmoreeagertolearnbecauseitisfunnerthanjustwritingonpaperandpencil.
4S5:IcandescribemyfeelingsbyfeelingreadytolearnandlisteningtothedirectionssothatIcandomy
bestwork.
4S6:Itmakesyousometimesfeelsmartanditssometimessmartwhenyouusetechnology.

T2:2.Doyouenjoyingsharingyourwork,comments,andideaswithclassmatesthroughGoogle
Documents,Presentations,orSheets?Whyorwhynot?
4S1:Yesbecausewecansharelikeifyoulikewhattheirworkisoryoucantellthemiftheyneedabetter
voiceortoslowdown.
4S2:YesbecauseIwanttoshareideasandIwanttoseeifweareright,wrong,orjusteven.
4S3:YesbecausetheygettoreadmystuffandtheygettoreadmineandIgettocommentbackontheir
answers.
4S4:IdobecauseeveryonecanseewhatIthink,it'snotlikewhenyou'reraisinghandsonlyacoupleof
peoplegettosharewhattheythink.
4S5:Idoenjoysharingmyworkwithotherpeoplefromclassbecausewegettoreplytosomeofourfriends
andwecangivethempositivecommentsoftheirwork.
4S6:Yesbecausewhenyoudothatit'sfuntoreplyandsometimeskidswillreplybacktoyou.

T2:3.Doyoufeelmoremotivatedtoproduceyourbestworkwhenyouknowitwillbesharedonplatforms
likeKidblog,Youtube,orotherplaceswheremanypeoplecanaccessyouwork?Whyorwhynot?
4S1:YesbecauseIcansharewithpeoplestuffthatImakeandIcantellpeoplehowtolearnnewstuffso
theycouldbesmarter.
4S2:YesbecauseIalwaystakenotestogettheideasandIwantmyworktobetrueaboutrealthings.
4S3:Yesbecauseithastobeperfectifyoudoitbadnoonewillreallylikeitbutifyoudoitgoodsome
peoplewilllikeit.
4S4:Yesbecauseyouhavetoworkharderbecauseit'sgoingtobewhereeveryonecanseeitandthey'llbe
abeltoseeifyoudoagoodjoborabadjob.

4S5:IdofeelmotivatedbecausesometimeswhenkidsfromourclasscanseeourworkandIfeelhappyso
otherkidscangivesomecomments.
4S6:YesbecauselikeIalwayswantedtobeonYouTubesoitsfuntodotechnologyandputthingson
Twitter,YouTube,andTwitter.

T2:4.Doyoufeelmoremotivatedtocompleteanassignmentwhenitisonatechnologydeviceratherwith
pencilandpaper?Whyorwhynot?
4S1:Yesbecauseitisfunnertolearnandyou'lltakelesstimeusingtechnologythanwithpencilandpaper.
4S2:Yesbecauseit'skindaeasierandit'smorefunontechnology.
4S3:Yesbecauseitfeelsmoreeasierbecauseofinsteadofwritingyourcantypeontheipadandthatis
easier.
4S4:Yesbecausewecansharealotofthingslikebookreviewswhereeveryonecanseeit,andwithpaper
andpenciljustacoupleofpeoplecanseeit.
4S5:Idofeelmotivatedbecausesometimespaperandapencilithurtsyourfingersandinthetechnology
youjusttypeitandyoudon'thavetohurtyourfingers.
4S6:YeaIammoremotivatedtodothingsonaniPadbecauseitiseasiertotaketestsonthere.

T2:5.Doyouthinkpracticingapplications(suchasvocabularygamesandmathskillgames)helpyou
becomemoreconfidentwiththecontentyouarestudying?Whyorwhynot?
4S1:Yesbecausewe'llbeabletohavemorelearningskillsandagilitytoanswerquestionsfast.
4S2:Yesbecausetheyhelpyoulearnandgetyourreadyforanythingthatusesthoseskills.
4S3:Probablyyesbecauseyouarelearningaboutdifferentstuffthatiseducationalanditmakesyoumore
smarteraboutthingsyoudon'tknow.
4S4:Ithinkitdoesbecauseit'safunnerwaytolearnthings.
4S5:YesbecausesometimesinMadLibsyougettolearnmorelanguageandinStacktheStatesyougetto
knowmoreofyourstatesandintheotherappsyougettolearnmorestuffaboutothersubjects.
4S6:Yesbecauseitmakesyoulearnalotofthingsifyouwanttolearnnewthings.

T2:6.Doyoufeelmoremotivatedtolearnusingatechnologydevice?Whyorwhynot?
4S1:Yesbecauseweareabletohavetimetolearnabouttechnologyandwecanlearnnewappsthatwe
candownloadathomeandwecanplayonthemsothatwhenwecometoschoolwewillbeready.
4S2:Yesbecausetherearealotoflearninggamesandyoucanalwayslearnmorestuffwithtechnology.
4S3:Yesifeelmoremotivatedbecauseitmakelearningmoreeasier.
4S4:Yesbecauseit'sfunnerandsomeotherclassesdon'thaveiPadsandcomputersandweareluckyin
ourclasstohavethem.
4S5:Idobecausesometimesitisabestwaytolearnwithtechnologyratherthanpaperandpencil.
4S6:YesbecausesometimeswhenyouareboredyoucanjustgoonXtraMathoranymathorreading
gameandlearnaboutmoretechnologyorreadingormath.

T2:7.Ifyoudonothaveadevicewithinternetathome,doyoutryaccessadevicewithinternetsomewhere
else?Whyorwhynot?
4S1:Ihaveacomputerandinternetathome.
4S2:Ihaveinternetandacomputerathome.
4S3:Ihaveanipadandinternetathome.
4S4:Ihaveacomputerandinternet.
4S5:IhaveacomputerathomewithinternetandsometimesIuseitforhomeworklikeXtraMath.
4S6:Ihaveatabletandinternet.

DigitalInterview/FormResponses

*DoyouspeakanadditionallanguageotherthanEnglish?
1.Whenyouusetechnologyforlearning,howcanyoudescribeyourfeelingstowardslearning?
4.Whenyouusetechnologyforlearning,howdoyougenerallyfeel?
5.Doyouenjoyingsharingyourwork,comments,andideaswithclassmatesthroughGoogleDocuments,
Presentations,orSheets?
6.Doyoufeelmoremotivatedtoproduceyourbestworkwhenyouknowitwillbesharedwithothers
throughGoogleDocuments,Presentations,orSheets?
7.Doyoufeelmotivatedwhenyouareabletoworkcollaborativelywithclassmatesonthesameproject
throughGoogleDocuments,Presentations,orSheets?
10.Doyoufeelmoremotivatedtoproduceyourbestworkwhenyouknowitwillbesharedonplatformslike
Kidblog,Youtube,orotherplaceswheremanypeoplecanaccessyouwork?
11.Doyoufeelmoreengagedinyourlearningwhenyouseekinformationorvideosmadebyyour
classmatesthroughKidblogorYoutubeinordertolearn?
12.HowdoyoufeelwhenyoushareyourworkonKidblog,Youtube,orSocialMediaoutlets?
13.Ifyouhadachoice,wouldyouprefertocompletehomeworkassignmentswithpencilandpaperorona
technologydevice?
14.Doyoufeelmoremotivatedtocompleteanassignmentwhenitisonatechnologydeviceratherwith
pencilandpaper?
15.Doyouthinkpracticingapplications(suchasvocabularygamesandmathskillgames)helpincrease
yourknowledgeonthecontentyouarestudying?
16.Doyouthinkpracticingapplications(suchasvocabularygamesandmathskillgames)helpyoubecome
moreconfidentwiththecontentyouarestudying?
17.Areyoumoremotivatedtoreadonpaperoronatechnologydevice?
18.Areyoumoremotivatedtowritewithpencilandpaperoronatechnologydevice(app,blog,social
mediaforum)?
19.Overall,doyoufeelmoremotivatedtolearnusepencilandpaperoronatechnologydevice?
20.Doyouhaveaccesstoadevicewithinternetathome?
21.Ifyoudonothaveadevicewithinternetathome,doyoutryaccessadevicewithinternetsomewhere
else?

Name

Grade
Level

Gender

10

11

Maurice

7th
Grade

Male

No

Excited,
Motivated,
Happy

Very
motivated
tolearn

Yes No

Yes

Yes

Yes

AlanaW

7th
Grade

Female

No

Motivated

Very
motivated
tolearn

Yes Yes Yes

Yes

Yes

Frank

7th
Grade

Male

Yes

Motivated

Motivated
tolearn

Yes Yes Yes

Yes

Yes

Ariel

7th
Grade

Female

No

Excited,
Motivated
Motivated, tolearn
Happy,
Challenged

Yes Yes Yes

No

Ihave
no
opinion
either
way

Frank

7th
Grade

Male

Yes

Motivated

Motivated
tolearn

Yes Yes Yes

Yes

Yes

Divine

7th
Grade

Female

No

Excited,
Motivated,
Happy

Motivated
tolearn

Yes Yes Yes

Yes

Yes

Kodi

4th
Grade

Male

No

Motivated,
Happy

Very
motivated
tolearn

Yes Yes Yes

Yes

Yes

Jaidyn

4th
Grade

Male

No

Excited,
Happy

Very
motivated
tolearn

Yes Yes Yes

Yes

Yes

Raima

4th
Grade

Female

Yes

Excited,
Motivated,
Happy,
Nervous

Very
motivated
tolearn

Yes Yes Yes

Yes

Yes

Matthew

4th
Grade

Male

No

Excited,
Happy

Very
motivated
tolearn

Yes Yes Yes

Yes

Yes

selma

4th
Grade

Female

Yes

Excited,
Very
Motivated, motivated
Happy,
tolearn
Challenged

Yes Yes Yes

Yes

Yes

Nayeli

4th
Grade

Female

Yes

Excited,
Motivated,
Happy

Very
motivated
tolearn

Yes Yes Yes

Yes

Yes

Male

Yes

Excited,
Motivated,
Happy

Motivated
tolearn

Yes Yes Yes

Yes

Yes

Jonathan 4th

Grade
Yazmin

4th
Grade

Female

Yes

Excited,
Motivated,
Happy

Very
motivated
tolearn

Yes Yes Yes

Yes

Yes

Nicolas

4th
Grade

Male

Yes

Excited,
Motivated,
Happy

Motivated
tolearn

Yes Yes Yes

Yes

Yes

Angel

4th
Grade

Male

Yes

Happy

Very
unmotivate
dtolearn

Yes No

No

Yes

Ihave
no
opinion

either
way
Manuel

4th
Grade

Male

Yes

Excited,
Motivated,
Happy

Motivated
tolearn

Yes Yes Yes

Yes

Yes

Hannan

4th
Grade

Male

No

Excited,
Motivated,
Happy

Very
motivated
tolearn

Yes Yes Yes

No

Ihave
no
opinion
either
way

Male

Yes

Excited

Very
motivated
tolearn

Yes Yes Yes

Yes

Yes

Male:
12/19
Female:
7/19

Yes:
12/1
9
No:
7/19

Excited:15
Motivated:
15
Happy:15
Challenged:
2
Nervous:1

Very
motivated
tolearn:
12/19

Motivated
tolearn
7/19

Yes
:
19/1
9

Yes:
16/1
9
No:
3/19

Yes:
17/19
Ihave
no
opinion
either
way:
2/19

Jonathan 4th

Grade
Totals

7th
Grader
s:6/19
4th
Grader
s:
13/19

Yes:
18/1
9
No:
1/19

Yes:
18/19
Ihave
no
opinion
either
way:
1/19

12

13

14

15

16

17

18

19

20

21

Happy,
Excited,
Proud

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

Ihavea
devicewith
internetat
home.

Happy,
Excited,
Proud

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

Sometimes

Happy,
Nervous

Penciland
paper

Yes

Yes

Yes

Paper

Penciland
paper

Technolog
ydevice

Yes

Ihavea
devicewith
internetat
home.

We
haven't
donethis
yet

Ihaveno
opinion
eitherway

No

Yes

Yes

Technology
device

Technolog
ydevice

Penciland
paper

Yes

No

Happy,
Nervous

Penciland
paper

Yes

Yes

Yes

Paper

Penciland
paper

Technolog
ydevice

Yes

Ihavea
devicewith
internetat
home.

Happy,
Motivate
d,
Excited,
Proud,
Nervous

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

Sometimes

Happy,
Excited,
Proud,
Shy

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Som
etim
es

Ihavea
devicewith
internetat
home.

Happy,
Motivate
d,
Excited,
Proud,
Smart

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

Sometimes

Happy,
Motivate
d,
Excited,
Proud,
Smart,
Nervous,
Shy

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

No

Happy,
Motivate
d,
Excited,
Proud,
Smart

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

Ihavea
devicewith
internetat
home.

Happy,
Motivate
d,
Excited,
Proud,
Smart,
Nervous,
Shy,
scared

Ihaveno
opinion
eitherway

Yes

Yes

Yes

Ihaveno
opinion
eitherway

Technolog
ydevice

Technolog
ydevice

Som
etim
es

No

Happy,
Motivate
d,
Excited,
Proud

allofthem

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

Ihavea
devicewith
internetat
home.

Happy,
Motivate
d,

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

Ihavea
devicewith

Excited,
Proud,
Smart

internetat
home.

Happy,
Motivate
d,
Excited,
Proud,
Smart

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

Sometimes

Happy,
Motivate
d,
Excited,
Smart

Technology
device

Yes

both

both

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

Ihavea
devicewith
internetat
home.

Happy,
Excited

Technology
device

No

I
don'
t
kno
w

I
don'
t
kno
w

Technology
device

Technolog
ydevice

Technolog
ydevice

Som
etim
es

Ihavea
devicewith
internetat
home.

Happy,
Motivate
d,
Excited,
Proud,
Nervous,
Shy

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

Yes

Yes

Happy,
Motivate
d,
Excited,
Proud,
Smart

Technology
device

No

Yes

I
don'
t
kno
w

Ihaveno
opinion
eitherway

Technolog
ydevice

Technolog
ydevice

Yes

Ihavea
devicewith
internetat
home.

Happy,
Shy

Technology
device

Yes

Yes

Yes

Technology
device

Technolog
ydevice

Technolog
ydevice

No

No

Happy:
18
Motivated
:11
Excited:
15
Proud:13
Smart:8
Shy:5
Nervous:
6
Scared:1
We
haven't

Technology
device:15/19
Ihaveno
opinion
eitherway:
1/19
allofthem:
1/19
Paperand
pencil:2/19

Yes:
16/1
9
No:
3/19

Yes:
17/1
9
I
don
t
kno
w:
1/19
Bot
h:
1/19

Yes:
16/1
9
I
don
t
kno
w:
2/19
Bot
h:
1/19

Technology
device:
15/19
Ihaveno
opinion
eitherway:
2/19
Paper:2/19

Technology
device:
17/19
Penciland
paper:2/19

Technology
device:
18/19
Penciland
paper:1/19

Yes:
15/1
9
Som
etim
es:
3/19
No:
1/19

Ihavea
devicewith
internetat
home:10/19
Sometimes:
4/19
No:4/19
Yes:1/19

donethis
yet:1

2.Inyouropinion,whatisthebestthingaboutusingtechnologyinyourclassroom?
Ithelpsusfocusmoreandhavefunwhiledoingit.
Ithinkthebestthingaboutusingtechnologyisthatyoucancorrectyourmistakeseasilywiththingslike
spellcheck.
InMr.Furlanclassthebestthingisthatwecandohandsonactivities.Forexamplewehadtomake
powerpointandpresenttotheclass.
Itsefficientandquicker
InMr.Furlanclassthebestthingisthatwecandohandsonactivities.Forexamplewehadtomake
powerpointandpresenttotheclass.
Insteadofusingpaperandpencil,technologyismoreefficientandeasierandmoreentertaining
Iliketouseittoexpressmyideas.
Toplaygameslikemathgamelikextramath
Inmyopinion,Ithinkthebestthingtousetechnologyistoplaylearninggamesandyoucanmakebook
reviewsandpostthemontoyoutubewhichIreallylike.
Toplaygameslikemathgamelikextramath
math,readingandotherthingsthatmakemelearn
IsthatIcanlearnplaygamesandpostthingsonkidblogyoutubeandotherstuff.
Learningnewappssowecanlearnmoreabouttechnology.
Thebestthingabouttechnologyisthatit'swaymoreifpunthandrawingonpaper,writingonpaperand
studyingstatesbecauseontheiPadsyoucanusedrawingpad,stackthestatesandwriteongoogledrive
orkidblog.
InmyOpinion,ThebestthingtodoisgoingonKidblog,BookCreatorbecauseIgettowriteontheIpad
whatisfunforme.
Iliketoyouseareipadbecausewedofunthinkintheipad
Inmyopinionusingtechnoloyisabetterwaytolearnandmuchmorefun.
Thebestthingisyougetisyoucanplayschoolgameslikemathgames,Readinggames,Andreadon
websiteslikemyon.
Inmyopinionthebestthingabouteusingtechnologyinmyclassroomisthefun,new,learningapps
becaseithelpsmylearnandisfunto.

3.Inyouropinion,whatistheworstthinaboutusingtechnologyinyourclassroom?
Technologyisn'tperfect.Alltypesofbugsandglitcheshappenoften.
Theworstthingmightbewhenthelaptopmightfreezeandyouwillhavetostopandwaitforittowork
again.
theworstthingiswhenItypebecausewhenitcomestotyingonthetouchscreenItakesolong.

Thegoingbackandforthbetweentabs
theworstthingiswhenItypebecausewhenitcomestotyingonthetouchscreenItakesolong.
Theworstthingiswhenpeopledon'tknowhowtouseitcorrectlyforexample,beingonagameor
inappropriatesitethattheyarenotsupposetobeon
whenyouhavesomeoneelseusingittheycandeleteorblameyoufordoingsomething.
Nothing
Inmyopinion,theworstthingaboutusingtechnologyiswhenwhileyouareusingawebsiteoranapp,it
kicksyououtfornoreasonliketellagami.Itkeepskickingmeout.
Nothing
IfsomethinghardlikeifIgetstuckonatechnologyteststhosekindoftestsaretheworse.
theworstthingobouttechnolagyisthatsometimesyouhavetowaitolotuntillitloads.
Nothingbeacuseitisallfun.
Inmyopiniontheworstthingabouttechnologyistoremembertochargeitotherthanthattechnologyisa
perfectlearningtool.
Thereisreallynothinghorribleaboutusingtechnology.
Nothing
Inmyopiniontheworstthingthatisintechnologyisthatsometimesyouhavetowritewhatyourwriting
andhavetosaveandsometimesyourworkwon'tsave.
theworstisdocesbecauseyouolnytipe.
Inmyopiniontheworsthingabotetechnologyisnothingbecasethetechnologyisfunforsomepeolplebut
otherpeopleliketechnology.

8.Inyouropinion,whatisthebestfeatureaboutusingGoogleDrive?
Youcansharewithyourfriends.
Ithinkthatitisthefactthatyoucansaveandshareyourworkeasily.
Yougettosharecommentstoyourfriendabouttheassignment.
Collaboratingwithotherstudentstohaveefficientwork.
Yougettosharecommentstoyourfriendabouttheassignment.
Beingabletoshowothersmyworkandcommunicatingonline
Sharingyouranswers.
googleearthandgoogledocs
ThebestfeaturetouseGoogleDriveisthatyoucantypethingsandemailthemtoyourteacher,afriend,
yourparents,oranyoneyouknow.
googleearthandgoogledocs
ansewringansewersortextingquestionstootherpeopleisfun.
becauseIcanuseittocommentandisteadofjustaskingtheteacherwhattodoyoucanjustseeitand
thenyouknowwhattoto.

Awseringquestionsandcomenting.
Thebestthingaboutusinggoogledriveisgoogledocsbecauseyoucandoallsortsofthings
comment,makeyourownpageontherandmore.
ThebestfeutureforGoogleDriveisthatyougettowriteonthecommentsectionandyoucanreply.
IliketodotheEdwardTulane
Inmyopinionthebestthingofgoogledriveisthatyougettoreplyonpeoplespostandandreadpeoples
posts.
idontknow
Inmyopiniothebeastfeuterabouteusinggoogledriveisthatewenoworopinionfromevrion.

9.Inyouropinion,whatistheworstfeatureaboutusingGoogleDrive?
Again,glitchesandbugscanappear.
TheworstfeatureaboutusingGoogleDriveisthatsometimes,ifyouhave.Abadinternetconnection,it
tendstomoveslowly.
TherereallyisnodownsidetoGoogleDrive.
Gettingthenumbersofofothersaccount.
TherereallyisnodownsidetoGoogleDrive.
TheworstfeatureiswhencertainpeopleforgettheirpartandIhavetomakeitup
Peoplecandeletewhatyouareaposttodo.
nothing
Inmyopinion,IhavenoworstfeatureaboutusingGoogleDrive.
nothing
ifsomeoneiswritingahardquestionIdon'tanswerit.
Ireallydonthaveafeaturefeelingoboutitbecauseitrellyhelpsme.
Thereisnoworstfeatureforgoogledrivebeacuseitisfun.
Theworstfeatureiswritingalot.ongoogledocswhenyoumakeyourownpage.
InMyOpinion,ActuallynothingisbadaboutGoogleDrive.
Nothing
Inmyopiniontheworstthingofgoogledriveisthatsometimesitstartslaggingandaxedentlydelete
something.
doces
Inmyopiniontheworstfeauteristhatifyoutouchtheleftorrightfromtheoutsideitcomesof.

22.Ifyoutrytoaccessadevicewithinternetsomewhereelse,wheredoyougo?
Ihaveadevicewithinternetathome.,Immediatefamilymembers'devices

Library
Oneofmyrelativeshouse
Idon'ttrytoaccessadevicewithinternetsomewhereelse.
Oneofmyrelativeshouse
Afamilymemberhouse
School(HomeworkClub),Library
Someoneelse'shouse
Ihaveadevicewithinternetathome.
Someoneelse'shouse
Someoneelse'shouse
Ihaveadevicewithinternetathome.
Library,Ihaveadevicewithinternetathome.
Ihaveadevicewithinternetathome.,Idon'ttrytoaccessadevicewithinternetsomewhereelse.
School(HomeworkClub),Library
Tomyipad
School(HomeworkClub),Ihaveadevicewithinternetathome.,Friendshouse
Ihaveadevicewithinternetathome.
Idon'ttrytoaccessadevicewithinternetsomewhereelse.