Running head: TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 1

Technology and the Effects on Student Achievement

Liane Alcones, Melissa Sumida, and Carmen Tucker

Loyola University

Technology and the Effects on Student Achievement

Introduction
TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 2

Overview of Educational Issue

Technology has proven to be a valid means of providing individualized and personalized

instruction based on the level of the student (Brasiel et al., 2016). Providing instruction that

provides immediate student attention makes for a more effective learning experience. Being able

to provide immediate feedback, adaptive quizzes, possible re-teaching, and organized data is

what educators strive for (Brasiel et al., 2016). Technology provides an ever growing means to

learning as it is constantly updated, enhanced, and reinvented.

Through this ever growing field of technology, we see a growing use of technology right

down to the multiple uses of the cell phone. Messaging, video calls, processing applications and

web usage has created a new demand for the use of phones, tablets, and laptops. Many studies

have shown this has increased our interest in creating a greater collaborative environment

(Harkins, 2012; Harper & Milman, 2016). This collaboration begun at the Intel Corporation in

2009. It was noticed that employees were connecting their own devices to the companies

network. Instead of reprimanding employees for connecting unauthorized devices to their

network, Intel decided to embrace it. Thus began the BYOD (Bring Your Own Device) trend.

Employee motivation was noted as there was a quicker response to communications. This led to

increased company productivity (Harkins, 2012). With the increased usage of BYOD across the

workplace, K-12 instructional institutions begin to seek technology as a means of redefining

learning (Burns-Sardone, 2013).

Problem Statement

Infusing technology into any academic area can provide students and educators with a

classroom environment that promotes a student-centered approach (Maninger & Holden, 2009).
TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 3

Through a student-centered approach, the teacher works as a facilitator of the activities, while the

students collaborate and work to seek outcomes (Maninger & Holden, 2009). With this approach,

students can be encouraged to seek a higher level of understand through activities that promote

inquiry (Harper & Milman, 2016).

Through this research, we wish to gain a better understanding of the effects technology

has on student achievement. Achievement in this regard refers to any amount of academic

growth within the various core content areas. These areas may include, but are not limited to,

math, science, language arts, social studies, writing, and reading.

More specifically, we wish to understand if the use of technology encourages the learning

environment and promotes higher achievement through increased motivation, academic interest,

engagement, and focus. In contrast to promoting increased motivation, interest, engagement, and

focus, we wonder if technology will lead to becoming a greater distraction within the classroom,

in which student achievement does not change or declines. This distraction could be influenced

through the use of BYOD and the temptation of personal applications on one’s own device such

as messaging, web browsing, and playing games.

Review Questions

For this review, our focus is on technology and how it can have a positive or negative

impact on student achievement. Our literature review focused on the following questions: (1)

What effects does technology have on student achievement when one-to-one technology is

accessible or students are allowed to Bring Your Own Device (BYOD) in the K-12 setting? (2)

What effects does the use of technology have on all core content skills and comprehension in the

classroom? (3) What technologies are most effective in increasing achievement?

Purpose and Significance of Literature Review

TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 4

This review will examine the effectiveness of the use of technology within the K-12

classroom in order to determine if technology has a positive or negative impact on student

achievement. Throughout, this review will focus on the use of technology and how it has had a

positive or negative impact on student achievement in all content areas. We are going to outline

topics that are current in educational technology and the ways that technology is forthcoming and

growing. The research will focus on areas of consistent and appropriate use of one to one

technology and Bring Your Own Device (BYOD), technology in the classroom increasing

student’s academic skills and comprehension in all content areas, and how IPADS and

multimedia videos will enhance student achievement in the classroom. The positive or negative

impact on student learning will be determined through student achievement in the classroom.

Organization of Literature Review

This review will concentrate on three informative arguments surrounding technology and

the effects it has on student achievement. Each argument will show supporting details to help

determine the effects technology has on the academic growth of students. The conclusion

portion will broaden these arguments as well as give a synopsis of the material stated. This

portion will support and link the review questions presented in the introduction of this review,

supplying the audience with a greater awareness of technology and the effects it has on student

achievement.

Literature Review

Background of Issue

Technology is always changing. The knowledge that students gain through using devices

and applications now will prepare them for their future careers (Maninger & Holden, 2009).

Students enjoy learning from technology devices and online applications. Researchers have
TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 5

argued that the use of technology in the classroom can show an improvement in student

achievement through all content areas.

Harper & Milman (2016) suggested that technology is a tool that can provide a means of

learning that promotes “more sophisticated learning activities, including extensive written

expression, creation and delivery of multimedia presentations, and data analysis” (p.134). With

this type of learning, students feel “empowered and accomplished” (Harper & Milman, 2016).

The learning experiences that are provided through technology will define the first argument.

This review will determine if student achievement will increase as student motivation, academic

interest, engagement, and focus increases when one-to-one technology is accessible or students

are allowed to BYOD in the K-12 setting.

The incorporation of digital technologies has rapidly increased in the K-12 educational

and higher education systems (Hoye, 2017). Technology has been a powerful force in education

and the way students are learning. Research notes that technology promises to enrich the

learning experiences of students through active student engagement, collaboration among

students, real world contexts, and immediate and relevant feedback that supports teaching and

learning (Rehmat & Bailey, 2014; Tambuman, 2014). The second argument will determine if the

use of technology in the classroom can have a positive impact on student achievement.

Technology is growing to be more widespread in our educational system. Using

technological tools to enrich instruction as well as students’ learning should be routine in the

classroom. According to Johnson, Adams & Cummins (2012), the iPad was labeled to be an

essential class sensation because it has claims that it has significant capability to improve

instruction as well as learning (p. 14). Teaching with technology gives the educator the capability

to deliver quality instruction using technology tools. In addition, procedures and routines
TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 6

enhance differentiated instruction in order to meet the needs of all learners. The third argument

will establish if iPads and multimedia versus traditional tools have a definite impact on student

achievement.

One to One Technology and BYOD

Having one to one technology accessible for students or allowing students to bring their

own devices into the classroom opens a door to notable outcomes and learning worth engaging

in. Burns-Sardone (2013) notes that “students want their teachers to “power up”” (p. 192). When

allowing students to “power up” with one to one use of a device or BYOD, students are able to

go beyond the learning of a textbook in order to advance their knowledge of various content

areas (Song, 2014). In turn, this leads the classroom environment to engage in a more student-

centered approach, in which learning is inquiry based (Maninger & Holden, 2009; Song, 2014).

In addition, the ability to enhance learning through technology and inquiry based learning offers

students a higher level learning experience as they are challenged at their personalized level

(Harper and Milman, 2016). Students who need accommodations, in order to succeed, are able to

easily access the learning through programs like word processing platforms (Maninger &

Holden, 2009).

As technology devices allow for a deeper learning experience, the ability for one to one

use or BYOD allows for greater communication within the classroom (Maninger & Holden,

2009). One study showed how students received immediate feedback on their assignments. In

turn, if there were a lack of understanding, a re-teaching assignment would immediately be

launched (Brasiel et al., 2016). Another study found that students submitted assignments through

an online platform. The educator was able to make corrections or notes on the assignment and

return it to the student in a quick, timely manner. This allowed for a more meaningful learning
TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 7

experience as educator and student were collaborating to get the most out of the content being

studied (Maninger & Holden, 2009).

With technology constantly evolving in ways that allow one device per student to be

more applicable in the classroom, there is an argument that motivation increases in the classroom

through the use of varying technology and devices (Harper & Milman, 2016). Inquiry based

learning that incorporates technology has encouraged students to collaborate with their peers in

order to advance student learning through meaningful small group discussions (Harper &

Milman, 2016). As students collaborate together, they become engaged through “more

sophisticated learning activities” (Harper & Milman, 2016). These activities increase student

engagement and focus. This method of learning promotes students to be in more control of their

individual learning. Activities such as the creation of presentations and the analysis of data help

to build the communication between students. In addition, these activities promote increased

engagement as students are actively involved and in control of their learning through the

completion of projects. Incorporating technology in order to enhanced skills helps students to

focus as they are more interested in the content and skills they are inquiring about (Harper &

Milman, 2016; Song, 2014).

Technology and its impact on achievement in all content areas

Technology has been widely used throughout the whole world. Many schools are

utilizing technology to help foster their teaching in the classroom. Technology is becoming more

prevalent in our educational system (Hoye, 2017). Smart (2016) stated that the effective use of

technology in the classroom or educational environment promotes student learning and increases

academic achievement. Smart (2016) also suggested that when technology is used properly to

improve student learning it is paired with educational literature. Darling-Hammond, Goldman,

TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 8

and Zielezinski (2014) “discovered that technology, when implemented properly, can yield

significant gains in student achievement and boost engagement, particularly among students

most at risk.” Research showed that the use of technology in the classroom, specifically, a tablet-

based note-taking application (TbNA) was highly praised by both students and teachers. Fulton

& Paek (2016) suggest that a well-designed tool might help students capture evidence through

observations, data collection, or personal notes like a TbNA.

IPADS and multimedia and student achievement

iPads in students' learning. Learning methods have exhibited continuous growth and

adaptation due to the expansion of the internet. Using technology tools such as iPads allows the

teacher to present learners with significant learning options when face-to-face or online. (2015)

Sriarunrasmee, Techataweewan, & Mebusaya (2015) said, "Using such technologies as learning

tools, learners are able to directly access knowledge by themselves instead of just attending

classes" (Sriarunrasmee, Techataweewan, & Mebusaya, 2015, p. 1565). While getting responses

from classmates, learners found the iPad to be a great device for teamwork through the means of

interaction and collaboration (Alyahya & Gall, 2012). In the classroom, the iPad came across to

be beneficial in facilitating effective group work (Geist, 2011). According to Alyahya & Gall

(2012), time management applications on the iPad help students take notes, organize emails, and

create calendars in order to keep organized. Taking pictures, jotting down notes, and highlighting

information is also a beneficial resources that the iPad has allowed learners to do as work is

displayed throughout the class (Alyahya & Gall, 2012). Choosing the proper technology can

take time; however, students will gain knowledge from its benefits.

Multimedia in students’ learning. Hewitt and Scardamalia (1998) noted that

“Computers, mobile phones, iPads, digital games, social media tools, discussion boards, and
TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 9

websites, among others, are relatively new elements that are rapidly permeating classroom

spaces”. The use of multimedia in students’ learning is what set apart this style of context from

normal face-to-face communication. Using multimedia in the classroom also helps management

control between the teacher and students, which allows access to distribute knowledge. One

study explained that if students have questions they can turn to their peers for help if the teacher

is assisting other learners. Students could also go back to previous information and add more.

This shows a model of reciprocal teaching (Palincsar & Brown, 1984).

Conclusion

Summary of the Educational Issue and Background

The purpose of this review was to investigate the research in order to gain a better

understanding of the effects technology has on student achievement. The research discussed the

use of digital tools such as one to one devices for a conceptual learning tasks that would

normally entail the use of paper and pencil. The claim that a digital tool has considerable

potential to enhance teaching and learning, places the significance of this review in the context of

the wider, and at times, heated, debate on traditional versus digital tools in the classroom

(Souleles, 2017). Unique advantages and disadvantages were identified for each set of tools,

making it hard to claim that one is more useful for teaching and learning compared to the other.

Discussion of One to One Technology, BYOD, and Student Achievement

The ability to BYOD in order to increase the number of students that have the

opportunity to experience the benefits of one to one technology, such as increased motivation,

student interest, increased engagement, and increased focus, provides school districts with a

means of saving money. BYOD allows students to bring a technology device into the classroom,

which ultimately allows a school district to provide devices for only those that do not have
TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 10

access to a device (Burns-Sardone, 2013). Allowing students to bring their own devices will, in

turn, help bridge the gap of learning with technology.

Just as BYOD increased employee motivation and productivity at the Intel Corporation,

BYOD can increase student motivation as this allows students to become active participants in

their learning (Harkins, 2012). In addition, students would be more familiar with their own

devices, which could promote increased student engagement. As Song (2014) noted, student

engagement increased as they could use their devices to take notes and communicate in more

meaningful ways through applications such as Edmodo and Skitch. Overall, these noted

resources can help students collaborate with other students and teachers in order to expand the

inquiry of learning through quicker teacher and student feedback (Maninger & Holden, 2009).

Additionally, students have opportunities to learn information in multiple ways through pre-

developed programs or inquiry based activities that incorporate the many uses of technology

through various multimedia tools (Song, 2014; Maninger & Holden, 2009; Harper & Milman,

2016).

Discussion of Technology and its Impact on Achievement in all Content Areas

“Teachers must be able to integrate technology into teaching and learning experiences in

order to enhance the learning environment and student academic growth” (Thomas, 2016).

However, technology devices, especially computers, are not being used in every classroom.

Some teachers do not understand using technology everyday in the classroom. Rehmat & Bailey

(2014) stated, “many teachers utilize technology for administrative tasks or to enhance the

traditional method of instructional delivery; limiting their use of technology in the classroom.”

One study conducted, with a fourth and fifth grade class, a standardized test in which students

were assessed in mathematics and reading. This study showed that students in the fourth grade
TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 11

class did not show improvements in their test scores when they used technology for instruction.

However, the students in the fifth grade class increased scores in both mathematics and reading.

Discussion of IPADS, Multimedia and Student Achievement

The inferences of this section on iPads, multimedia and its effects on student achievement

has both advantages and disadvantages connected to each tool in the setting of teaching and

learning in the classroom.

Advantages of traditional and digital tools. According to Souleles (2017), traditional

tools could improve the insight of visual spatial features. These features include texture, shape,

and size. Souleles (2017) also noted that additional advantages include growth of different

solutions, efficient use of time, and improving creativity. However, digital tools can assist with

gathering concepts and visual ideas via the internet, as well as facilitating cooperative learning

with other students in the classroom (Souleles, 2017). Differentiated instruction is also an

advantage when using digital tools. Using instructional apps will permit learners to advance at

their own pace and levels. Students in various classes can use varying technology tools to learn

similar information (Nguyen, Barton, & Nguyen, 2015).

Disadvantages of traditional and digital tools. Traditional tools tend to have

parameters that have increased disadvantages. Some disadvantages include a restricted work area

through using paper. An additional disadvantage includes the inability to alway be able to make

alterations when using paper. According to Souleles (2017), learners who use traditional tools

like paper and pencil may not create as thorough of a plan as learners who can use digital tools to

plan. Digital tools present a disadvantage when individuals are not familiar with the tools.

Souleles (2017) also noted that some learners revert back to paper and pencil when they had
TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 12

trouble creating acceptable visual outcomes with digital tools. Digital tools can also cause a

distraction in the classroom. (Souleles, 2017).

It is likely to debate, that each set of tools obtains its individual exclusive and essential

instructional abilities that cannot be duplicated by the other.

Answer to Review Questions

As technology is more widely used, schools may gain a better understanding of the best

use of devices and the various tools that are offered to support learning. Through gathering the

findings of one to one technology use and BYOD, the effect technology has on student growth in

all content areas, and specific technologies or devices that increase student achievement, it can

be determined that student academic growth increased through the use of technology. It was

determined that the use of technology can encourage the learning environment and promote

higher achievement through increased motivation, academic interest, engagement, and focus.

The ability for students to have one to one access of devices through BYOD or school

loaned devices allow for a more personalized learning environment (Harper & Milman, 2016;

Brasiel et al., 2016). If web based programs and inquiry based learning is used in ways that are

consistent to the needs of the student, progress will be made. In one study, it was determined that

the various math programs that were used with success was due to students using them for the

required amount of time each week (Brasiel et al., 2016). In another study, it was determined that

schools with one to one devices out performed schools with one device per five students (Harper

& Milman, 2016). Therefore, when there are more devices per student, students perform better

possibly due to the more personalized instruction.

Inquiry based learning will increase student motivation and engagement providing there

is communication, collaboration, quick feedback on assignments, and a student centered

TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 13

approach to learning. Through the student centered approach, the teacher is able to engage in the

learning as a facilitator. This allows for the teacher to provide higher level inquiry and

questioning to students needing enrichment. It also allows for the teacher to provide guidance to

students that are underperforming (Harper & Milman, 2016). This more active role in

personalizing instruction for students through inquiry based learning promotes student growth as

students can learn through seeking their own personalized outcomes (Maninger & Holden,

2009). Harper & Milman (2016) noted that student motivation increased among all students.

However, students that were more aware of technology seemed to be distracted by programs

such as messaging applications (Harper & Milman, 2016).

Ultimately the use of technology in the classroom will not only depend on how the

teacher uses the technology in the classroom, but it will also depend on the educational priorities

of each school district and their stakeholders (Hoye, 2017). The research also showed that

student achievement scores improved when the teacher used more technology in the classroom

(Middleton & Murray, 1999). However, since technology can be expensive, research showed that

if schools use funding to support technology the outcomes for the students will show growth.

On the other hand, teachers are be asked to step out of their comfort zone and try using

technology. Johnson & Johnson (1996) stated that the successful implementation of technology

depends on the classroom teacher. As the research states, technology has a positive impact on

student achievement. The problem that arises is the amount of funding school districts have to

use for technology and the knowledge teachers have on the prescribed technology. Teachers have

the opportunity to attend professional developments in order to increase their knowledge of the

technology. Also, funding from the state will help school districts acquire the resources they

need (Johnson & Johnson, 1996).

TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 14

Educational technology is continually developing and changing, and it is expected that

this movement will constantly present new inventions in education (Souleles, 2017). The studies

reviewed in this paper show conflicting results determining if iPads and Multimedia technology

play a part in effectively increasing student achievement. Looking at the advantages and

disadvantages of digital and traditional tools no research was found reporting a core curriculum

using specific apps. The reported outcomes imply the educational community accepts

technology tools; however, there is a shortage of advanced instructional guidelines on how to

best use iPads to increase educational practices as well as achievements. Multimedia

technologies hold the ability to become beneficial instructional tools in integrating instruction

into the classroom; however, they have engaging tool to enhance students' learning experiences

(Nguyen, Barton, & Nguyen, 2015).

Through analyzing studies on technology and the effects it has on student achievement,

this literature review helps determine that student achievement is impacted in positive ways.

While there are some disadvantages to technology, the underlying studies have noted that the

benefits seem to outweigh the disadvantages. As student learning increased in motivation,

engagement, interest, and focus, the overall outcome suggested that student achievement

increased through the use of technology.

TECHNOLOGY AND THE EFFECTS ON STUDENT ACHIEVEMENT 15

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