Brief Review of the Literature
Studies have indicated that intrinsic motivation increases student achievement. The success of integrating technology with increased student achievement could vary based on students’ intrinsic motivational styles. ATLAS has identified viable motivational styles within individual learning styles. Understanding different technologies and their effect on motivational styles in ATLAS has not been studied, but studies validate the importance and the need for this study.
Technology Integration
Cauley, Aiken, and Whitney (2010) researched students’ comfort levels with technology and their success in school. The participants consisted of 168 students. The participants were given a survey to analyze their comfort levels, then the survey results were compared with students’ class standing using an ANOVA. The constructs were students’ comfort levels and their class standing. The cause was students’ comfort levels with technology and the effect was the students’ class standing. The variables were not manipulated, but were analyzed statistically using quantitative frequency tables. The researchers determined that the survey used was an adequate instrument and that there was a significant relationship between student comfort levels and students’ class standing. This research is important to the proposed study because it indicates that comfort levels could be a confounding variable that may interfere with the results of the proposed study.
Harvey-Buschel (2009) studied whether math teachers who had access to computers integrated the technology into their lessons. The key constructs are the availability of computers, teacher experience, and professional development. The participants included 9,893 pri...
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Oliver, A., Osa, J., & Walker, T. (2012). Using Instructional Technologies to Enhance Teaching and Learning for the 21st Century PreK-12 Students: The case of a professional education programs unit. International Journal Of Instructional Media, 39(4), 283-295.(Saxena, 2009, p. 163)
Ross, S. (2008). Motivation correlates of academic achievement: Exploring how motivation influences academic achievement in the PISA 2003 dataset. University of Victoria (Canada)). ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/304446364?accountid=28180
Schwarz, A. (2012, February 12). Mooresville school district, a laptop success story - NYTimes.com. NY Times Advertisement. Retrieved July 6, 2013, from http://www.nytimes.com/2012/02/13/education/mooresville-school-district-a-laptop-success-story.html?pagewanted=all
Vallerand R., Fortier M. & Guay F. (2000) School motivation for teens. Journal of Education Today, December 2000
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
Working as an Instructional Technology Specialist for the past seven years has provided many opportunities to observe teachers and students in a classroom setting. During this time teachers have been in the process of phasing in a new standards-based curriculum with an emphasis on student mastery of these standards. New technology tools have also been incorporated in many classrooms including studen...
Wang, S.‑K., & Han, S. (2001). Six c�s of motivation. In M. Orey (Ed.), Learning, teaching, & technology. Retrieved September 15, 2002, from University of Georgia, Dept. of Instructional Technology Web site: http://itstudio.coe.uga.edu/ebook/6csmotivation.htm
Achievement motive theory (McClelland, 1999) focuses on achievement motive rather than any other factors because he thought that it is the most important key for students to succeed in their study. Any student who has high achievement motive will have
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
With the widespread use of digital technology, the classroom teaching approaches and practices went through remarkable changes. When compared to the past ten years, today the classrooms look entirely different in terms of programs and technical tools used to enhance the learning skills of students.
Image a school with laptops available to each student to complete their class notes, teachers who are able to help their students through the screens of their computer, children who are excited to learn about numbers with the help of cute, animated characters. With the endless advancement of today’s technology, schools across the world have begun integrating various technology into their curriculum. These devices have the potential to greatly impact students in their learning. When a school opts to use technology in a school setting, the most important factors they should take into consideration are the benefits of using technological devices, the effectiveness of technology used
Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.
“Educational technology for educators includes any media that can be used in instruction,” (Lever-Duffy & McDonald, 2008). These individuals view educational technology as items like; audio, video, and digital media items. Educators that are more computer-oriented see educational technology as computers and related software used for teac...
Earle, Rodney S. 2002, “The Integration of Instructional Technology into Public Education: Promises and Challenges”, Educational Technology, vol. 42, no. 1, pp. 5-13, viewed on 12 January
To a certain extent it can be said that without a sense of motivation, whether it be intrinsic or extrinsic, a child’s ability to learn and reach their potential is greatly lessened. Motivation is best described as an internal state that not only arouses and directs behaviour but also helps to maintain it (Woolfolk & Margetts, 2013). Motivation not only plays a large role in a child’s learning ability, it also shapes a student’s interests and enjoyment of school and study (Martin, 2003). For both pre-service teachers and expert teachers it is easy to see that if a student possesses high motivation to learn, their behaviour towards their school work is more positive and in turn leads to higher academic success, whereas a student with little to no motivation will exhibit negative behavi...
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should
Technology properly used in the classroom has many advantages to a student’s learning. Technology can help students become more involved in their own learning process, which is not seen in the traditional classroom. It allows them to master basic skills at their own rate rather than being left behind. Teachers and students alike can connect to real life situations by using technology in the classroom; this can also help to prepare students for real world situations. Technology can be used to motivate students as well as to offer more challenging opportunities. It can also be used as a visualization tool to keep students interested in the subject that is being taught. When technology is used effectively, students have the opportunity to develop skills that they may not get without the use of technology (Cleaver, 2011). Assessing and monitoring students is easier on the teacher because of the ability to use technology in the classroom. When technology is used correctly it offers limitless resources to a classroom atmosphere.
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA and Denver, CO: ASCD and Mid-continent Research for Education and Learning.