Bib Helen Miller

Education Technology and Student Engagement: An Annotated Bibliography Helen Miller Boise State University Summer 2010
The purpose of this paper is to attempt to find a link between the use of technology in education and student motivation. I looked to studies that were done to see the impact of technology on student motivation, student attitudes towards technology, and how technology is integrated into classrooms. I tried to find articles that covered varied age ranges to see if technology was more engaging at different points in education. The research also looked at types of engagement and how teachers are effected by the use of technology. References:
Bolliger, Doris U., Supanakorn, Supawan & Boggs, Christine. (2010). Impact of podcasting on student motivation in the online learning environment. Computers & Education, (55), 714-722. Discussion of how podcasting aids in keeping online learners motivated. Online learning has a high drop out rate, the authors attempted to discover if podcasting would help learners feel more connected to their instructors and in turn their studies. The high drop out rates are attributed to the feeling of distance and disconnectedness in distance education. Three types of podcasts were implemented, audio, video, and enhanced (audio with still images.) The overall consensus was that the podcasting had a moderate effect on learner motivation. More experienced online learners felt less confident with the integration of the podcasts into the curriculum.
Harmer, Andrea J., & Cates, Ward M. (2007). Designing for Learner Engagement in Middle School Science: Technology, Inquiry, and the Hierarchies of Engagement. Computers in the Schools, 24 (1/2), 105-124. How the use of a carefully designed science project for a sixth grade science class increased learner engagement. Students who are working on real world problems are more likely to be engaged. The students studied West Nile Virus. They were able to utilize two web-based tools WISE and ImagiNations as part of their study. These technologies gave the students access to the same sort of information that scientists have access to it. They found that students attitudes changed significantly in regards to science. They were surveyed in before the project began, students though about West Nile was that they would prefer not to contract the virus. After the study concluded they felt reasonably certain that their research could contribute to the eradication of the virus.
Lopez, O. S. (2010). The digital learning classroom: Improving English language learners' academic success in mathematics and reading using interactive whiteboard technology. Computers & Education, 54(4), p.901-915.
Successful integration of interactive whiteboard technology in an English Language Learners (ELL) curriculum. A study was done to see if the technology would make a difference in the learning compared to those students who already spoke English in traditional classrooms. The study found that when integrated thoughtfully by teachers who were motivated to use the technology the impact on the student's success was measurable. Their scores matched or exceeded that of those in regular classrooms. Found that the teachers transformed from facilitators to "servant leaders" (p. 912). Meaning the teachers were really able to focus on helping the students learn the material.
Mouza, C. (2005). Using technology to enhance early childhood learning: The 100 days of school project.
Educational Research & Evaluation, 11(6), 513-528. Study was conducted to see the impact of technology integrated into a common theme amongst six elementary schools. Technology benefited students in three ways: "(a) it increased their motivation and persistence in doing school work; (b) it enhanced their learning in areas such as literacy, and mathematics; and (c) it increased their confidence level and contributed to the development of social skills by encouraging peer teaching and collaboration" (p. 523). Also found that it increased student motivation, students became so engaged they reminded the teacher of the time line and tasks that needed to be completed. Teachers also noted that students who traditionally were less engaged became highly engaged and did more work then other students. Nelson Laird, T., & Kuh, G. (2005). Student experiences with information technology and their relationship to other aspects of student engagement. Research in Higher Education, 46(2), 211-233. Study of how using technology on college campuses is linked to student engagement. They believe that technology is a vehicle to increase collaboration and communication between peers and instructors. Students who use information technology frequently emphasize higher order thinking (p.220). Same students also had more interactions with teachers to discuss work, grades and career goals then their counterparts. Found that technology is a worthwhile investment and does engage students. Spires, H., Lee, J., Turner, K., & Johnson, J. (2008). Having our say: Middle grade student perspectives on school, technologies, and Aacademic Eengagement. Journal of Research on Technology in Education, q 40(4), 497-515. Retrieved from Computer Source database. About the student perspective of what engages middle school students. Students did express the desire for more technology use in schools. They listed using computers as their favorite activity in schools. Students noted sharp contrast in the way they like using technology at home and how they used it in the classroom. Students feel more engaged during project-based assignments then with more traditional methods. Students were aware of the types of technologies they would need to master in order to get the careers they aspired to. Study found that students want school to be more like the regular world in regards to technology use and environment.
Wu, H., & Huang, Y. (2007). Ninth-grade student engagement in teacher-centered and student-centered technology-enhanced learning environments. Science Education, 91(5), 727-749. Retrieved from Academic Search Premier database.
Study to see if there was a significant difference in learner engagement between teacher-centered (TC) technology-enhanced learning and student-centered (SC) technology-enhanced learning. Three types of engagement: Cognitive, behavioral & emotional. Study separated student engagement based on level of previous achievement and type of engagement. SC students were more emotionally engaged, they had lesser anxiety and were more confidence although this had no effect on achievement. High level achievers in using SC technology were more likely to engage in conceptual discussion as well as reflect on what they learned. Low level acheivers benefited from teacher centered technology use and often sought out the assistance of their peers and instructor in order to problem solve. Xie, Kui., DeBacker, Teresa K., & Ferguson, Catherine. (2006). Extending the traditional classroom through online discussion: The role of student motivation. Journal of Educational Computing Research, 34(1), 67-89. Study of student motivation in regards to expanding the traditional classroom discussion to an online forum. The authors conducted two studies at an undergraduate midwestern institution one shorter summer class and another longer fall class. They found that student motivation steadily dropped throughout the courses. The loss of interest was mainly due to an instructors poor attitude in the value of the activity. Cite several ways to keep student motivation in tact including instructor attitude and participation, ease of use software, and well designed discussion topics.

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Education Technology and Student Engagement: An Annotated Bibliography Helen Miller Boise State University Summer 2010

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