Technology on the Educational Performance and Behavior Essay

technology on the educational performance and behavior of elementary age students. It analyzes how technology motivates children to learn in general, the effects of technology in the classroom on children's interest in the curricula, and how computer activities might improve students' attention spans.

A review of relevant literature on this topic helps establish the context for understanding the main questions. However, since much of the technology used in elementary schools is relatively new, or newly available, current research will be valuable to ascertain how new technological inventions can help or hinder student academic growth. In addition, much of the previous research focuses on older children, rather than on elementary school children.

The research methods employ both quantitative tests and qualitative interviews to gather data from three schools (two public and one private) in the same geographical area, with teachers of similar backgrounds. Through formal and informal interviews of teachers, parents, and students in the sample schools, the study aims to ascertain how and whether students benefit from certain forms of educational technology, and which approaches for incorporating technology keep students most engaged and motivated.

The study indicates certain recommended strategies and strategies to avoid when incorporating technology into elementary classroom lessons. These strategies stem from classroom observations and from interviews, and are intended to assist elementary school teachers with lesson planning and implementation.

Conclusion

I expect that my research will show that many, if not most, students become more interested in the curricula through the use of technology in the classroom, and that certain tools and activities increase their understanding of core content concepts.

I may also find that some students will not respond to technology as much, depending on their dominant intelligences. For example, students who are more kinesthetic and interpersonal may not enjoy or be motivated as much by technological classroom tools as those with dominant visual and linguistic, or even mathematical intelligences. On the other hand, an introverted student who has dominant intrapersonal intelligence may be able to make a presentation of content more easily on a computer than he or she would orally and without technology support.

In addition, I expect to find that the perspectives of younger children regarding technology will match those of their parents, whereas the perspectives of the older children in the group will be more independent from those of their parents. I also expect to find a correlation between children who use computers and other technology at home, and their ease with or motivation as a result of technology use at school.

I also expect to find that the response of children to technology in the classroom will depend on the way that lessons are presented by the teacher, and whether the accompanying activities are meaningful to students -- a teacher can incorporate all the technology available and still not capture the interest and attention of his or her students if activities are not meaningful and developmentally appropriate. Students could also respond negatively to technology integration if it is used too often: if every other lesson involves the use of a technological tool, students might crave more activities that…