Date

2021

Award Level

Winner

Abstract

As technology changes and becomes more prevalent in society, there is greater push to integrate technology into classroom instruction (Nganji, 2018). One of the main focuses in education has become developing the best way to integrate the technology to support student learning of the content while building students’ technology skills (Ozerbas & Erdogan, 2016). Many teachers continue to build their own lessons integrating various programs and websites as they see fit for their instruction. Textbook and curriculum developers create digital-based content to support this growing need. The effectiveness of technology in classroom instruction, such as websites, word processing, and searching the internet, has been established in many studies throughout the world (Garavaglia et al., 2012; Joshi et al., 2019; Kardanova et al., 2018; Ozerbas & Erdogan, 2016). These studies compare technology rich classrooms with the traditional classroom. I propose an experimental design be applied to the research question how effective is the integration of technology derived from a prepared curriculum in students’ retention and performance compared to general websites and digital activities integrated into lesson plans? This would fill the gap in the existing research regarding the effectiveness of various types of technology in the classroom.

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© 2021 Elizabeth Miller

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