Article Review #1 - EDU 6210

Eyyam, R. & Yaratan, H. S. (2014).  Impact of use of technology in mathematics lessons on student achievement and attitudes.  Social Behavior & Personality: an international journal, 42, 31-42.

Summary

            In this study, the authors investigated students’ academic performance as a result of and attitudes toward integrating technology in the classroom. Numerous studies have found that integrating technology into the classroom has had a positive effect on both students and teachers.  The authors note that, according to Smaldino et al. (2005), the benefits of integrating technology in the classroom are two-fold.  Not only can it positively impact learning capabilities, but it also increases student engagement and motivation.  The authors also note that the integration of technology helps teachers provide feedback to students more quickly and implement individualized learning opportunities with increased flexibility.  Furthermore, it can promote students to learn cooperatively by increase collaboration amongst students.  Using technology also encourages students to think critically, fosters creativity, and improves their problem solving abilities.

            This study was conducted in a private school in Cyprus (part of the Cyprus Turkish educational system).  The authors noted that even though the Cyprus Turkish educational system has recently been updated to include the integration of instructional technology, most of the proposed procedures have not been accepted by educators (thereby limiting the implementation of instructional technology in classrooms).  The authors believe that it is important to explore the motivations behind educators’ resistance to utilizing technology in their curricula.  However, the authors contend that before exploring these motivations, it is important to know whether or not the use of technology improves student achievement and attitudes.  Therefore, the purpose of this study was to determine the effect of using educational technology on student achievement in a mathematics classroom, as well as determining students’ attitudes regarding such technology.

            The study involved five seventh grade mathematics classes.  Three of the classes were randomly selected as the experimental group and the remaining two classes served as the control group.  All groups completed a pretest at the beginning of instruction and a posttest after instruction.  In the experimental groups, teachers were provided with instructional technology for use in the classroom, while the control groups were taught using traditional methods without the use of technology.  The lessons taught across all groups were the same, with the exception of the inclusion or omission of technology.  The technology utilized in the experimental group classrooms included laptops with multimedia, data projectors, and PowerPoint slides that included videos, pictures, and animations.

           

            The statistical analysis of this study led showed that the experimental groups received higher scores in their tests compared to control group.  Furthermore, results from surveys distributed to students showed that many of the students preferred to be in a class where educational technology was used.  Students did indicate, however, that they were not sure whether it would help them be more successful. 

Reflection

            I would be interested in seeing this study be conducted at varying grade levels, including post-secondary mathematics classrooms.  I would also be interested in seeing the results of a similar study involving different subject areas.  I predict that students in technology-integrated classrooms would out-perform those in traditional classrooms, regardless of grade level or subject area.  We are in an age where technology is a regular and daily part of life.  Our younger students will never remember a time when technology was absent in their lives.  It only makes sense to integrate technology into the classroom in some manner to keep up with “real life”.  I believe that students will be more engaged when they are encouraged to use familiar technology and will better learn how to problem solve and think critically when asked to use technology that is new or unfamiliar.

            Sometimes it can be difficult to secure “buy in” from teachers to integrate technology into their classrooms.  This can be due to a variety of reasons, such as low comfort level with technology themselves or a lack of professional development centering on instructional technology.  I don’t integrate technology into my classrooms as much as I would like, mainly due to time constraints.  The list of course objectives for each of my courses dictate what I am able to accomplish in any given class period.  I would like to see a reform of the curriculum to include instructional technology.  If this could happen, I would feel much more at ease it into my classroom.  I do believe it would have a positive impact on my students and am currently looking at ways to utilize social media without sacrificing large quantities of class time.