Proposal Title

Examining the impact of technology in the classroom on post-secondary science student motivation and success

Session Type

Presentation

Room

FNB 1200

Start Date

5-7-2019 10:30 AM

Keywords

information technology, student learning, motivation and engagement

Primary Threads

Teaching and Learning Science

Abstract

Recent advances in technology have increased options for integrating different learning tools in a university classroom setting. This has dramatically changed teaching approaches used by university educators, and concomitantly, the student learning environment. Use of PowerPoint is ubiquitous while more interactive tools, apps, and platforms are slowly making their way into educator toolboxes. Given their relatively recent implementation, the effectiveness of the various interactive tools in supporting the student learning environment remains contentious. Moreover, use of these tools for non-academic purposes by students during lectures can impact not only the user but potentially other students in the vicinity. The purpose of this study is to examine how technology has changed the classroom dynamic and determine which of the more interactive tools have been most effective in promoting post-secondary science student learning and engagement using both questionnaires a meta-analysis approach. Specifically, we wish to: (a) determine if targeted electronic individual and group activities using integrated polling software, tablets and clickers, web-based tools, etc. help with student learning. If so, which ones are most effective and under what contexts? (b) determine the driving factors influencing student motivation towards learning and if use of technology in the classroom has helped to augment this; and (c) determine if personal use of cell phones, tablets, or laptops during lectures impede or help with student engagement within the learning environment.

Elements of Engagement

This is a student/faculty partnership.

We welcome feedback. The hope is that our talk will spark dialogue so that we can receive input from educator perspectives, given that the information generated from our work is from the student point of view. Thus, we could run a quick poll everywhere survey & then explore why any differences exist in terms of perception of which tools are most (in)effective as well share ways in which technology can be better utilised to improve the classroom learning environment

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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Jul 5th, 10:30 AM

Examining the impact of technology in the classroom on post-secondary science student motivation and success

FNB 1200

Recent advances in technology have increased options for integrating different learning tools in a university classroom setting. This has dramatically changed teaching approaches used by university educators, and concomitantly, the student learning environment. Use of PowerPoint is ubiquitous while more interactive tools, apps, and platforms are slowly making their way into educator toolboxes. Given their relatively recent implementation, the effectiveness of the various interactive tools in supporting the student learning environment remains contentious. Moreover, use of these tools for non-academic purposes by students during lectures can impact not only the user but potentially other students in the vicinity. The purpose of this study is to examine how technology has changed the classroom dynamic and determine which of the more interactive tools have been most effective in promoting post-secondary science student learning and engagement using both questionnaires a meta-analysis approach. Specifically, we wish to: (a) determine if targeted electronic individual and group activities using integrated polling software, tablets and clickers, web-based tools, etc. help with student learning. If so, which ones are most effective and under what contexts? (b) determine the driving factors influencing student motivation towards learning and if use of technology in the classroom has helped to augment this; and (c) determine if personal use of cell phones, tablets, or laptops during lectures impede or help with student engagement within the learning environment.