Amanda Gerardot Thesis (FINAL)

HOW TECHNOLOGY IMPACTS STUDENT ACHIEVEMENT IN THE
CLASSROOM
by
Amanda Gerardot
A Thesis
Submitted to the Faculty of Purdue University
In Partial Fulfillment of the Requirements for the degree of
Master of Science in Education
Department of Counseling and Graduation Education – Special Education Program

Fort Wayne, Indiana
May 2024
THE PURDUE UNIVERSITY GRADUATE SCHOOL
STATEMENT OF COMMITTEE APPROVAL
Dr. Jane Leatherman, Chair

Department of Counseling and Graduation Education
Dr. Rama Cousik

Dr. Jeong-il Cho

Approved by:
Dr. Jane Leatherman
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To my dearest Grandma and Grandpa,
Your unwavering love, wisdom, and encouragement have been the guiding stars of my journey.
Your belief in me has fueled my determination to reach this milestone. This thesis is a tribute to
your enduring support and the values you instilled in me.
To my precious children, Addilynn, Raylynn, and Bennett,

You are the heartbeat of my existence, the driving force behind every endeavor. Your laughter,
hugs, and boundless curiosity have inspired me to persevere through challenges and strive for
excellence. May this work serve as a testament to the future I aspire to build for you.
And to my beloved husband Troy,

Your unwavering belief in my dreams, your endless patience, and your unfaltering love have
sustained me through the highs and lows of this journey. Your sacrifices and encouragement
have been my rock, enabling me to pursue my passion wholeheartedly. This thesis is as much
yours as it is mine, a testament to our shared journey and the dreams we continue to chase
together.
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ACKNOWLEDGMENTS
I extend my deepest gratitude to my thesis advisor, Dr. Jane Leatherman, whose guidance,
expertise, and unwavering support have been invaluable throughout this journey. Your mentorship
has not only shaped this thesis but has also enriched my academic and personal growth in profound
ways.
I am also thankful to the members of my thesis committee, Dr. Rama Cousik and Dr. Jeong-
il Cho, for their insightful feedback, constructive criticism, and encouragement. Your expertise
and dedication have played a crucial role in refining this work.
I would like to express my appreciation to the Department of Counseling and Graduate
Education at Purdue Fort Wayne for providing the resources and environment conducive to
research and learning. The opportunities and facilities offered by the department have been
instrumental in the completion of this thesis.
My heartfelt thanks go to my family—my grandparents, children, and husband—for their
unconditional love, understanding, and patience throughout this endeavor. Your unwavering
support has been my source of strength and motivation, driving me to overcome challenges and
pursue excellence.
I am grateful to my friends and colleagues who have offered their encouragement,
assistance, and camaraderie along this journey. Your friendship and support have made the
research process more fulfilling and enjoyable.
Finally, I acknowledge the countless individuals whose work, insights, and contributions
have influenced and informed this thesis. Their collective efforts have enriched the discourse and
expanded the horizons of knowledge in my field.
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To everyone who has been a part of this journey, whether directly or indirectly, I extend
my heartfelt thanks. Your contributions have been invaluable, and I am deeply grateful for your
presence in my academic and personal life.
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TABLE OF CONTENTS
LIST OF TABLES .......................................................................................................................... 9

LIST OF FIGURES ...................................................................................................................... 10
ABSTRACT.................................................................................................................................. 11
INTRODUCTION ........................................................................................................................ 12
Statement of the Problem ........................................................................................................... 12
Significance of the Study/Topic................................................................................................. 12
Purpose of the Study .................................................................................................................. 13
Literature Review....................................................................................................................... 14
Changes in Student Behavior and Performance with Technology Implemented .................. 14
Benefits of Technology in Academics ................................................................................... 14
Disadvantages of Technology in Academics ......................................................................... 15
Teachers’ Perspective on the Use of Technology .................................................................. 15
Non-Technological Strategies for Classroom Instruction ..................................................... 16
Research Approach .................................................................................................................... 16
Operational Definitions .............................................................................................................. 17
LITERATURE REVIEW ............................................................................................................. 19
Introduction ................................................................................................................................ 19
Purpose Statement ...................................................................................................................... 20
Changes in Student Behavior and Performance with Technology Implemented ...................... 21
Benefits of Technology in Academics ....................................................................................... 23
Disadvantages of Technology in Academics ............................................................................. 25
Teachers’ Perspective on the Use of Technology ...................................................................... 27
Non-Technological Strategies for Classroom Instruction.......................................................... 28
Review of Previously Published Handbooks/Manuals .............................................................. 29
Special Project ........................................................................................................................... 30
Summary of Literature Review .................................................................................................. 31
Research Questions .................................................................................................................... 31
METHODOLOGY ....................................................................................................................... 32
Introduction ................................................................................................................................ 32
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Research Design......................................................................................................................... 32
Research Participants ................................................................................................................. 34
Setting ........................................................................................................................................ 34
Instrumentation .......................................................................................................................... 35
Recruitment and Data Collection Procedures ............................................................................ 37
Data Analysis Procedures/Methods ........................................................................................... 38
Outline for Development of the Special Project ........................................................................ 39
Summary of Methodology ......................................................................................................... 40
Timeline ..................................................................................................................................... 41
DATA ANALYSIS ....................................................................................................................... 43
Demographics- Years of Teaching Experience. ........................................................................ 43
Research Question 1 .................................................................................................................. 44
What are the perceptions of special education and general education teachers about how
technology affects student behaviors and school performance? ............................................ 44
What Are the Positives of Having Technology in the Classroom? ....................................... 45
What are the Negatives of Having Technology in the Classroom? ....................................... 47
What are Students’ Behaviors Like in a Classroom That Uses Technology for Most of the
School Day? ........................................................................................................................... 48
How much and what type of technology is being used in daily teaching for teachers, and how
much time do students spend on average going through or learning using online media? ... 50
Has Technology Affected Your Instructional Style? How? .................................................. 50
What Technology Tools Do You Use in Your Classroom? .................................................. 52
How Many Hours a Day on Average Do You Think a Student Spends on a School-Issued
Electronic Device during a Typical School Day?.................................................................. 53
In the Past Week, How Often Would You Say Your Students Were On-Task during the Lesson
(ex: taking notes, completing the practice assignment)? ....................................................... 54
What non-technological strategies do you know about, and which ones are you already using
or recommend? ...................................................................................................................... 55
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What Specific Strategies Do You Use in Your Classroom to Promote Student Engagement
when Using Technology? ...................................................................................................... 56
What Non-Technology Methods Do You Use for Students Who Struggle with the Use of
Technology or Do Not Have Access to Technology? ........................................................... 57
Conclusion ................................................................................................................................. 59
DESIGN OF SPECIAL PROJECT ............................................................................................... 62
Importance/Rationale ................................................................................................................. 62
Synopsis of Relevant Research .................................................................................................. 62
Changes in Student Behavior and Performance with Technology Implemented .................. 62
Benefits of Technology in Academics ................................................................................... 63
Disadvantages of Technology in Academics ......................................................................... 63
Teachers’ Perspective on the Use of Technology .................................................................. 64
Non-Technological Strategies for Classroom Instruction ..................................................... 64
Description of Final Product ...................................................................................................... 65
DISCUSSION AND CONCLUSION .......................................................................................... 66
Purpose of the Study .................................................................................................................. 66
Discussion of Results ................................................................................................................. 66
Limitations ................................................................................................................................. 68
Future Research ......................................................................................................................... 69
Conclusion ................................................................................................................................. 70
APPENDIX A. SPECIAL PROJECT HANDBOOK ................................................................... 71
APPENDIX B. CITI CERTIFICATIONS .................................................................................. 135
APPENDIX C. TEACHER SURVEY........................................................................................ 136
APPENDIX D. SURVEY INVITATION................................................................................... 140
APPENDIX E. LETTER OF COOPERATION ......................................................................... 141
APPENDIX F. IRB APPROVAL LETTER ............................................................................... 142
REFERENCES ........................................................................................................................... 145
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LIST OF TABLES
Table 1: Years of Teaching Experience ........................................................................................ 44
Table 2: What are the positives of having technology in the classroom? ..................................... 46
Table 3: What are the negatives of having technology in the classroom? ................................... 48
Table 4: What are students’ behaviors like in a classroom that uses technology for most of the
school day?.................................................................................................................................... 50
Table 5: What technology tools do you use in your classroom? .................................................. 53
Table 6: In the past week, how often would you say your students were on-task during the lesson
(ex. taking notes, completing the practice assignment)? .............................................................. 55
Table 7: What non-technology methods do you use for students who struggle with the use of
technology or do not have access to technology. .......................................................................... 59
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LIST OF FIGURES
Figure 1: Research Question 1 participant response results. ........................................................ 45
Figure 2: Research Question 3 participant response results. ........................................................ 57
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ABSTRACT
The integration of technology in classrooms has become increasingly prevalent, presenting both
opportunities and challenges for educators. This study examines the impact of technology on
student performance and behavior, particularly in seventh and eighth-grade classrooms. The
COVID-19 pandemic accelerated the shift to online learning, raising concerns about learning loss
and disparities in access to technology. Using a needs-based assessment survey, this research
investigates teachers' perceptions of technology's effects on student engagement, academic
achievement, and retention of curriculum content. The study explores the positive and negative
implications of technology use, as well as non-technological strategies employed by teachers to
support student learning. Findings reveal that while technology offers benefits such as student-
centered education and immediate feedback, it also poses challenges such as distractions and
decreased engagement. The study underscores the importance of understanding how technology
impacts student learning and behavior and provides insights for developing effective intervention
strategies. By considering the perspectives of educators, this research contributes to the ongoing
dialogue on technology integration in education and informs evidence-based practices for
promoting student success in technology-rich classrooms.
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INTRODUCTION
Statement of the Problem
Technology for academic purposes has increasingly been used recently in the classrooms.
The students can become easily distracted by all the things that are accessible to them during the
lesson on the web or all the apps. The retention of the curriculum content seems to be less and less
with students remembering the curriculum from day to day. Before COVID-19, about thirty
percent of teachers were effectively using technology and considered themselves to have paper-
free classrooms 99% of the time (Ruggiero et al, 2015). The government shutdown in 2020, forced
teachers to work online and teach students through online forums. With Emergency Remote
Teaching (ERT), researchers say it is likely the result for learning loss for many students due to
factors such as lack of motivation, no internet at home, no access to computers, and no suitable
learning environment at home to name a few (Winters et al, 2021). These factors must be
considered as our classrooms shift to a more technology-based curriculum instead of paper and
pencil due to the impacts of COVID-19 (Winter et al, 2021).
Significance of the Study/Topic
The present study is significant because it addresses the positive and negative effects
technology has had on students’ performance in the classroom and behaviors. One of the stances
to look at is the Universal Design for Learning (UDL). UDL encourages educators to be proactive
and flexible in teaching students with diverse needs (Nepo, 2017). Given the widespread use of
technology in the classrooms amongst all grade levels, understanding the effects of overuse of
technology on the student’s learning and retention of the curriculum and their behavior in and out
of the classroom is critical for developing effective intervention strategies. This study contributes
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to existing literature by examining the positive and negative effects of using technology most of
the day to teach the curriculum as reported by teachers. This study takes into account that UDL is
not only for students with disabilities but could be used for all students (Nepo, 2017). The
combined effect between UDL and assistive technology is profound, as assistive technology tools
bridge the gap for students with disabilities, enabling them to fully participate in learning activities.
Whether through screen readers, speech-to-text software, or alternative input devices, assistive
technology enhances access to educational materials and assists with expression of knowledge,
aligning seamlessly with the inclusive ethos of UDL. By integrating assistive technology within a
UDL framework, educators can cultivate learning environments that empower all students to thrive
and succeed. It also sheds light on the potential benefits and risks of technology use for students
and informs the development of evidence-based guidelines for promoting different strategies for
delivering the curriculum to the students. Some of those strategies include the use of assistive
technologies (AT) and UDL (Nepo, 2017).
Purpose of the Study
The purpose of this study is to better understand teacher perceptions of the effect of
technology to teach the curriculum, on students’ performance in seventh and eighth-grade
classrooms.
The proposed study builds on the existing body of literature on the topics of the student’s
behavior, academic achievement, and retention of the curriculum while using technology at school
all day long as reported by and observed by teachers. The researcher learned how the use of
technology in the classroom and during the lessons affects the student’s classroom performance
positively and negatively. The results of this study shed light on how the use of technology impacts
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student learning and retention of the curriculum. The results helped the researcher provide
strategies that all students with all learning needs to use in the classroom to be successful.
Literature Review
Changes in Student Behavior and Performance with Technology Implemented
Tas (2017) highlights both the positive and negative effects of technology, with teachers
emphasizing the continued importance of classroom management. Technology use appears to
make students shy, possibly due to discomfort or communication barriers. Despite this, student
behavior in technology-supported classrooms is generally seen as less problematic. However,
Winter et al. (2021) noted that students lacking motivation and engagement often have insufficient
parental involvement and resources at home. Online tutoring studies reveal that failing students
struggle to stay focused and may become bored or off-task, while proficient students show higher
concentration rates (Pardo et al, 2014). Implementing assistive technology (AT) for special
education may lead to stigmatization, with acceptance higher when it is offered to all students
(Nepo, 2017). The overall conclusion is that technology can be distracting for struggling students
and may lead to feelings of stigmatization, impacting their engagement in academics.
Benefits of Technology in Academics
Teachers adopting technology must understand its tools to enhance teacher and learning.
Technology shows positive impacts on students with disabilities, noting increased participation
and improved test scores (Baker, 2022). Paperless classrooms show an increase in efficiency,
organization, and student engagement (Shonfeld & Meishar-Tal, 2017). The Universal Design for
Learning (UDL) helps in facilitating accommodations within technology devices, particularly in
the general education classroom for students with learning disabilities (Baker, 2022). Research
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demonstrates the success of technology in formative assessments by providing immediate
feedback and motivating and engaging students (Hagos & Andargie, 2022). Overall, technology
can be a powerful tool for enhancing education, but its success depends on careful planning,
implementation, and support.
Disadvantages of Technology in Academics
Integrating technology in education has both positive and negative aspects. While it can
engage students and enhance learning, teachers face challenges in keeping up with new technology,
managing distractions, and ensuring equitable access for all students (Eristi & Kurt, 2012).
Additionally, concerns exist about technology’s potential impact on social skills, reading
comprehension, and handwriting (Mitchell et al, 2018 & Shonfel & Meishar-Tal, 2017). The use
of technology in education requires careful consideration to address these challenges and
maximize its benefits for both teachers and students.
Teachers’ Perspective on the Use of Technology
Special education teachers view technology as beneficial for students with physical, mental,
or emotional disabilities. Technology serves as a confidence-building tool for communication,
motivating learners, and potentially improving overall self-esteem (Ozadmil, 2017). Teachers see
technology as a means to involve students in the learning process effectively. However, despite
positive attitudes, teachers express concerns about potential dependence on devices, especially for
communication, which may impact students’ social skills and self-confidence (Ozadmil, 2017).
Some teachers advocate for using technology as a supportive tool to mitigate addiction risks,
emphasizing the need for conscious and purposeful integration of technology in the classroom
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(Ozadmil, 2017). Overall, teachers believe in the benefits of technology as a learning tool when
used appropriately.
Non-Technological Strategies for Classroom Instruction
Educators strive to cater to the diverse needs of learners, including those with disabilities,
by providing various strategies and interventions outlined in Individual Education Plans (IEP). The
Elementary and Secondary Education Act (ESEA) emphasizes the responsibility of meeting
diverse learners’ needs (Nepo, 2016). Active learning methods, such as group learning, case-based
learning, discussions, one-minute papers, and demonstrations, are just some suggestions (Dean,
2019). Non-tech examples, like graphic organizers and handwritten letters, can facilitate active
learning. Grouping students based on learning style, rather than ability, are just a few suggestions
(Ferlazzo, 2017). Project-based learning, incorporating both technology and non-technology
options, is highlighted as an effective approach for diverse learners. For assessments, offering
alternative testing options, such as oral responses or drawing is crucial (Dean 2019).
Research Approach
This study uses an anonymous survey to investigate teachers’ experiences and opinions
about the effect of technology use on student performance using both quantitative and qualitative
questions. See Appendix C for a copy of the survey. According to this approach, the researcher
begins by sending out a survey to teachers in a junior/senior high in the Midwest, which was used
to produce conclusions on how technology has affected the learning of students drawn from the
research. The survey questions were created based on information gathered through peer-reviewed
journal articles. This survey will be confidential. The teachers were contacted through a
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recruitment email. See Appendix D. The principal of a junior high school in the Midwest gave
permission for this survey. See Appendix E for a copy of the permission letter.
Operational Definitions
Assistive Technology (AT)-Tools that are used to help increase, maintain, or improve functional
skills for individuals with disabilities (Alnahdi, 2014).
Attention Deficit Hyperactivity Disorder (ADHD)-A condition that causes individuals to have
impulsive behaviors, difficulty paying attention, or overly active (CDC, 2023).
Digital Technologies (DT)-Electronic tools that are used as a resource in the classroom (Santos
et al, 2021).
Elementary and Secondary Education Act (ESEA)-An act put into place in 1965 to provide
funds to schools that have lower-income families (Nepo, 2017).
Emergency Remote Teaching (ERT)-Radical shift in online teaching in response to Covid-19,
with no guidelines (Winter et al, 2021).
Individualized Education Program (IEP)-A program or plan that ensures a student with
disabilities is given a fair and appropriate education with specialized instruction (Nepo,
2017).
Information and Communication Technology (ICT)-Technology resources used in the
classroom that allow students to interact with the world and a new way of learning (Santos
et al, 2021).
Special Education (SPED)-Education that is specially designed to meet the needs of students with
disabilities (Nepo, 2017).
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Universal Design for Learning (UDL)-The implementation of tools and surroundings to be used
by all people, to their best ability, without the need for modification or accommodations
(Nepo, 2017).
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LITERATURE REVIEW
Introduction
Technology has vastly changed throughout the years and is now part of everyday daily life.
With technological advances, there have been significant changes in the way teachers teach and
students learn in the classroom (Bosley, 2017). With the changes in technology, it has been
impossible to avoid the effects of technology, especially in the educational system. Schools have
had to make changes in their setting due to all the advances in technology. What started with
computers in just the office of the school, then computer labs, is now widespread in the classrooms,
and students are doing most of their learning on some form of technological device (Tas, 2017).
Many schools have interactive whiteboards, Apple TVS, and one-to-one iPads or Chromebooks.
With technology so widespread, it has changed the way classrooms are run and look. It also has
changed the way the students learn. Some will argue that it has changed the way students behave
and interact with one another (Tas, 2017).
With the increased use of technology in schools, teachers must go through training to help
them learn programs and apps. About twenty-five percent of teachers have not had training when
it comes to integrating technology into the classroom. According to Winter et al. (2021), “Teachers
must know how and when to use technology which, when used appropriately, is an important tool
in the classroom” (p. 236). When schools shut down during the Covid-19 pandemic, teachers were
forced to teach online. Emergency Remote Teaching (ERT) with the sudden shift in teaching also
caused a sudden shift in student learning. ERT resulted in a learning loss for many students.
Students became stressed and lacked motivation with online learning. These same barriers were
brought back to the classroom when the schools reopened after the COVID-19 shutdown (Winters
et al. 2021).
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This research was aimed to determine the effects technology has had on teachers and
students from the teacher’s perspective. It also talks about ways to incorporate non-technological
strategies for students with and without disabilities who struggle with the use of technology. This
research digs deeper into the positives and negatives of using technology in the classroom. There
may be new implications with this study that special education students need to be offered other
methods of ways to help them retain the curriculum and increase on-task behavior among students.
Purpose Statement
The following literature review examined the impacts of technology integration on special
education students, encompassing its evolution and its role in the everyday curriculum. The review
focused on three research questions:
1. What are the perceptions of special education and general education teachers about how
technology affects student behaviors and school performance?
2. How much and what type of technology is being used in daily teaching for teachers, and
how much time do students spend on average going through or learning using online
media?
3. What non-technological strategies do you know about, and which ones are you already
using or recommend?
These research questions helped guide the literature selections, encompassing educational journals
published between 2012 and 2022, to identify existing knowledge and gaps in the field of the
impacts of technology in the classroom and on students.
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Students’ negative behaviors have always been something that teachers have had to handle
when teaching a classroom. According to the study by Tas (2017), technology has had positive
and negative effects on students’ behaviors in the classroom. Teachers have reported that
classroom management is still beneficial to have an effective lesson. This study showed that in
classrooms without technology, teachers will walk all around the classroom so that everyone can
hear what the teacher is saying. It stated that teachers have more of an obstacle to motivating
students and to getting them engaged. When technology is employed in the classrooms, students
will appear to be shy. Part of the shyness could be from feeling uncomfortable with the technology
placed in front of them or having barriers that prevent them from communicating with their teacher.
Even though teachers in technology-supported classrooms use body language during
communication, they tend to stay in one location in the classroom (Tas, 2017). With the use of
technology more and more, even for e-learning days, it has been reported that students have
“passivity and resistance to new experiences, has low self-confidence, shyness, or insecurity,
difficulty interacting appropriately with their peers, problems interacting with the teacher or asking
for help, attentional difficulties and distractibility, impulsivity, and failure to follow class rules”
(Winter et al, 2021 p. 240)
Student behavior in technology-supported classrooms seems to be less of an issue
according to Tas (2017). With the way technology has evolved and has been part of the life of
today’s students, students are more interested in the use of technology. They also desire to
complete their homework with the use of technology because they can complete it in a timelier
fashion. Properly implemented digital technology can effectively capture the attention of special
education students and boost their motivation to learn (Ozdamil, 2017). However, in both
technology-supported classrooms and classrooms without technology, there were no considerable
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distinctions between the two classrooms in showing aggressive behaviors toward others, talking
without permission, or distracting their peers. The use of technology did not change the rate of
unwanted behaviors. Negative behaviors were seen when teachers had problems with the use of
technology in the classroom (Tas, 2017).
According to Winters et al. (2021), teachers responded to questions about the students
learning and behavior such as motivation, curiosity, and enthusiasm. Most of the teachers reported
that students who were deficient in those characteristics did not have parents involved which led
to children not being engaged, and students not having the space at home, sufficient internet, or
someone who could be physically present to keep the student engaged. With students who are at a
disadvantage, teachers need to have resources available to provide to the students so that they can
complete any work at home when necessary (Winters et al, 2021).
In a study using an online tutoring program, it was found that students who were failing
often struggled to stay on task and became bored easily. Often those students who were bored were
found gaming or completely off-task. Students who were proficient or advanced in their studies
had a higher concentration rate. These students were less likely to be off-task or distracted by the
technology. Implementation of assistive technology (AT) specifically for special education
students can become a source of stigmatization and even possibly discrimination. Students with
disabilities may feel like they are being singled out if they are the only ones using AT. According
to a study on assistive technology, students with disabilities are more accepting of the
implementation of technology if it is offered to all students (Nepo, 2017). Comparing these two
studies, it can be concluded that technology becomes distracting to students who are failing or
frustrated in their academics. The reasons for that are that they may feel like they do not need to
know the material in the future; they are lacking in those skills; or the content is not interesting
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enough to them (Pardos et al, 2014). It also can be concluded that students who are provided AT
may feel that they are a source of stigmatization and will shut down so that peers will not make
comments about them (Nepo, 2017).
In a study by Baker (2022), technology was found to benefit students with disabilities.
Using technology in the classroom inspired students to participate in the lecture. The teachers were
required to understand and grasp the tools of technology and how they may help enhance their
teaching abilities and the student's learning abilities and test scores. This study showed positive
results in students’ test scores after the technology was introduced into the curriculum. It is
important to note that with the ever-evolving technology, staying updated becomes increasingly
crucial (Baker, 2022). The use of Universal Design for Learning (UDL) allows teachers to provide
the best educational practice (Nepo, 2017). Using UDL makes the implementation of
accommodations and adaptations easier because they can be built into the technology devices.
With those accommodations built into the devices, it allows for various students’ needs to be
addressed especially in the general education classroom (Nepo, 2017). Technology will change
how things are accomplished in a classroom (Baker, 2022).
Another study by Liu (2007) found that using technology in the classroom was more
effective if the teacher’s attitude and beliefs were open about it. It was found that the classroom
teacher preferred to adopt innovative technologies to fit in with his existing instructional routines
instead of being open to the idea of change. Teachers often teach with innovative technologies in
a way that they are more comfortable with and not fully or effectively. Technology itself cannot
help in changing the classroom from teacher-centered to student-centered. The researcher found
that technology can be more positive in the classroom and with students (Liu, 2007).
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A study by Hagos and Andargie (2022) found that using technology for formative
assessments is successful at increasing students in secondary schools’ conceptual and procedural
test scores. Teachers using technology can help in many ways. It allows the teachers to gather
teaching resources provided by online databases correlated with curriculum and state standards. It
can also provide teachers with multiple assessment tasks that are rooted in the lesson and unit plans.
Using formative assessments within technology can give immediate feedback to the students. It is
noted that it can help motivate and engage the students if they understand where they are on the
path to succeeding, and what steps they need to take to get there. The findings from this study
found that students in the secondary chemistry class who were exposed to formative feedback had
a greater impact on the student’s success in the experimental group than the control group. The
study also wanted to see if a technology-integrated formative assessment strategy effectively
improves students' conceptual and procedural thinking. It is important to say that there is an evident
need to better understand the exchanges between teachers, students, and technology and how they
can reinforce formative assessment (Hagos & Andargie, 2022).
In the same study, Hagos and Andargie (2022) mentioned that students can use technology
to solve problems by researching the answers, discovering new subjects, and communicating ideas
with other peers. Using technology appropriately in the classroom can have positive changes in
how students and teachers learn and teach (Hagos & Andargie, 2022). In a paperless classroom,
researchers believe that it subsidizes an active and adaptive learning environment. Teachers in a
paperless classroom seem to have a more efficient and organized classroom that is increasing
student engagement and motivation. Shonfeld and Meishar-Tal (2017) state that a paperless
classroom benefits students in three different ways. One of those ways is that it prepares students
for the future by training them with the digital skills that they will need for jobs. Another way is
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that it is resourceful with time. Lastly, the paperless classroom allowed students to be engaged in
their learning and the center of learning. It also allows students in special education to connect and
work on assignments in his/her stride. (Shonfeld & Meishar-Tal, 2017).
Santos, et al’s (2022) study noticed that there are more positive impacts compared to
negative impacts when it comes to integrating technology into the classroom. According to Santos,
et Al (2022), “Positive impacts, in general, refer to innovation in methodologies, when they allow
teachers to use them in their classes, either face to face or online. In interaction between the
stakeholders involved in the teaching and learning process. In ease in planning interdisciplinary
practices. In the opportunity to train teachers in technologies.” (p. 1048)
In the study by Eristi and Kurt (2012), general education and special education teachers
stated there are problems with staying updated with the new technology. With being so reliant on
technology, there are times when the internet goes down, and teachers are not prepared with a
lesson that does not incorporate technology. When needing to show something on the computer, it
was stated that it consumes time to switch gears, and it is easy to lose the students’ interest in the
classroom. Which in turn, sometimes makes it hard to get the students’ focus back. The study did
state that teachers benefit from resources that are ready to go and easily available. To use
technology effectively, teachers need the appropriate training, which in turn will take time away
from the academic day. Like with anything, there are positives and negatives (Eristi & Kurt, 2012).
Not only do teachers report problems with technology, but there are concerns that
technology affects students as well. According to Bosely (2017), teachers stated that many of their
students do not have home internet access. In return, if a school district goes completely paper-
free, then those students without home Internet access will not be able to access materials for class
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or complete classwork (Bosely, 2017). Distractions from the computer or technology device, such
as popup messages, online communications with friends, and distracting games negatively affect
the engagement in the lesson. The use of the Internet or technology, in general, can be extremely
overwhelming for a student because of all the resources available for them to look through. For
students with special needs, that can add unnecessary stress to them if they already struggle with
executive functioning skills. Another disadvantage to using technology is the unplanned
technological problems. This can cause frustration for students and teachers alike (Shonefeld &
Meishar, 2017).
The study by Santos, et al (2022) states that the use of digital technologies (DT) can
influence the student to learn the subject and be interested in other classes. That goes without
saying that DT “does not guarantee the success of effective learning, everything depends on the
way it is inserted into the process.” (p. 1045) According to Santos, et al (2022), “with regards to
negative impacts, the management aspect of these technologies stands out, such as, for example,
it is not being sure of real learning when using Information and Communication Technologies
(ICT). The lack of training for many teachers is still the cause of the non-use of ICT; the lack of
equipment in schools and the teacher must use his/her own technological devices several times.”
(p. 1048)
Teachers expressed concerns that technology can harm three important skills that will be
needed when in the workforce. One of those skills is social skills. Technology allows students to
socialize on technology devices. In turn, this causes students to have increased social anxiety
because social skills are reduced. Teachers are reporting that a lack of social skills is apparent in
the classroom. Students with behavioral disorders are more than twice as likely to receive an out-
of-school suspension and are increasingly likely to have repeated suspensions. When students are
26
not in the classroom, they are not exposed to the curriculum or social skills of their peers (Mitchel
et al, 2018). Some teachers also think that reading long texts from any type of technology device
is more difficult than printed texts, which in turn causes students to read less. One last skill that
teachers are worried will be underdeveloped is writing on paper. Word processing is believed to
have affected the writing on paper and having legible handwriting. (Shonfeld & Meishar-Tal,
2017).
According to a study published by Ozdamil (2017), special education teachers find the use
of technology to be beneficial for students who have physical, mental, or emotional disabilities.
Technology allows students with special needs to feel more confident in their education because
it is a tool to help them communicate. Teachers mentioned that the technology devices would be a
great tool to motivate learners by using it as an award after the lesson is taught. The advantages of
technology being used for special education students and all students for that matter are that it
encourages the students to be part of the learning process since it gives them a way to be involved;
it can motivate them; and it can strengthen their overall self-esteem about themselves (Ozdamil,
2017).
Even though the attitudes of special education teachers were mostly positive towards
technology, they had some concerns about the use of technology. They are worried that students
will become dependent on the device especially if it is used as a way of communication which
could cause a loss of self-confidence in their social skills as mentioned above. Some teachers
would like to see the technology device used as a supportive tool because they believe that overuse
of technology can cause addiction. When using it as a supportive tool, the addiction to technology
can be decreased. Another issue teachers are seeing and are concerned about is the wrong use of
27
technology. Students can be found on the wrong app or webpage. Some will be found playing
games or watching YouTube videos (Ozdamil, 2017). Overall, teachers feel like technology has
its benefits if used as a learning tool and if they are consciously using it in their classrooms.
Educators are always looking for ways to meet the needs of all learners with different
strategies and interventions. Students with disabilities may have accommodations written into their
Individual Education Plan (IEP) that will help them to be successful in the classroom. Some of
those accommodations may include technological and non-technological techniques (Nepo, 2016).
The Elementary and Secondary Education Act (ESEA) states that meeting the needs of diverse
learners is a responsibility, not a bonus. “Some ways to promote active learning,” according to
Dean, “are to do group learning, case-based learning, group discussions and talk-and-turns, one-
minute papers and one-sentence summaries, and demonstrations and memory matrixes” (Dean,
2019, p. 5). Some non-tech examples that would encourage one-minute papers, one-sentence
summaries, or project-based learning is having the student fill out a graphic organizer. Another
suggestion is that students write letters to friends or family members instead of typing them out
(Ferlazzo, 2017). Another suggestion is to do small group learning, but not by ability instead group
the students by learning style. Dean (2019) recommended project-based learning as an option to
meet the needs of diverse learners. Project-based learning can include both technology and non-
technology options. Some non-technology project-based learning could include hands-on science
labs, creating a model for the subject they are learning about, or creating a presentation on a poster
board. When it comes to giving assessments, it is important to offer alternative testing options.
Examples of alternative testing would include paper and pencil, allowing students to answer the
questions orally, draw pictures, or use their class notes (Dean, 2019). These handbooks gave very
28
specific strategies. To fill in these gaps, the handbook that will be designed will address specific
examples that will fall under each strategy.
Review of Previously Published Handbooks/Manuals
There are resources available for teachers to use with students with disabilities. To use
these resources, teachers must look for them on their own time and sometimes use their own money
to purchase them. Hardworking teachers can easily get overwhelmed by the number of resources
out there.
There is a book titled Screen Schooled by J. Clement and M. Miles (2017). The book
effectively highlights the potential negative consequences of excessive technology use in the
classroom, including decreased attention spans, addiction, and social skill decline. They do not
just point out the problems, they also offer practical solutions and recommendations for educators
and parents to help them navigate the difficulties of technological integration in education. While
the book does provide solutions for some concerns, it does not offer sufficient strategies for
addressing difficult issues like technology addiction and social skill development.
Another book is titled Don’t Ditch That Tech by M. Miller et al (2019). The book provides
clear and practical strategies for teachers to effectively integrate technology into their classrooms,
focusing on differentiated instruction and meeting the individual needs of the students. The book
encourages teachers to encourage students to take ownership of their learning. Even though the
book offers differentiated instructional activities, it does not offer many non-tech strategies to use
if a student struggles with the use of technology. It would be useful if the teacher had a classroom
with students who were well-versed in technology.
There is also a book titled The Complete Learning Disabilities Handbook: Ready to Use
Strategies by J. Harwell and R. Jackson (2014). The book offers many practical strategies and
29
activities for teachers to use to address the specific needs of students with learning disabilities in
different content areas. The book includes over 100 reproducible assessments, activity sheets, and
other resources that are all ready to be used in the classroom. The amount of information and
resources in the book can be very overwhelming for teachers, especially those who are new to
teaching. The book focuses on the importance of differentiating instruction to individual student
needs and learning styles, but not always suitable for English Language Learners who have
learning disabilities.
Special Project
A manual was created based on the literature review, reviewing similar manuals previously
published on the topic of how technology impacts student achievement in the classroom and
analysis of survey responses. The manual addressed gaps found in the previously published ones.
Findings from the literature review and methods that are suggested by the teachers who complete
the survey was incorporated into it. The manual contains strategies and interventions that teachers
can implement to help students who struggle with remembering the curriculum. In the manual,
there are different techniques that can be used to help students with learning disabilities be able to
engage in the lesson and retain the content taught to them. This manual was intended for teachers
in the K-12 setting. Although the study is conducted in a junior/senior high setting, the strategies
apply to other age levels. Some of the interventions are technology-based for those students who
do better with technology, and some are non-technology-based because there are students who
have a hard time using technology and retaining information.
30
Summary of Literature Review
Overall, technology has advantages and disadvantages to its everyday use in the classroom
(Johnson et al, 2016). With the evolution of technology, teachers find that having effective
classroom management can help maintain the behaviors of students that they may see with or
without the use of technology (Tas, 2017). Assistive technology has been beneficial for students
with disabilities. However, those students have a fear of feeling singled out (Ahmed, 2018). A one-
size-fits-all approach to education is ineffective in addressing the diverse learning needs of
students. Instead, educators should employ a repertoire of research-based strategies tailored to the
specific needs of general and special education students. (Dean, 2019). There is no single strategy
for all students with disabilities, instead, teachers need to be offered a variety of resources to meet
those needs (Harwell & Jackson, 2014).
Research Questions
1. What are the perceptions of special education and general education teachers about how
2. How much and what type of technology is being used in daily teaching for teachers, and
how much time do students spend on average going through or learning using online
media?
3. What non-technological strategies do you know about, and which ones are you already
using or recommend?
31
METHODOLOGY
Introduction
This chapter dives into the methodological framework employed in this research study,
which sought to explore teachers' perspectives on the impact of technology on student performance
in the classroom. The study aimed to identify the perceived benefits and drawbacks of technology
integration in the classroom, assess its influence on student behavior, and uncover the non-
technology-based strategies that teachers utilize in their teaching practices. The chapter provides
a detailed account of the participant selection process, the survey instrument employed for data
collection, and the tools used to analyze the collected data (Creswell, 2005). Additionally, it
elaborates on the development of the survey instrument, shedding light on the rationale behind the
specific questions included.
As a special education teacher at the junior high level, the researcher noticed multiple
junior high students struggling to stay engaged in the curriculum when the use of an iPad was
required for class notes and classwork. The researcher wanted to find out how technology has
impacted students, especially special education students in the classroom. A quantitative and
qualitative survey was created to dig deeper into the teachers’ perceptions of technology at the
junior high level (Creswell, 2005).
Research Design
This study employed a quantitative and qualitative research methodology to investigate
and describe the perceived effects of technology on teachers' perspectives, encompassing its
benefits, drawbacks, impact on student behavior, and the utilization of non-technology resources
in the classroom. To collect quantitative data, the researcher utilized a survey design, a versatile
32
approach that yielded numerical findings to illuminate the various aspects of the study (Ozdamli,
2017). The qualitative section of the survey allows the research to focus on the aspects of the study
in depth within its contextual framework and constraints (Ozdamli, 2017).
The survey was constructed using Qualtrics and comprised thirteen questions,
encompassing demographic, forced-choice, and open-ended questions. This approach enabled the
researcher to survey a large sample of individuals and apply statistical techniques to identify
overall patterns in the perceived impacts of technology. This research design aligns with the most
common quantitative and qualitative approaches, as it involves the analysis of data from a
substantial group of participants. According to Ozdamli (2017), both methods used together
support each other, but cannot be used interchangeably.
The primary objective of this research was to identify the positive and negative
implications of technology integration in the classroom, assess its influence on student behavior,
and uncover the strategies employed by teachers to address the needs of students who struggle or
excel with technology usage (Santos et al, 2021). As a special education at the junior high level,
the researcher noticed students struggling in the classroom either with behavior or understanding
the content. The researcher wanted to know how technology correlated with those topics and what
could be used as alternative resources for those students who need extra supports.
The participants in this study were teachers who directly engaged with students in the
classroom setting. Their perspectives on the impact of technology were deemed crucial for
identifying best practices in technology integration for effective curriculum delivery. A junior high
school in the Midwest was selected as the research setting due to the researcher's established
connection with the school. This choice also enabled the exploration of potential differences in
33
technology's impact between special education and general education teachers, as well as the
differential effects on students in these respective educational settings.
Research Participants
The target population for this research comprises twenty-one special education and general
education teachers from a public junior high school situated in the Midwest region. These teachers
were invited to participate in an anonymous electronic survey designed to gather their perspectives
on the impact of technology on students' educational performance. The survey questions explored
both the positive and negative implications of technology use in the classroom. Specific topics of
inquiry include teachers' opinions on the ease or difficulty of teaching the curriculum using
technology, their observations of students' behaviors and engagement levels during technology-
intensive lessons, and their assessments of the overall time students spend engaged with
technology. Additionally, open-ended questions sought insights into effective strategies for
maintaining student engagement in technology-mediated lessons. The electronic survey consisted
of three demographic questions, seven forced-choice questions, and three open-ended items. It is
estimated that the survey took approximately 15-20 minutes for each teacher to complete. The
survey methodology is deemed appropriate for this study given the convenience sample of
participants and their full-time work schedules (Ozdamli, 2017).
Setting
The present study was conducted at a public junior high school in the Midwest region of
the United States. The school serves students in grades 7-12, with a total enrollment of 1,306
students. Among these students, 311 are in grades 7 and 8. The school is part of a large school
district and is situated in a suburban setting. The school population is characterized by significant
34
diversity, with approximately 50% of students identifying as white and the remaining 50%
representing a mix of Asian, African American, Hispanic, and multiracial backgrounds. About 60%
of the student population is classified as economically disadvantaged, and approximately 17% of
students have identified disabilities. Additionally, the school has a population of approximately 7%
English language learners and 7% students experiencing homelessness or foster care.
Out of the 101 full-time teachers at the junior/senior high school, 21 were invited to
participate in the survey. This sample represents approximately 21% of the total teaching staff.
Notably, about 30% of all teachers at the school have been teaching for 20 or more years according
to the Indiana Department of Education website (https://inview.doe.in.gov/schools/1002550297).
Instrumentation
Data collection for this study was conducted using a survey instrument. The survey
primarily consisted of forced-choice questions, with three demographic questions, seven forced-
choice questions, and three open-ended questions. Participants are asked to provide their
perspectives on the positive and negative aspects of technology, as well as how technology has
influenced their teaching methods. Additionally, open-ended questions sought teachers' opinions
on using technology versus traditional paper-and-pencil methods. The survey questions enabled
participants to compare their experiences teaching with physical textbooks versus using a
technology-driven curriculum. Furthermore, teachers were asked about their familiarity with and
utilization of non-technological teaching strategies. The survey was divided into five distinct
sections.
The first section of the survey included three questions aimed at gathering demographic
information to understand the personal characteristics of the individuals participating in the survey
(Creswell, 2005). Participants were asked three demographic questions. The questions were “The
35
subject you teach,” “Years of teaching experience,” and “Has technology affected your
instructional style?” These questions provided context for understanding how technology has been
incorporated into different teaching styles and its influence on teachers' current practices (Ruggiero
& Mong, 2015).
The second section of the survey focused on the research question regarding teachers'
perceptions of students' technology usage during the school day and their level of engagement in
lessons. Three questions addressed this research question. The questions were, “In the past week,
how often would you say your students were on-task during the lesson (ex: taking notes,
completing the practice assignment),” and “How many hours a day on average do you think a
student spends on a school-issued electronic device during a typical school day?” Engagement was
defined as actively participating in class discussions, taking notes, completing assignments, and
demonstrating overall interest in the lesson (Chi & Wylie, 2014). The researcher also sought
information about the types of technology tools used by participants to assess their potential impact
on student engagement (Ruggiero & Mong, 2015). The question that was asked was, “What
technology tools do you use in your classroom?”
The third section of the survey explored the perceived benefits and drawbacks of
technology in the classroom, along with its influence on student behavior (Ruggiero & Mong,
2015). The three forced-choice questions allowed participants to select multiple options from a list
of scenarios and provided space for additional responses. The questions that were asked are, “What
are the positives of having technology in the classroom,” “What are the negatives of having
technology in the classroom,” and “What are students’ behaviors like in a classroom that uses
technology for most of the school day?” This section of the survey contributed to understanding
36
special education and general education teachers' perspectives on the impact of technology on
student behavior and performance (Sun & Shek, 2012).
The fourth section of the survey included one forced-choice question and three open-ended
questions. The forced-choice question inquired about non-technological methods employed by
participants to support students who may struggle with technology usage or lack access to
technology (Dean, 2019). The question that was asked was “What non-technology methods do you
use for students who struggle with the use of technology or do not have access to technology?”
The researcher gathered data from this question to develop a handbook as a resource for all teachers,
including general education and special education teachers, to support students in the classroom.
The three open-ended questions were “What specific strategies do you use in your classroom to
promote student engagement when using technology,” “How has technology impacted student
behavior or engagement during the lesson,” and “Please share any additional comments about how
technology and the effects it has had on student learning.” (Chi & Wylie, 2014). See Appendix C
for a copy of the survey.
Recruitment and Data Collection Procedures
To ensure ethical research practices, the researcher, a current junior high teacher,
completed the CITI Training and the Responsible Conduct of Research (RCR) Training before
drafting the research proposal and submitting it to the Institutional Review Board (IRB). See
Appendix A for the CITI Training and RCR certificates. The researcher secured the school
principal's consent to survey the junior high teachers. To facilitate participation, a recruitment letter
with an anonymous survey link was sent to the school principal with the request to distribute the
survey and study information letter to the teachers. Upon obtaining IRB approval, the researcher
developed a research proposal that received the Principal Investigator's endorsement.
37
Subsequently, the university's IRB granted permission to survey a group of teachers at a public
junior high school in the Midwest.
The survey was administered electronically via Qualtrics. Data collection will span four
weeks, from November 8, 2023, to December 15, 2023. To maximize participation, the researcher
sent an email to the principal requesting him to forward a brief email reminding the teachers of the
December 15, 2023, deadline for submitting survey responses. The email was sent out in late
November. Throughout the data collection process, ethical guidelines stipulated by the IRB such
as confidentiality, anonymity, and secure storage of data were strictly adhered to.
Data Analysis Procedures/Methods
The plan for data analysis largely consisted of descriptive-analytical techniques.
Frequencies of responses, percentages of responses, median responses, etc. were determined and
reported. Responses to open-ended questions were coded and organized, based on similar themes
represented in the data (Creswell, 2005).
To gain a deeper understanding of the impact of technology on student engagement and
behavior, the researcher embarked on a comprehensive analysis of the survey responses,
meticulously examining the demographics of the participants and comparing the differences
between subject areas and years of experience. This multifaceted approach uncovered any potential
variations in perceptions and attitudes toward technology in the classroom (Creswell, 2005).
The researcher employed simple frequencies, a fundamental statistical technique, to dive
into the quantitative data and extract meaningful insights. By carefully analyzing the responses,
the researcher hopes to identify patterns and trends that reveal the subtle tones of teachers'
perspectives on technology integration (Creswell, 2005). This granular analysis enabled the
researcher to discern any correlations between demographics and attitudes, hoping to shed light on
38
the factors that influenced teachers' perceptions of technology in the classroom setting (Creswell,
2005).
The researcher's thorough approach showed valuable insights into the interplay between
demographics and technology integration. By carefully examining the responses through the lens
of subject area and years of experience, the researcher uncovered potential differences in
perceptions and attitudes among teachers. This clearer understanding provided a more
comprehensive and insightful picture of the impact of technology in the classroom, revealing the
diverse perspectives that shape the educational landscape (Creswell, 2005).
The researcher then compiled the most used strategies identified in the survey to create a
handbook. This handbook serves as a valuable resource for teachers seeking to effectively integrate
technology into their classrooms. In addition to incorporating the strategies reported by the
teachers, the researcher also included new and innovative approaches that may not be mentioned
by the participants. This comprehensive approach ensured that the handbook provides a wide range
of effective strategies for teachers to consider when implementing technology in their teaching
practices.
Outline for Development of the Special Project
Drawing upon the insights gained from existing manuals on the impact of technology on
student achievement in the classroom, this manual identified gaps in the current literature. It
incorporated findings from a comprehensive literature review and recommendations from teachers
who participated in a survey on the topic. The manual provided a compilation of strategies and
interventions that teachers can implement to support students with learning challenges and enhance
their retention of curriculum content. It featured a range of techniques tailored to the needs of
students with learning disabilities, facilitating their engagement in lessons and improving their
39
ability to retain the material covered. This manual is intended for teachers across the K-12
spectrum, as the strategies outlined apply to various age groups, despite the study’s focus on the
junior/senior high school setting. Recognizing the diverse learning styles of students, the manual
presented a combination of technology-based interventions for those who thrive in technology-
rich environments and non-technology-based interventions for those who find technology
challenging. This comprehensive approach ensures that all students have access to effective
support strategies.
Summary of Methodology
The methodology employed in this research study was carefully designed to ensure the
collection of reliable and insightful data on teachers’ perspectives of technology’s impact on
student performance. The use of a quantitative and qualitative survey instrument enabled the
researcher to gather data from a large sample of teachers, providing a comprehensive overview of
their experiences and perceptions (Ozdamli, 2017). The inclusion of both forced-choice and open-
ended questions allowed for a clearer understanding of the issues, capturing both specific
responses and broader reflections. Additionally, the choice of a convenience sample of teachers
from a diverse junior high school ensured the representation of a wide range of perspectives and
experiences.
Overall, the methodology employed in this study was robust and appropriate for
investigating the research questions. The careful selection of participants, the development of a
well-structured survey instrument, and the rigorous data analysis process were likely to result in
the collection of valuable data that may provide meaningful insights into teachers’ perspectives on
technology’s impact on student performance (Creswell, 2005). Hopefully, these insights can
40
inform future research, educational practices, and policy decisions related to technology
integration in the classroom (Ozdamli, 2017).
Timeline
September/October
● Proposal draft
● Proposal developed – final submission
● Feedback Form From Faculty
● IRB submitted
● IRB approved
● Literature review – 10/31/23
November
● Methodology - 11/7/23
● Create a survey in Qualtrics
● Send out Teacher survey (depends on IRB status)
December
● Final Project Chapters 1, 2, and 3 due with Appendices
● Close survey
● Start analyzing data
January
● Continue analyzing data
February
● Using data analysis to gather evidence-based resources for the handbook
● Finalize and edit handbook
41
● Complete project draft
March
● Finalize and edit handbook
● Complete project draft
● Final Project Copy to Faculty
April
● Present findings and handbook to school staff.
● Present findings and handbook to PFW special education staff
May Graduation
42
DATA ANALYSIS
The survey results are based on forced-choice and descriptive responses from seven
participants who are licensed educators at the junior high level in a junior high building. The
findings yielded a response rate of 33%, which was computed of the 21 educators invited to take
the survey, seven responded. Not all survey questions were completed in their entirety. Some
questions only gained six responses. Some of the open-ended questions did not acquire a response
or the question achieved a generic response, like NA.
The needs-based assessment survey contained 13 questions. Those 13 questions attempted
to answer the three major research questions. The results from the 13 questions are grouped under
the research question that it is meant to answer. To categorize and simplify the responses from the
needs-based assessment survey questions, responses are listed by research questions based on the
positive effects and negative effects of technology, technology usage in the classroom, and non-
technology and technology strategies.
Demographics- Years of Teaching Experience.
Many educators teaching seventh through eighth grade who received or participated in the
needs-based assessment survey have taught for more than one year. Approximately 33% of the
educators have more than one year of teaching experience, and of those educators, 57% have more
than 10 years of teaching experience. No one is brand new to teaching in this current school year.
The survey did ask for years of experience with three of the seven teachers teaching for 16+ years
and another three of the seven teachers teaching for more than four years (Table 1).
43
Table 1: Years of Teaching Experience
4
Number of Teachers
3
0
0 to 3 4 to 7 8 to 10 11 to 15 16+
Years of Experience
Research Question 1
What are the perceptions of special education and general education teachers about how
Participants were asked to self-report their perspectives on how technology has affected
student behaviors and school performance positively and negatively by selecting the positives and
negatives of using technology along with selecting the change in behaviors. The first question
asked, “What are the positives of having technology in the classroom?” The second question for
this research question asked “What are the negatives of having technology in the classroom?”
Teachers were asked a question on the survey that was open-ended and asked the teachers to list
specific effects that technology has had on student engagement.” One hundred percent of the
participants answered the open-ended question. The results from the open-ended question are in
the box below.
44
Figure 1: Research Question 1 participant response results.
Students are distracted by iPad (mostly games and work for other classes); students are more likely
to argue about putting iPad away when not being used in class; attention spans have shortened;
students complain any time they have to handwrite and cannot even write properly on notebook
paper (wrong side; don't know how to indent or how to label paper)
Most students are zoned out and it is hard to gage whether they are following along or not.
The trial and error creates a self-awareness of what they are doing wrong in real-time. This in-turn
encourages the student to slow down and read the question to get the correct answer.
It has helped in some ways and hindered in others when the technology is used inappropriately,
Sometimes if a question gets asked that no one knows the answer to, students will quickly look it
up on their iPad which increases engagement.
Students seem to have less of an attention span when using technology. We have become accustom
to having instant gratification with the internet and short video formats dominate in social media.
This has translated into the world of education and has had negative impacts on engagement in the
classroom.
Knowledge is not valued as much because students think they can just, "Look it up online."
Student behavior has gone down hill. Instead of taking notes or working on assignments, students
often play games or watch YouTube videos. I have this documented by using Apple Classroom
and taking screen shots of student activity.
What Are the Positives of Having Technology in the Classroom?
The positive effects technology has on student performance question listed as student-
centered education, develop life skills, collaboration among students, gathering of more
information, more accessibility, communication between students and teachers, reading software
(text-to-speech and/or speech-to-text), new possibilities for accessing and handling information,
and immediate feedback as possible choices. The survey question listed more options for the
teachers to pick from, but only the responses with 50% or higher were picked to report on. The
student-centered education, collaboration among students, more accessible, communication
between students and teachers, and reading software were chosen by 57% of the participants
Seventy-one percent of the teachers chose developing life skills, gathering more information, and
45
new possibilities for accessing and handling information as a positive effect on technology.
Immediate feedback was chosen by 86% of the participants (Table 2). One of the teachers said,
“trial and error creates self-awareness of what they are doing wrong in real time. This in turn
encourages students to slow down and read the question to get the correct answer.” Another teacher
feels that technology can be beneficial in some ways if the technology is used appropriately.
Overall, the data underscores the myriad ways in which technology positively impacts education,
from fostering student-centered learning environments to facilitating collaboration, access to
information, and communication. These findings highlight the transformative potential of
technology in enhancing teaching and learning experiences and preparing students for success.
Table 2: What are the positives of having technology in the classroom?
100
90
80
70
Percentage
60
50
40
30
20
10
0
Reading
Software New
Communicati
Student- Collaboration (Text-to- Gathering of Possibilities
More on between Develop Life Immediate
Centered Among Speech More for Accessing
Accessibility Students and Skills Feedback
Education Students and/or Information and Handling
Teachers
Speech-to- Information
Text)
Series1 57 57 57 57 57 71 71 71 86
Positive Effects
46
What are the Negatives of Having Technology in the Classroom?
The negative effects of technology on student performance question listed disparity
between pupils, disparity between pupils and teachers, missing the sense of touching the book,
chatting with friends, enticing games, computer supervision, laptop/iPad problems, infrastructure
(sockets, charging, internet), and illegible handwriting were the most chosen options from that
survey question. The survey question listed more options for the teachers to pick from, but only
the responses with 50% or higher were picked to report on. Out of the seven participants, 57% said
they see concerns with disparity between pupils and disparity between pupils and teachers could
lead to inequalities in learning outcomes or a disconnect in the learning experiences. Missing the
sense of touching the book and computer supervision were chosen by 71% of the seven participants.
Eighty-six percent of the participants chose illegible handwriting as a negative effect on student
performance. One of the participants noted that “students complain any time they must handwrite
and cannot even write properly on notebook paper. Students use the wrong side of the paper and
do not know how to indent, or how to label the paper. All seven teachers who participated in the
survey chose chats with friends, enticing games, laptop/iPad problems, and infrastructure (sockets,
charging, Internet) as being the biggest negative effect of technology in the classroom (Table 3).
47
Table 3: What are the negatives of having technology in the classroom?
120
100
80
Percentage
60
40
20
0
Disparity Infrastructure
Disparity Missing Sense
between Computer Illegible Chatting with Enticing Laptop/iPad (sockets,
between of Touching
Pupils and Supervision Handwriting Friends Games Problems charing,
Pupils the Book
Teachers internet)
Series1 57 57 71 71 86 100 100 100 100
Negative Effects
Overall, the data underscores various challenges and concerns associated with the
integration of technology in education, ranging from disparities in access and proficiency to
distractions and technical limitations. Addressing these issues requires careful consideration of
equity, instructional strategies, and infrastructure support to maximize the benefits of technology
while mitigating its negative impacts on teaching and learning,
What are Students’ Behaviors Like in a Classroom That Uses Technology for Most of the
School Day?
Teachers have noted a shift in student behavior as reflected in their responses to an open-
ended question. Table 4 depicts the results of this behavior question. They selected from options
including inappropriate use of technology, irrelevant reading, irrelevant drawing, side
conversations, sleeping, cheating, talking back, arguing with the teacher, disobedience/refusing
to carry out instructions, and habitual failure in submitting assignments to describe these changes.
The survey question listed more options for the teachers to pick from, but only the responses with
48
50% or higher were reported. All of the participants (100%) chose inappropriate use of technology
and cheating as the two biggest issues they have seen as a result of technology use. One teacher
said, “Student behavior has gone downhill. Instead of taking notes or working on assignments,
students often play games or watch YouTube videos.” This teacher documents this behavior by
using Apple Classroom and taking screenshots of student activity to keep the student engaged.
Participants selected irrelevant reading, sleeping, side conversations, disobedience/refusing to
carry out instructions, and habitual failure in submitting assignments as 71% of reasons for
students’ behaviors. Two other behaviors, irrelevant drawing and talking back/arguing with the
teacher were selected by 57% of the participants.
One teacher noted, “Students are distracted by the iPad (mostly games and work for other
classes). Students are more likely to argue about putting the iPad away when not being used in the
class.”
In summary, the data highlights a variety of behavioral obstacles within the classroom,
notably stemming from technology-related distractions, student disengagement, and instances of
academic dishonesty. Addressing these challenges may necessitate the implementation of
strategies aimed at fostering increased student involvement, reinforcing classroom norms, and
fostering positive social dynamics. Moreover, providing guidance on appropriate technology usage
could aid in minimizing distractions and fostering a more conducive learning environment. As one
participant aptly described, the prevalence of technology has led to diminished attention spans
among students, fueled by the instant gratification culture prevalent on the internet and social
media platforms. This shift has, in turn, diminished the value placed on acquiring knowledge
through traditional means, as students rely on online resources for quick answers.
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Table 4: What are students’ behaviors like in a classroom that uses technology for most of the
school day?
120
100
Percentage
80
60
40
20
0
Disobedience Habitual
Talking Back, Inappropriate
Irrelevant Irrelevant Side /Refusing to Failure in
Arguing with Sleeping Use of Cheating
Drawing Reading Conversations Carry Out Submitting
Teacher Technology
Instructions Assignments
Series1 57 57 71 71 71 71 71 100 100
Student Behaviors
Research Question 2
How much and what type of technology is being used in daily teaching for teachers, and how
much time do students spend on average going through or learning using online media?
Participants were asked if they felt like the evolution of technology has affected their
instructional style. Participants answered 86% of the time, that technology has affected their
instructional style. The survey continued to delve deeper into the participants by asking more
precise questions about how technology has affected the way they teach, how much time students
are spending on devices, and the technology used in the classroom.
Has Technology Affected Your Instructional Style? How?
The overwhelming majority of teachers (86%) acknowledge that technology has impacted
their instructional style. This indicates a widespread integration of digital tools and resources into
teaching practices. Teachers have actively engaged in professional development to adapt to the
integration of technology into their instructional methods. A teacher stated, “Many assignments
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are on the iPad. I have had to learn new technologies myself in order to accommodate.” Mastery
of new technologies has become imperative for their role, enabling them to seamlessly integrate
digital resources into their lessons. Utilizing technology has transformed instruction, making it
more interactive and captivating for students. Teachers employ a variety of platforms, applications,
and websites to craft dynamic learning experiences tailored to diverse learning styles and
preferences. The integration of technology has opened avenues for both synchronous and
asynchronous learning, allowing students to interact more flexibly with course materials. One
teacher said, “It gives synchronous and asynchronous opportunities in the classroom for the
students to learn in a fun, more unique way.”
This adaptability enhances accessibility and accommodates varying learning paces,
proving particularly invaluable during periods of school closures, such as those prompted by the
COVID-19 pandemic. Another teacher stated, “sharing missing work and daily Google Slides
online daily for absent kids; using AppleTV with my smart TV to present lessons to students; iPads
for submitting major writing assignments; use of programs like IXL and Kahoot in class to review
and practice skills,” has affected the way that they are instructing in the classroom. In their teaching,
educators harness a spectrum of digital tools and platforms, including Google Slides, AppleTV,
and iPads, as well as educational software like IXL and Kahoot. As a teacher said, " It has made it
more interactive by using various platforms, apps, and websites.” These resources facilitate tasks
such as delivering lessons, collecting assignments, and fostering interactive learning experiences.
Overall, the data illustrates how technology has become deeply embedded in teachers’
instructional practices, enabling more efficient assessment, interactive learning experiences, and
flexible instructional delivery. Teachers have embraced technology as a tool to enhance teaching
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effectiveness and student engagement, reflecting a broader trend toward digital integration in
education.
What Technology Tools Do You Use in Your Classroom?
Teachers were asked to identify the types of technology that are most used in the classroom
by teachers and students. Table 5 shows the following results. With 100% of respondents
indicating their use, iPads are the most widely used technology in classrooms. iPads offer
versatility and portability, making them popular tools for various educational activities such as
interactive learning, research, and multimedia presentations. Laptops are also commonly used,
with 86% of respondents reporting their use. Laptops provide students but mainly teachers with
access to a wide range of software and online resources, facilitating tasks such as research, writing,
and multimedia creation. SmartBoards are utilized in 71% of classrooms, indicating their
popularity as interactive whiteboard systems. SmartBoards allow teachers to deliver dynamic and
engaging lessons by incorporating multimedia content, interactive activities, and digital
annotations. Apple TV is used in 43% of classrooms, providing wireless connectivity for sharing
content from iPads, laptops, and other devices to larger display screens. Apple TV facilitates
seamless presentation of lessons, videos, and multimedia content, enhancing visual and auditory
learning experiences (Table 5).
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Table 5: What technology tools do you use in your classroom?
120
100
Number of Responses
80
60
40
20
0
iPad Laptop SmartBoard Apple TV
Technology Devices
In summary, the data highlights a diverse range of technology tools utilized in classrooms
to support teaching and learning activities. The widespread adoption of iPads, laptops, and
SmartBoards underscores the importance of digital integration in modern education, while the
moderate usage of Apple TV suggests a growing trend toward wireless presentation and
collaboration technologies.
How Many Hours a Day on Average Do You Think a Student Spends on a School-Issued
Electronic Device during a Typical School Day?
One of the survey questions asked the junior high teachers to give insight into how long
students spend on school-issued devices. Five of the seven teachers (71%) reported that students
spend 4-7 hours on school-issued devices. This suggests that a significant portion of the student
body utilizes technology for a considerable portion of their day, both in and out of the classroom.
Twenty-nine percent of the teachers stated that students spend 8-11 hours on school-issued devices.
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While this group is a smaller portion of the student body, the higher usage indicates a subset of
students who are more heavily reliant on technology for their academic activities.
In the Past Week, How Often Would You Say Your Students Were On-Task during the
Lesson (ex: taking notes, completing the practice assignment)?
Teachers were asked to give insight into how often students were on-task during class time.
A significant portion of teachers who completed the survey (57%) reported that students only spent
70-79% of their class time on task. This indicates that a majority of these teachers noticed students
were not fully engaged with the lesson for a substantial portion of the class period. A smaller
percentage of teachers (29%) reported that students were more consistently on task, spending 90-
100% of their class time engaged in learning activities. While this percentage is relatively low, it
still represents a notable portion of the teachers commenting on the on-task behavior of their
students. Fourteen percent of teachers reported that students were highly off-task, spending only
60-69% of their class time engaged in learning activities. While this percentage represents a
relatively low number of teachers, it still accounts for quite a few students (Table 6).
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Table 6: In the past week, how often would you say your students were on-task during the lesson
(ex. taking notes, completing the practice assignment)?
4
Number of Teachers
0
90-100% 80-89% 70-79% 60-69% Below 50%
Percentage of On-Task Behavior
Overall, the data suggests that students spend a moderate amount of time on school-issued
devices, which may contribute to their off-task behavior during class. Addressing this issue may
require strategies to promote greater engagement with classroom instruction and to ensure that
technology aligns with academic goals. Additionally, providing support and guidance on effective
time management and digital citizenship could help students develop healthier technology habits.
Research Question 3
What non-technological strategies do you know about, and which ones are you already using
or recommend?
In response to the needs-based assessment regarding the impact of technology on their
instructional methodologies, a substantial majority (86%), of the participants, indicated that it has
indeed noticed a transformation in their teaching paradigms. They expounded on how the
incorporation of technology has prompted them to reassess and modify their pedagogical
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approaches to adapt to the evolving educational landscape. Moreover, it becomes increasingly
evident that a balanced integration of both technology-driven and traditional instructional
strategies is paramount to fostering an environment where students remain actively engaged in the
learning process. This multifaceted approach not only ensures that learners are fully immersed in
the curriculum but also facilitates the attainment of optimal learning outcomes. However, it is
imperative to underscore the significance of accommodating the diverse needs of students,
particularly those with disabilities, by implementing inclusive practices that transcend
technological limitations. By embracing a holistic approach that embraces the synergy between
technological and non-technological methods, educators can effectively cater to the diverse
learning needs of all students while fostering an inclusive and dynamic learning environment.
What Specific Strategies Do You Use in Your Classroom to Promote Student Engagement
when Using Technology?
This open-ended question to explain the technology strategies they use to promote student
engagement. Based on the responses provided by 86% participants regarding their approach to
utilizing technology in the classroom for student engagement, several key themes emerged. The
majority of participants expressed a deliberate effort to strike a balance between incorporating
technology into their instructional practices and avoiding over-reliance on it. This approach is
motivated by concerns about excessive screen time for students outside of school, indicating a
thoughtful consideration of students’ overall well-being. The participants responses are listed
below.
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Figure 2: Research Question 3 participant response results.
Programs like Kahoot and Quizziz
Short assignments so interest is not lost
Self-paced edits on paper and then whole class instruction on the smartboard. I also use Quizizz
and EdPuzzle to confirm understanding and learning.
competitions, rewards, positive reinforcement
I use Apple Classroom to ensure that when a student is on technology, they are using it correctly.
When an iPad is not needed, I have students close their iPads, and lay them screen down on
their desk.
I attempt to balance the use of technology without being totally reliant on it. Students have too
much screen time outside of school so this is something I try to take into account when creating
lessons for students. I use technology if it is taking a test/quiz to get instant feedback and any
other task that will make me more efficient in terms of grading or entering grades in the
gradebook.
Overall, the data suggests that while technology plays a significant role in enhancing
instructional practices and promoting student engagement, educators are mindful of the potential
drawbacks and strive to integrate it thoughtfully and purposefully into their teaching approaches.
By leveraging technology alongside traditional teaching methods and employing a variety of
engagement strategies, educators aim to create dynamic and effective learning experiences for their
students.
What Non-Technology Methods Do You Use for Students Who Struggle with the Use of
Technology or Do Not Have Access to Technology?
Based on the responses of the needs-based assessment, teachers employ a variety of non-
technological strategies in the classroom to support students who struggle with technology use or
lack access to technology. Table 7 depicts the methods the participants selected options including
reading printed materials, writing and reflecting, group learning, group discussions and talk-and-
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turns, hands-on learning, and alternative test options (ex: paper and pencil). Reading printed
materials seems to be universally utilized, with all respondents indicating its use. A large
percentage of participants (71%) reported using writing and reflecting, group learning, and
alternative testing options as ways they use non-technological strategies in their classrooms.
Writing and reflecting is likely to aid students in processing information and reinforcing learning.
However, the fact that not all respondents selected this option may indicate room for improvement
or diversification of teaching methods. Group learning is another widely adopted strategy,
indicating the recognition of the benefits of peer interaction and collaboration in the learning
process. It can be particularly beneficial for students who struggle with technology by providing
additional support and social interaction. While slightly fewer of the participants (57%) chose
group discussions and talk-and-turns and hands-on learning, these strategies are still utilized by a
significant number of respondents (Table 7). These strategies promote active engagement and
communication skills, which are valuable for all students, especially those with limited access to
technology. Hands-on learning adds another way of engaging students and promoting deeper
understanding through experiential activities.
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Table 7: What non-technology methods do you use for students who struggle with the use of
technology or do not have access to technology.
120
100
80
Percentage
60
40
20
0
Group Alternative
Reading
Discussions Hands-on Writing and Group Test Options
Printed
and Talk- Learning Reflecting Learning (ex: Paper
Materials
and-Turns and Pencil)
Series1 57 57 71 71 71 100
Non-Technological Strategies
In summary, the data highlights a range of non-technological strategies employed in the
classroom to support students who struggle with technology or lack access to it. These strategies
encompass various instructional approaches, including traditional methods, collaborative activities,
and differentiated instruction, indicating a comprehensive approach to inclusive teaching practices.
Conclusion
The comprehensive analysis of the data from the needs-based assessment survey offers
valuable insights into the intersection of technology and education, particularly within the context
of seventh and eighth-grade classrooms. Notably, a significant proportion of educators involved
in the survey possess substantial teaching experience, with the majority having taught for more
than one year, and a considerable number boasting over a decade of experience in the field.
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The survey findings, based on forced-choice and descriptive responses from seven
participants, provide a glimpse into the prevailing attitudes and practices regarding technology
usage in the classroom.
The survey results are organized around three major research questions: the positive and
negative effects of technology, technology usage in the classroom, and non-technology and
technology strategies.
One significant finding (100%) is the shift in student behavior attributed to technology
usage, with educators identifying issues such as inappropriate use of technology, cheating, and
decreased attention spans. Despite these challenges, the majority of participants acknowledge the
transformative impact of technology on their instructional practices, embracing digital tools to
enhance teaching effectiveness and student engagement.
The data also highlights the diverse array of technology tools utilized in classrooms, with
iPads, laptops, and SmartBoards emerging as popular choices (100%). These tools facilitate
various instructional activities, from interactive learning to multimedia presentations,
underscoring the importance of digital integration in modern education.
Furthermore, educators employ a combination of technology-driven and non-technological
strategies to support student learning, ensuring inclusivity and catering to diverse learning needs.
While traditional methods like reading printed materials and hands-on learning remain prevalent,
there is also a recognition of the benefits of collaborative and interactive digital tools such as
Quizizz and EdPuzzle.
In conclusion, the data paints a clearer picture of technology's role in education,
highlighting its potential to enhance teaching and learning experiences while acknowledging the
need for careful navigation of its challenges. By leveraging technology alongside traditional
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methods and prioritizing student engagement and inclusivity, educators strive to create dynamic
and effective learning environments that prepare students for success in an increasingly digital
world.
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DESIGN OF SPECIAL PROJECT
Importance/Rationale
The manual will contain strategies and interventions that teachers can implement to help
students who struggle with remembering the curriculum. In the manual, there will be different
techniques that can be used to help students with learning disabilities be able to engage in the
lesson and retain the content taught to them.
Synopsis of Relevant Research
The use of technology in classrooms increases each year. Teachers need to be prepared to
have different teaching strategies for the different ways that students learn. Supporting teachers
through this handbook will be driven by the responses from the survey. This handbook contains
an assortment of technological and non-technological strategies laid out using the following
sections of Non-Technological Strategies and Technological Strategies based on data collected in
the needs-based assessment and relevant research available on how technology has affected
teaching and learning.
Tas (2017) highlights both the positive and negative effects of technology, with teachers
emphasizing the continued importance of classroom management. Technology use appears to
make students shy, possibly due to discomfort or communication barriers. Despite this, student
behavior in technology-supported classrooms is generally seen as less problematic. However,
Winter et al. (2021) noted that students lacking motivation and engagement often have insufficient
parental involvement and resources at home. Online tutoring studies reveal that failing students
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struggle to stay focused and may become bored or off-task, while proficient students show higher
concentration rates (Pardo et al, 2014). Implementing assistive technology (AT) for special
education may lead to stigmatization, with acceptance higher when it is offered to all students
(Nepo, 2017). The overall conclusion is that technology can be distracting for struggling students
and may lead to feelings of stigmatization, impacting their engagement in academics.
Teachers adopting technology must understand its tools to enhance teacher and learning.
Technology shows positive impacts on students with disabilities, noting increased participation
and improved test scores (Baker, 2022). Paperless classrooms show an increase in efficiency,
organization, and student engagement (Shonfeld & Meishar-Tal, 2017). The Universal Design for
Learning (UDL) helps in facilitating accommodations within technology devices, particularly in
the general education classroom for students with learning disabilities (Baker, 2022). Research
demonstrates the success of technology in formative assessments by providing immediate
feedback and motivating and engaging students (Hagos & Andargie, 2022). Overall, technology
can be a powerful tool for enhancing education, but its success depends on careful planning,
implementation, and support.
Integrating technology in education has both positive and negative aspects. While it can
engage students and enhance learning, teachers face challenges in keeping up with new technology,
managing distractions, and ensuring equitable access for all students (Eristi & Kurt, 2012).
Additionally, concerns exist about technology’s potential impact on social skills, reading
comprehension, and handwriting (Mitchell et al, 2018 & Shonfel & Meishar-Tal, 2017). The use
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of technology in education requires careful consideration to address these challenges and
maximize its benefits for both teachers and students.
Special education teachers view technology as beneficial for students with physical, mental,
or emotional disabilities. Technology serves as a confidence-building tool for communication,
motivating learners, and potentially improving overall self-esteem (Ozadmil, 2017). Teachers see
technology as a means to involve students in the learning process effectively. However, despite
positive attitudes, teachers express concerns about potential dependence on devices, especially for
communication, which may impact students’ social skills and self-confidence (Ozadmil, 2017).
Some teachers advocate for using technology as a supportive tool to mitigate addiction risks,
emphasizing the need for conscious and purposeful integration of technology in the classroom
(Ozadmil, 2017). Overall, teachers believe in the benefits of technology as a learning tool when
used appropriately.
Educators strive to cater to the diverse needs of learners, including those with disabilities,
by providing various strategies and interventions outlined in Individual Education Plans (IEP). The
Elementary and Secondary Education Act (ESEA) emphasizes the responsibility of meeting
diverse learners’ needs (Nepo, 2016). Active learning methods, such as group learning, case-based
learning, discussions, one-minute papers, and demonstrations, are just some suggestions (Dean,
2019). Non-tech examples, like graphic organizers and handwritten letters, can facilitate active
learning. Grouping students based on learning style, rather than ability, are just a few suggestions
(Ferlazzo, 2017). Project-based learning, incorporating both technology and non-technology
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options, is highlighted as an effective approach for diverse learners. For assessments, offering
alternative testing options, such as oral responses or drawing is crucial (Dean 2019).
Description of Final Product
The final product of the special project is a handbook of technological and non-
technological strategies teachers can use when working with students with and without special
needs. The handbook is arranged with the following section titles: Non-technological Strategies
and Technological Strategies. Each section contains explanations, examples, and visuals that are
available. The handbook is laid out with a teacher’s perspective in mind. The strategies mentioned
are easy to use and not labor-intensive. The descriptions are written in teacher-friendly language,
so any teacher can implement the strategies easily. The special project handbook is found in
Appendix A.
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DISCUSSION AND CONCLUSION
Purpose of the Study
The purpose of the study was to deepen the understanding of teachers’ perspectives
regarding the impact of technology on student performance in seventh and eighth-grade
classrooms. It sought to expand upon existing research focused on student behavior, academic
achievement, and curriculum retention when technology was integrated throughout the school day,
as reported by teachers who participated in the survey. The researcher explored both positive and
negative effects of technology use in the classroom hoping to uncover the overall impact on student
classroom performance. The findings from the literature review and survey helped with the
development of inclusive strategies, technological and non-technological, to support the diverse
learning needs of all students.
Discussion of Results
The findings from the needs-based assessment survey provide valuable insights that
complement existing research on the impact of technology inclusion in education. There was a 33%
response rate and some incomplete responses. However, the survey results provided valuable
insights into how teachers perceive the role of technology in seventh and eighth-grade classrooms.
All of the participants said that the use of technology has increased the distractions in the classroom
among the students. The teachers in this survey indicated that technology has helped with student-
centered learning and allows the students to have immediate feedback on tests, quizzes, and
homework. This aligns with previous research, by Tas (2017), which highlights both the positive
and negative effects of technology on student behavior and performance. While technology offers
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opportunities for student-centered learning and collaboration, concerns regarding access
differences and distractions are evident, as confirmed in the survey data.
The survey also sheds light on teachers’ adoption of non-technological strategies to support
student learning, such as reading printed materials and group learning where 71% of teachers
selected these strategies to use in their classrooms. These strategies align with recommendations
from research, such as Dean (2019), providing alternative testing options, such as paper and pencil
tests or oral tests, is crucial for ensuring equitable assessment practices. It suggests that teachers
recognize the importance of traditional printed materials in supporting student learning, especially
those who may struggle with technology. The Elementary and Secondary Education Act (ESEA)
mandates addressing the needs of diverse learners as a core responsibility (Dean, 2019). Dean
advocates for active learning methods like group activities, discussions, and project-based learning
to accommodate diverse learning styles (Dean, 2019). Alternative assessment methods, such as
oral responses or drawing, are crucial for inclusivity (Dean, 2019). These strategies were further
detailed in a handbook aimed at addressing specific classroom needs. By integrating both
technology and non-technological strategies, teachers aim to create inclusive learning
environments for their students based on the findings from the needs-based assessment survey and
prior research.
The survey data provides valuable context and insights into the challenges and
opportunities associated with technology integration in education, reinforcing the need for a
balanced and purposeful approach to instructional practices. The wealth of experience underscores
the depth of knowledge and expertise among teachers, which likely informs their perspectives on
integrating both technology and non-technological strategies into instructional practices, allowing
teachers to effectively meet the diverse needs of students in their classrooms.
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Limitations
The study had several limitations that need to be considered when interpreting the results.
The small sample size of only seven participants raises concerns about the representativeness of
the findings. With a response of 33%, there is a risk that those who chose to participate may have
different perspectives or experiences compared to those who did not participate. As well, not all
survey questions were fully answered, resulting in missing data and potentially limiting the depth
of analysis.
Still, the reliance on forced-choice and descriptive responses may have restricted the range
of insight obtained from participants. Open-ended questions that received generic responses or
were left unanswered indicated a possible limitation in capturing the clear perspectives of teachers.
Despite some questions not garnering complete responses, the 33% response rate reflects a notable
engagement level, possibly influenced by the research by the school principal’s encouragement to
participate. The lack of qualitative data could limit the depth of the findings and the ability to draw
strong conclusions.
Moreover, the survey’s focus on educators at only the junior high level which may limit
the generalizability of the results to broader educational contexts. The consistency of the sample
in terms of teaching experience, with a significant proportion having more than 10 years of
experience, may also impact the generalizability of findings to teachers with varying levels of
experience.
Overall, while the study provides valuable insights into the perceptions of junior high
teachers regarding technology usage and instructional strategies, these limitations should be
considered when interpreting the findings. The categorization and simplification of responses into
positive and negative effects of technology usage may overlook subtle variations and individual
differences among teachers.
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Future Research
Future research could delve deeper into how technology impacts students in the classroom,
addressing various aspects that may not have been explored in existing studies. Research should
also examine the sustained impact of technology integration on student learning outcomes over
extended periods to understand its lasting effects. Teachers also need ongoing professional
development in maximizing the benefits of technology integration for student learning for all
students. However, there may still be opportunities to further diversity and refine these strategies
to better meet the needs of all learners.
Continued research investigating the emerging instructional strategies and educational
technologies to keep the handbook up to date, can add more sources of information to enhance
student engagement and achievement. Additionally, future research can explore innovative
instructional approaches that leverage emerging technologies such as virtual reality, artificial
intelligence, and gamification to enhance student engagement, foster critical thinking skills, and
promote deeper learning experiences.
Furthermore, future research could explore effectiveness of instructional strategies such as
differentiated instruction, collaborative learning, and formative assessment techniques in meeting
the diverse needs of students and promoting deeper understanding of content. Understanding how
non-technology practices influence student learning outcomes across various subject areas, grade
levels, and cultural contexts can inform the development of teaching strategies that empower
teachers to modify instruction to meet the individual strengths and challenges of their students. By
addressing these areas in future research efforts, teachers can gain a clearer understanding of how
technology and non-technological strategies impact students in the classroom and inform
evidence-based practices to promote positive learning outcomes for all students.
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Future research efforts may benefit from addressing these limitations through larger and
more diverse samples, improved survey design, and a more comprehensive approach to data
collection and analysis.
Conclusion
This handbook and study are designed for teachers within the targeted school. It is available
to all the teachers within the school district. Creating strategies that involve the use of technology
and non-technological strategies will give teachers a steppingstone in creating a lesson that helps
keep the engagement high and the behaviors and distractions at a minimum. Technology continues
to be an issue in all levels of education. Teachers will need to keep up-to-date with technology and
its pros and cons as they continue to find appropriate resources for a successful classroom.
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APPENDIX A. SPECIAL PROJECT HANDBOOK
Non-Technological and Technological
Strategies for the Inclusive Classroom
Created By: Amanda Gerardot
Background Credit: https://www.pinterest.com/pin/390898442641106780/
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Table of Contents
Introduction to Teaching in the Inclusive Classroom……………………………..74

Importance of Differentiation……………………………………………………..75
Best Practices for Differentiation………………………………………………….75
Non-Technology Strategies……………………………………………………….76
Reading Printed Materials………………………………………………….69
Writing and Reflecting……………………………………………………..77
Journaling……………………………………………………………80
Reflective Essays…………………………………………………….81
Peer Feedback and Peer Review……………………………………..82
Learning Logs……………….……………………………………....83
Exit Tickets……………………………………………………… ….84
Group Discussions and Talk-and-Turn…………………………….……….87
Group Discussions…………………………………….……………..87
Silent Discussions…………………………………...… ……………88
Literature Circles…………………………………………………….90
Four Corner Discussions…………………………………………… .91
Think-Pair-Share…………………………………………………….93
Jigsaw Discussions…………………………………………………..94
Gallery Walks………………………………………………………..95
Talk-and-Turns……………………………………..…………….….97
Learning Stations………………………………………..……………….…98
Reading Comprehension Stations………………...……………….…98
Reading Task Cards………………………………………………...100
Math Problem Solving Stations………………………………..…...101
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Writing Process Stations…………………………………………...102
Vocabulary Building Stations………………………………..…….103
Hand-On Learning……………………………………………………..….104
Alternate Testing Options……………………………………………..…..106
Communication………………………………………………..………….107
Technology Strategies………………………………………………………...….110
Assistive Technology…………………………………………………….. 111
Text-to-Speech (TTS) Software……………………………………111
Speech Recognition Software………...………………………….…113
Alternative Input Devices……………………………………….….114
Screen Readers and Screen Magnification Tools………………..….115
Word Prediction Software………………………………………….117
Graphic Organizer and Mind Mapping Tools…………………..…..118
Classroom Supports…………………………………………………….…118
Interactive Whiteboards………………………………………… …118
Document Cameras………………………………...………………119
One-to-One Devices………………………………………………..120
Learning Management Systems (LMS)………………………….…121
Educational Software and Apps………………………………….…122
Communication………………………...…………………………………125
Overview………………………………………...………………………………127
References……………………………………………………………………….128
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Introduction to Teaching in the Inclusive Classroom
In the last few years, technology has become widely used in classrooms in schools. One
significant finding denoted by this study is 100% the shift in student behavior attributed to
technology usage, with educators identifying issues such as inappropriate use of technology,
cheating, and decreased attention spans.
This handbook provides essential insights and technology and non-technology strategies
to create supportive and equitable learning environments where every student, regardless of their
abilities or backgrounds, can thrive. Through understanding the principles and practices of
inclusive education, educators will learn to embrace diversity, promote accessibility, and foster
belongingness within their classrooms. By employing differentiated instruction, Universal Design
for Learning (UDL), and collaborative teaching models, educators can address the unique learning
needs of all students effectively.
The handbook is split into Non-Technology and Technology Strategy sections. With an
emphasis on positive behavior support, family engagement, and data-driven assessment practices,
this handbook equips educators with the tools and knowledge needed to cultivate inclusive
classrooms that celebrate the strengths and potential of every learner. Through continuous
reflection, collaboration, and advocacy, educators can champion inclusive education and create
transformative learning experiences for all students.
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Importance of Differentiation
Differentiation in education is crucial as it acknowledges and accommodates the diverse
needs, interests, and abilities of learners within the classroom. By tailoring instruction to meet
individual students' learning profiles, preferences, and readiness levels, educators can create
inclusive learning environments where all students can succeed. Several studies emphasize the
importance of differentiation in promoting academic growth, engagement, and equity among
students.
Best Practices for Differentiation
Implementing best practices for differentiation is essential for meeting the diverse needs of
students and promoting inclusive education. According to Tomlinson (2001), effective
differentiation involves adjusting content, process, and product based on students' readiness,
interests, and learning profiles. One best practice is to provide multiple means of representation,
expression, and engagement, as outlined in Universal Design for Learning (UDL) principles
(CAST, 2018). By offering diverse instructional strategies, materials, and assessments, educators
can accommodate varying learning styles and preferences, ensuring all students have access to the
curriculum. This handbook has two major sections: technology and non-technology strategies to
enhance the inclusive classroom.
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Non-Technology Strategies
Reading printed materials

Writing and reflecting
Group discussions and talk-and-turns
Learning Stations
Hands-on learning
Alternative testing options (ex: paper and pencil)
Communications
76
Reading Printed Materials
Reading printed materials continues to be a valuable resource in the classroom, fostering literacy,
comprehension, and critical thinking.
Printed Materials Ideas How to Use

Pictures
Use the classroom library to

cultivate a love for reading by
providing access to diverse
Create a Classroom Library books tailored to students'
interests and reading levels,
fostering independent reading
Photo Credit:
and supporting literacy
https://lessonswithlaughter.com/
development.
classroom-library/
Incorporate worksheets and

handouts as effective tools to
bolster literacy,
Worksheets and Handouts Photo Credit: comprehension, and critical
https://www.genderwheel.com/ thinking skills, enriching
mainfiles/wp- classroom instruction and
content/uploads/2022/10/worksh student engagement.
eets-handouts-featured-
image.jpg
Integrate newspapers into the

classroom to enhance
literacy, comprehension, and
Newspapers
Photo Credit: critical thinking skills,
https://secondary.oslis.org/learn- providing students with real-
to-research/plan/plan-possible- world content and diverse
sources/images-for-plan- perspectives.
possible-
sources/newspaper/image_view
_fullscreen
77
Integrate magazines into
classroom activities to
enhance literacy skills,
comprehension, and critical
Magazines
thinking, offering diverse
content and formats that
Photo Credit: engage students in
https://www.splashlearn.com/bl meaningful reading
og/wp- experiences.
content/uploads/2023/10/nationa
l-geographic-kids-.jpg
Incorporate poetry
anthologies into classroom
Poetry Anthologies activities to enhance literacy
skills, foster comprehension,
Photo Credit:
and stimulate critical thinking
https://readaloudrevival.com/wp
among students.
-
content/uploads/2023/05/Poetry-
Anthologies-Booklist-Featured-
Collage.jpg
Incorporate maps and charts

into classroom instruction to
enhance students' literacy,
Maps and Charts comprehension, and critical
thinking skills, providing
visual aids that facilitate
deeper understanding of
Photo Credit: textual content.
https://cdn3.vectorstock.com/i/1
000x1000/51/72/graphs-and-
charts-with-map-for-
infographics-design-vector-
9065172.jpg
78
Activity books can enhance
reading printed materials in
the classroom by providing
engaging exercises that
Activity Books promote literacy,
Photo Credit: comprehension, and critical
https://www.thunderbaybooks.c thinking skills, fostering a
om/wp- deeper understanding of the
content/uploads/2018/05/Interior content.
s-1.jpg
79
Writing and Reflecting
Writing and reflection activities are powerful tools for promoting critical thinking, self-awareness,
and personal growth in students.
Journaling
Journaling can be used to help encourage students to express their thoughts, emotions, and insight.
Photo Credit: https://www.pixiteapps.com/blog/zinnia-digital-journal-planner/writers-block-try-

these-journaling-prompts/
80
Reflective Essays
Teachers use reflective essay activities in lessons to encourage students to analyze their learning
experiences, deepen their understanding of the material, and develop metacognitive skills.
Photo Credit: https://pressbooks.bccampus.ca/reflectingwithpurpose/chapter/reflective-activities/
81
Peer Feedback and Peer Review
Incorporating peer feedback and peer review activities into lessons to promote collaboration,
enhance critical thinking skills, and provide students with diverse perspectives on their work.
Photo Credit: https://peer-editing-online.pdffiller.com/
82
Learning Logs
Learning logs encourage students to record their thoughts, questions, and reflections on their
learning process, fostering self-perceptive and self-directed learning.
Photo Credit: https://static.islcollective.com/storage/preview/201301/766x1084/reflective-log-

oneonone-activities-tbl-task-based-learning-activi_42288_1.jpg
83
Exit Tickets
Teachers use exit ticket activities in lessons to assess student understanding, gather feedback, and
inform future instruction, promoting active participation and reflection before the end of the class.
Photo Credit: https://assets-global.website-

files.com/5b69a01ba2e409501de055d1/6352c9be9a7c813f727d3062_Exit%20ticket.png
84
Photo Credit: https://marketplace.canva.com/EAE62VUrgeA/1/0/1131w/canva-black-and-white-
strategy-back-to-school-exit-ticket-CE3UwndAwFI.jpg
85
Photo Credit: https://images.examples.com/wp-content/uploads/2018/06/School-Exit-Slip-
Example.jpg
86
Group Discussions and Talk-and-Turn
Group discussions and talk-and-turn activities are effective instructional strategies for promoting
collaboration, communication skills, critical thinking, and a deeper understanding of content.
Group Discussions
Photo Credit: https://imagedelivery.net/IgaUokqeiJDWsK_ayiap-A/650f70e7-91b4-4ba0-1453-

6bdeece8a300/detailx2
87
Silent Discussions
The silent discussion method allows everyone (even your most reluctant students) to share their
ideas. It gives time for students to reflect on their own thoughts as well as learn about the
perspective of others before sharing out loud.
How it Works:
Develop a variety of discussion questions related to what you are teaching. Write them or project
them on the board. If you have 25 students, you’ll probably want at least 12 questions.
Number students off and have them write the discussion question connected to their number on a
piece of paper, or you can use this template:
88
Source and Photo Credit: https://www.secondaryenglishcoffeeshop.com/2017/11/discussion-
activities.html
89
Literature Circles
Implement literature circles in the classroom to facilitate collaborative discussions, deepen
comprehension, and promote critical thinking skills among students through structured small-
group interactions focused on shared reading experiences.
Resource can be found at: https://www.teacherspayteachers.com/Product/Literature-Circle-

Printables-233001
90
Four Corner Discussions
This method is useful for tackling controversial topics and helping your students prepare for a
debate or persuasive writing.
How It Works?
- Put up 4 signs around your classroom that read Strongly Agree / Agree / Disagree / Strongly
Disagree
- Make a controversial statement and have students write down on a small piece of paper whether
they strongly agree, agree, disagree, or strongly disagree (so they make an independent choice
instead of following their friends).
- Students move to the corner of the choice they made.
- Students spend 5-10 minutes discussing the topic and making point form notes on their thoughts.
- Afterwards, have a member from each group summarize their discussion for the whole class.
- As a final activity, have students write a paragraph on their opinion on the statement now. Have
them consider if they feel the same way they did when they started, or if the other groups were
able to sway their opinions.
If you want signs to print, you can check out these free ones from Stacey Lloyd: Opinion
Signs. She uses these signs as a creative and engaging way to poll her whole class during
discussions, but they can also work for the 4 corners activity!
91
activities.html
92
Think-Pair-Share
Students think individually about a question or prompt, then pair up with a partner to discuss their
thoughts before sharing with the whole class.
Photo Credit: https://i.pinimg.com/474x/af/e4/f1/afe4f1cd4fd8bd229a508a787bc1708e.jpg
93
Jigsaw Discussions
Students work in small expert groups to become knowledgeable about a specific aspect of a topic,
then reconvene in mixed groups to share their expertise and construct a comprehensive
understanding.
Photo Credit: https://strategiesforspecialinterventions.weebly.com/jigsaw1.html
94
Gallery Walks
Gallery discussions are an effective way to get students out of their seats and collaborate in small
groups. All you need are a few pieces of chart paper, some markers, and 5-6 discussion prompts.
How It Works:
- Create 5-6 discussion questions about the content you are studying and write them on a piece of
chart paper. Hang them around the classroom in stations.
- Put students into small groups and have them elect a scribe.
- Students circulate to each of the stations for a specified amount of time.
- Have each group elect a speaker. This person will share with the whole class the topic that
brought out the most discussion for them and what their thoughts were on it.
95
activities.html
96
Talk-and Turns
Students take turns speaking or sharing their ideas within small groups, ensuring equitable
participation and opportunities for all members to contribute.
Photo Credit: https://minds-in-bloom.com/wp-content/uploads/2013/02/Screen2BShot2B2015-

10-102Bat2B3.03.282BPM.jpg
97
Learning Stations
Learning stations are a flexible instructional strategy where students rotate through different
activity stations to engage with different learning tasks.
Reading Comprehension Stations

Students read different texts at each station and complete comprehension questions.
Websites to find reading passages
WEBSITE Description of Website

Readworks.org The nonprofit ReadWorks provides K-12
teachers with what to teach and how to teach
it—online, for free, to be shared broadly. We
provide the largest, highest-quality library of
curated nonfiction and literary articles in the
country, along with reading comprehension
and vocabulary lessons, formative
assessments, and teacher guidance. Most
importantly, everything ReadWorks does is
based on proven cognitive science research,
Photo Credit: not unproven academic theory.
https://www.idealist.org/en/nonprofit/3318a5e
b5e0c4bdcb5d4d80d70c1faef-readworks-
brooklyn
K5learning.com Free reading comprehension worksheets for
grades 1-5. Use these free, printable
worksheets to practice and improve reading
comprehension, vocabulary and writing. Each
reading passage is followed by exercises
which for younger students focus on recalling
information directly from the text and for
older students focus on prediction, inference
Photo Credit: and character traits.
https://www.k5learning.com/free-worksheets-
for-kids
CommonLit.org CommonLit delivers high-quality, free
instructional materials to support literacy
development for students in grades 5-12. Our
resources are flexible, research-based, aligned
to the Common Core State Standards, created
by teachers for teachers. We believe in the
transformative power of a great text, and a
great question.
98
Photo Credit: https://www.commonlit.org/
ReadingVine.com Free grade leveled reading passages for use in
the classroom or at home. Filter by genre,
grade, topic, skill, and more.
Photo Credit:
https://www.facebook.com/readingvine/?scrly
brkr=85eca927
TweenTribune.com A free teacher tool from Smithsonian
Teacher, offering daily AP news articles,
Lexile® leveled for K-12, self-scoring
quizzes customized by Lexile® level, critical
thinking questions, student commenting,
Espanol AP articles, weekly lesson plans,
weekly video, and weekend “Monday
Morning Ready” newsletter as prep for the
week ahead.
Photo Credit:
https://www.commonsensemedia.org/website-
reviews/smithsonian-tweentribune
Source: https://mycalcas.com/2021/09/top-websites-offering-free-leveled-reading-passages/
99
Reading Task Cards
Reading task cards engage students in targeted reading activities, promote independent learning,
and reinforce comprehension skills through interactive and versatile exercises.
Source: https://www.teacherspayteachers.com/Product/FREE-Reading-Comprehension-
Passages-with-Multiple-Choice-Questions-Task-Cards-
4241628?st=6aa84267bb1bc088f015c77cc3fb6e4e
100
Math Problem-Solving Stations
Students solve math problems or engage in math-related activities at each station.
Math Stations Source
https://cognitivecardiomath.com/cognitive-cardio-
blog/math-centers-in-middle-school/
https://teachsimple.com/product/middle-school-
math-stations-or-centers-early-algebra-patterns-
expressions-tables-graphing-and-equations
https://www.teacherspayteachers.com/Product/First-
Week-of-Middle-School-Math-Stations-
7137223?st=8ec03c4d6aa911b50ea399742b5ee7cf
https://teachsimple.com/product/middle-school-
math-stations-or-centers-ratios-and-rates
101
Writing Process Stations
Students engage in different stages of the writing process (e.g., brainstorming, drafting, revising)
at each station.
Writing Process Stations Source
https://www.teacherspayteachers.com/Product/Revision-
Stations-for-any-essay-3445803
https://notsowimpyteacher.com/category/writing
102
Vocabulary Building Stations
Students learn and practice vocabulary words through various activities such as flashcards, games,
and word puzzles.
Vocabulary Building Stations Source
https://www.storyboardthat.com/create/vocabulary-
templates
https://www.teachingexpertise.com/classroom-
ideas/vocabulary-activities-for-middle-school/
Vocabulary Quilts
https://www.teachingexpertise.com/classroom-
103
Hands-on Learning
Teachers incorporate hands-on activities and experiments that allow students to explore and
interact with the subject matter.
Hands-On Learning Source

How to Make an Edible Cell Model https://www.weirdunsocializedhomeschoolers.com/how-
to-make-an-edible-cell-model/
https://www.teacherspayteachers.com/Product/Powers-
and-Exponents-Hands-on-Free-Math-Dice-Activity-
4575083
https://www.teacherspayteachers.com/Product/MATH-
IDEAS-for-Hands-On-Mini-Activities-in-Middle-
School-
138707?st=2b8a426ef4c7a9beed47997c4583192a
104
https://www.teacherspayteachers.com/Product/MATH-
IDEAS-for-Hands-On-Mini-Activities-in-Middle-
School-
138707?st=2b8a426ef4c7a9beed47997c4583192a
https://educationpossible.com/the-ultimate-guide-to-
hands-on-learning-activities-for-middle-school/
105
Alternate Testing Options
Alternate testing options provide valuable alternatives to traditional assessments like exams and
quizzes, catering to diverse learning styles, abilities, and preferences.
Alternate Test Description

Students complete hands-on projects or
assignments that demonstrate their
Project-Based Assessments
understanding of course content, creativity,
and problem-solving skills.
Students demonstrate their skills and
competencies through real-world tasks or
Performance-Based Assessments
simulations, such as presentations, debates,
experiments, or performances.
Students compile a collection of their work
overtime, showcasing their achievements,
Portfolio Assessments
progress, and reflections on learning goals
and outcomes.
Students are allowed to use their textbooks,
notes, or other resources during an exam,
Open-Book Exams
focusing on higher-order thinking skills like
analysis, synthesis, and application.
Students complete exam questions or
assignments outside of class, allowing them
Take-Home Exams
more time and flexibility to research, analyze,
and produce thoughtful responses.
Students evaluate and provide feedback on
their peers' work, promoting collaborative
Peer Assessments
learning, critical thinking, and communication
skills.
Students have the option to choose from
different testing formats, such as written
Flexible Testing Formats essays, oral presentations, multimedia
projects, or online quizzes, based on their
preferences and strengths.
Students evaluate their work based on
established criteria, reflecting on their
Self-Assessments
strengths, weaknesses, and areas for
improvement.
Source: https://www.formpl.us/blog/alternative-assessment
106
Communication
Communication is essential to foster effective communication between teachers, parents, and students.
107
Source: Creator Amanda Gerardot

Source: https://www.teacherspayteachers.com/Product/Parent-Communication-Printable-Log-
FREE-EDITABLE-1315558
108
Source: https://www.teacherspayteachers.com/Product/Daily-Parent-Communication-Form-
3909311?epik=dj0yJnU9MmpFQmllOFl2cWRFU2RvVUVtSmFwNmpQbjZ5RXNmSUYmcD0
wJm49V1pldEtJY1NydnJrbEMwcGRkTHRCQSZ0PUFBQUFBR1hkOF9n
109
Technology Strategies
Assistive Technology
Classroom Supports
Communications
110
Assistive Technology
By incorporating these assistive technology strategies into instructional practices, educators can
create inclusive learning environments that support the diverse needs of all students and promote
equitable access to educational opportunities.
Text-to-Speech (TTS) Software

Text-to-Speech Software Source
Wavel AI https://wavel.ai/blog/best-10-text-to-speech-
Expressive Voices software-2023-24/
Emotion Control
Script Customization
Audio Editing
Amazon Polly https://wavel.ai/blog/best-10-text-to-speech-

Realistic Voices software-2023-24/
Customization
Multilingual Support Photo Credit: https://www.digitalcreed.in/aws-
Integration announces-hindi-language-support-amazon-
polly/
Google Text-to-Speech https://wavel.ai/blog/best-10-text-to-speech-

Crystal-Clear Voices software-2023-24/
Accessibility
Multilingual Support Photo Credit:
https://v2.openhab.org/addons/voice/googletts/
Murf. AI https://wavel.ai/blog/best-10-text-to-speech-
Voice Customization software-2023-24/
Multiple Voice Options
High-Quality Output Photo Credit: https://www.datanami.com/this-
Batch Processing just-in/synthetic-speech-startup-murf-ai-
raises-10m-in-series-a/
111
Natural Reader https://wavel.ai/blog/best-10-text-to-speech-
Multiple Languages and Voices software-2023-24/
Optical Character Recognition (OCR)Support
Integration with Popular Software Photo Credit:
Cloud Storage https://docs.naturalreaders.com/commercial-
articles/quick-start
112
Speech Recognition Software
Speech Recognition Software Source

https://www.capterra.com/speech-
recognition-software/
Speechmatics offers automatic speech

recognition technology that converts spoken
language into written text with high accuracy
and speed.
Happy Scribe https://www.capterra.com/speech-
Happy Scribe provides transcription and

captioning services, using advanced
algorithms to accurately convert audio and
video content into written text efficiently.
https://www.capterra.com/speech-
Neosound is a platform that provides royalty-

free music and sound effects for content
creators to enhance their projects without
worrying about copyright issues.
Rythmex https://www.capterra.com/speech-
Rhythmex is a software designed to analyze

and synthesize rhythms, enabling users to
create, modify, and study rhythmic patterns for
music composition and education purposes.
113
Alternative Input Devices
Alternative Input Devices Source

Eye-Tracking Systems https://www.boia.org/blog/assistive-technology-
whats-an-alternative-input-device
Photo Credit:
https://www.neurospec.com/Products/Details/1086/ey
e-tracking-glasses-etv
Modified Keyboards https://www.boia.org/blog/assistive-technology-

Photo Credit:
https://www.cnet.com/tech/computing/best-keyboard/
Mouse https://www.boia.org/blog/assistive-technology-
Photo Credit:
https://en.wikipedia.org/wiki/Computer_mouse
Joysticks https://www.boia.org/blog/assistive-technology-
Photo Credit: https://www.logitechg.com/en-

us/products/space/extreme-3d-pro-joystick.963290-
0403.html?scrlybrkr=85eca927
Stylus Photo Credit: https://www.creativebloq.com/buying-

guides/best-stylus-for-android
114
Screen Readers and Screen Magnification Tools
Screen Readers and Screen Source

Magnification Tools
NonVisual Desktop Access https://www.nvaccess.org/
Photo Credit:
https://www.tecnoaccesible.net/en/directory/nv-
access
VoiceOver https://www.apple.com/accessibility/mac/vision/
Photo Credit:
https://www.listennotes.com/podcasts/voiceover-
getting-started-for-mac-os-x-v104-bJwG7HgNaCc/
ZoomText https://www.zoomtext.com/products/zoomtext-
magnifier-reader/
Photo Credit:
https://www.freedomscientific.com/products/softwa
re/zoomtext/
Magnifier https://support.microsoft.com/en-
us/windows/magnifier-in-windows-10-31ce066b-
0c2f-5ad9-2fd9-65754d507acf
Photo Credit: https://answers.microsoft.com/en-

us/windows/forum/all/windows-10-magnifier-
settings-options-missing/f35ad96e-344a-4922-
84a6-3bcb462b4c1e
115
Word Prediction Software
Word Prediction Software Source

Co:Writer https://www.donjohnston.com/cowriter/
WordQ https://www.goqsoftware.com/wordq/
Photo Credit:
https://www.quillsoft.ca/store/p/wordq-
desktop
Predictable https://therapy-box.co.uk/predictable
WordBar https://thinksmartbox.com/product/wordbar/
116
Graphic Organizer and Mind Mapping Tools
Graphic Organizer and Mind Mapping Sources

Tools
MindMeister https://www.mindmeister.com/
Coggle https://coggle.it/
Inspiration https://www.inspiration.com/
Popplet https://www.popplet.com/
Lucidchart https://www.lucidchart.com/
117
Classroom Supports
Classroom supports incorporate a wide range of tools, strategies, and resources designed to
enhance teaching and learning experiences for students and educators equally.
Interactive Whiteboards
Interactive Whiteboards Source

SMARTBoard https://www.smartboards.com/
Promethean https://www.prometheanworld.com/products/interac
tive-displays/
Vibe SmartBoard Pro https://vibe.us/products/vibe-smart-whiteboard-S1-

55/
IPEVO IW2 Wireless Interactive https://betaca.ipevo.com/IW2_Wireless_Interactive_

Whiteboard System Whiteboard_System_Short_Pen.html
118
Document Cameras
Document Cameras Source
IPEVO V4K https://www.ipevo.com/support/qa/V4K
Aver U50 https://averusa.com/products/document-

camera/u50plus
INSWAN INS-2 https://www.inswan.com/en/INS-2
119
One-to-One Devices
One-to-One Devices Sources
Lenovo ThinkPad https://www.lenovo.com/us/en/p/laptops/thinkpad/thi
nkpade/thinkpad-e16-%2816-inch-
intel%29/len101t0066?orgRef=https%253A%252F%
252Fwww.google.com%252F
Apple iPad https://www.apple.com/shop/buy-ipad/ipad/64gb-

pink-wifi-cellular
HP Chromebook https://www.hp.com/us-en/shop/pdp/hp-chromebook-
plsu-156-laptop-15at-nb000-799m7av-1
HP EliteBook https://www.hp.com/us-en/shop/mdp/elite-352503--
1/elitebook-840
Samsung Galaxy Tab 4 https://www.samsung.com/us/mobile/tablets/all-

other-tablets/samsung-galaxy-tab-4-10-1-16gb-wi-fi-
black-sm-t530nyksxar/
Acer Chromebook https://news.acer.com/acer-launches-high-

performance-durable-12-inch-chromebook-designed-
specifically-for-education
120
Learning Management Systems (LMS)
Learning Management Systems (LMS) Source
Canvas https://www.instructure.com/about/brand-
guide/canvas
Clever https://www.clever.com/blog/2019/02/introducing-
clever-portal-2
Schoology https://www.powerschool.com/classroom/schoology-
learning/
Google Classroom https://sites.google.com/view/classroom-workspace/
Moodle https://moodle.org/
BrightSpace https://www.d2l.com/brightspace/
121
Educational Software and Apps
Educational Software and Apps Source
IXL https://www.ixl.com/
Showbie https://www.showbie.com/
Xtramath https://www.xtramath.org
Epic! https://www.getepic.com/
No Red Ink https://www.noredink.com/
Edpuzzle https://edpuzzle.com/
122
Kahoot https://kahoot.com/
Quizizz https://www.quizizz.com
Pear Assessment https://www.peardeck.com/products/pear-

assessment
Kami https://www.kamiapp.com/
Desmos https://www.desmos.com/
GeoGebra https://www.geogebra.org/?lang=en
123
Flipgrid https://info.flip.com/en-us.html
Canva https://www.canva.com/
Khan Academy https://www.khanacademy.org/
Raz-Kids https://www.raz-kids.com/
Newsela https://newsela.com/
Learning A-Z https://www.learninga-z.com/
Blooket https://www.blooket.com/
124
Communication
Communication with the use of technology encompasses various methods and platforms that
facilitate the exchange of information, ideas, and messages.
Communication Platform Source

Email https://agix.com.au/secure-email-between-
office-365-and-gmail-by-default/
Remind https://www.remind.com/
Class Dojo https://www.classdojo.com/
Electronic Check-in/Check-out https://docs.google.com/forms/
125
SeeSaw https://seesaw.com/
Google Classroom https://sites.google.com/view/classroom-

workspace/
ClassTag https://home.classtag.com/
Bloomz https://www.bloomz.com/
126
Overview
The handbook aims to provide educators with a comprehensive guide to incorporating both
non-technology and technology-driven strategies in the classroom to address diverse learning
needs. By offering practical examples and suggestions, it seeks to promote inclusive teaching
practices that foster student engagement and achievement. Drawing from research and best
practices, the handbook emphasizes the importance of integrating traditional teaching methods
with digital tools to create dynamic learning environments. Through a range of strategies such as
group activities, project-based learning, and alternative assessment methods, educators are
encouraged to leverage both technological and non-technological approaches to support student
learning and success.
127
References
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activities
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Accessibility - Vision. Apple. (n.d.-a). https://www.apple.com/accessibility/mac/vision/
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Linux & Cybersecurity in Australia | System Hardening, Auditing, Risk and Compliance,
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Hardening, Auditing, Risk and Compliance, and more. https://agix.com.au/secure-email-
between-office-365-and-gmail-by-default/
Ag, N. (n.d.). NEUROSPEC AG - Research Neurosciences. NEUROSPEC AG Research

Neurosciences. https://www.neurospec.com/Products/Details/1086/eye-tracking-glasses-
etv
Benjaminstorie. (2021, February 1). Reflective activities. Reflecting with Purpose.

https://pressbooks.bccampus.ca/reflectingwithpurpose/chapter/reflective-activities/
Best keyboard for 2024. CNET. (n.d.). https://www.cnet.com/tech/computing/best-keyboard/
Best speech recognition software 2024. Capterra. (n.d.). https://www.capterra.com/speech-

Blooket. (n.d.). https://www.blooket.com/
Bloomz, Inc. (n.d.). Bloomz all school-home communication in one place. Bloomz All School-
Home Communication in One Place. https://www.bloomz.com/
Book cover tips - [030] more cover backgrounds: Book cover artwork, Book cover design
inspiration, Wattpad Book covers. Pinterest. (2016, August 31).
https://www.pinterest.com/pin/390898442641106780/
Brightspace. D2L. (2023, December 21). https://www.d2l.com/brightspace/
Busayo.longe. (2021, March 9). Alternative assessment: Definition, types, Examples &
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134
APPENDIX B. CITI CERTIFICATIONS
135
APPENDIX C. TEACHER SURVEY
Demographic Questions
1. The subject you teach:
a) Math
b) Reading/Language Arts
c) Science
d) Social Studies
e) Related Arts
f) Special Education
2. Years of teaching experience:

a) 0-3
b) 4-7
c) 8-10
d) 11-15
e) 16+
3. Has technology affected your instructional style?

a) Yes
b) No
How?
4. In the past week, how often would you say your students were on-task during the lesson
(ex: taking notes, completing the practice assignment)? (Sun & Shek, 2012)
a) 90-100%
b) 80-89%
c) 70-79%
d) 60-69%
e) Below 50%
5. How many hours a day on average do you think a student spends on a school-issued
electronic device during a typical school day? (Sun & Shek, 2012)
a) 0-3 hours
b) 4-7 hours
c) 8-11 hours
d) 12+ hours
136
6. What technology tools do you use in your classroom? SELECT ALL THAT
APPLY(Ruggiero & Mong, 2015)
a) iPad
b) Laptop
c) SmartBoard
d) Apple TV
e) Other (please specify)
7. What are the positives of having technology in the classroom? SELECT ALL THAT
APPLY (Ruggiero & Mong, 2015)
a) Student-Centered Education (Eristi, Kurt, & Dindar, M., 2012)
b) Develops Life Skills (Shonfeld & Meishar-Tal, 2017)
c) Collaboration among students (Shonfeld & Meishar-Tal, 2017)
d) Gathering of More Information (Shonfeld & Meishar-Tal, 2017)
e) More time (Shonfeld & Meishar-Tal, 2017)
f) More accessible (Shonfeld & Meishar-Tal, 2017)
g) Communication between students and teachers. (Shonfeld & Meishar-Tal, 2017)
h) Reading Software (text-to-speech and/or speech-to-text) (Shonfeld & Meishar-Tal,
2017)
i) Higher-order thinking (Shonfeld & Meishar-Tal, 2017)
j) New possibilities for accessing and handling information (Shonfeld & Meishar-Tal,
2017)
k) Immediate Feedback (Shonfeld & Meishar-Tal, 2017)
l) Other (please specify)
8. What are the negatives of having technology in the classroom? SELECT ALL THAT
APPLY (Ruggiero & Mong, 2015)
a) Long text-uncomfortable to read (Shonfeld & Meishar-Tal, 2017)
b) Harms Understanding (Shonfeld & Meishar-Tal, 2017)
c) Typing Problems (Shonfeld & Meishar-Tal, 2017)
d) Disparity between pupils (Shonfeld & Meishar-Tal, 2017)
e) Disparity between pupils and teachers (Shonfeld & Meishar-Tal, 2017)
f) Missing the sense of touching the book (Shonfeld & Meishar-Tal, 2017)
g) Digital books vs. printed books (Shonfeld & Meishar-Tal, 2017)
h) Popups (Shonfeld & Meishar-Tal, 2017)
i) Chats with friends (Shonfeld & Meishar-Tal, 2017)
j) Enticing games (Shonfeld & Meishar-Tal, 2017)
k) Computer supervision (Shonfeld & Meishar-Tal, 2017)
l) File organization (Shonfeld & Meishar-Tal, 2017)
m) Retrieving information (Shonfeld & Meishar-Tal, 2017)
n) Managing information (Shonfeld & Meishar-Tal, 2017)
o) Laptop/iPad problems (Shonfeld & Meishar-Tal, 2017)
137
p) Infrastructure-Sockets, Charging, Internet (Shonfeld & Meishar-Tal, 2017)
q) Sites and apps-installation and setup (Shonfeld & Meishar-Tal, 2017)
r) Illegible handwriting
s) Other (please specify)
9. What are students’ behaviors like in a classroom that uses technology for most of the
school day? SELECT ALL THAT APPLY (Sun & Shek, 2012)
a) Inappropriate use of technology (Sun & Shek, 2012)
b) Irrelevant reading (Sun & Shek, 2012)
c) Irrelevant drawing (Sun & Shek, 2012)
d) Side conversations (Sun & Shek, 2012)
e) Calling out (Sun & Shek, 2012)
f) Sleeping (Sun & Shek, 2012)
g) Cheating (Sun & Shek, 2012)
h) Sniping remarks (Sun & Shek, 2012)
i) Teasing Classmates (Sun & Shek, 2012)
j) Attacking classmates (Sun & Shek, 2012)
k) Quarrelling with classmates (Sun & Shek, 2012)
l) Speaking foul language (Sun & Shek, 2012)
m) Talking back, arguing with the teacher (Sun & Shek, 2012)
n) Disobedience/refusing to carry out instructions (Sun & Shek, 2012)
o) Wandering around the classroom (Sun & Shek, 2012)
p) Habitual failure in submitting assignments (Sun & Shek, 2012)
q) Clowning/playing (Sun & Shek, 2012)
r) Other (please specify)
10. What non-technology methods do you use for students who struggle with the use of
technology or do not have access to technology? SELECT ALL THAT APPLY (Dean,
2019)
a) Reading printed materials (Anderson, 2020)
b) Writing and reflecting (Anderson, 2020)
c) Group Learning (Dean, 2019)
d) Group discussions and talk-and-turns (Dean, 2019)
e) One-minute papers and one-sentence summaries (Dean, 2019)
f) Learning Stations (Dean, 2019)
g) Group by learning style, not ability (Dean, 2019)
h) Hands-on learning (Dean, 2019)
i) Alternative testing options (ex: paper and pencil) (Dean, 2019)
j) Other (please specify)
11. What specific strategies do you use in your classroom to promote student engagement
when using technology? (Dean, 2019)
138
12. How has technology impacted student behavior or engagement during the lesson? (Sun &
Shek, 2012)
13. Please share any additional comments about how technology and the effects it has had on
student learning.
139
APPENDIX D. SURVEY INVITATION
How Technology Impacts Student Achievement in the Classroom: IRB # 2023-1396
Dear Teachers,
My name is Amanda Gerardot. I am a Special Education teacher and a graduate student at

Purdue University Fort Wayne. I am requesting your assistance with my research, which is a
critical component in the completion of my Master’s program in Special Education. The title of
my study is How Technology Impacts Student Achievement in the Classroom.
You are invited to complete a survey about your knowledge of the use of technology in the
classrooms and how it has impacted student achievement over the years. Furthermore, your
knowledge about other strategies that are offered to students with an IEP who struggle with using
technology. This survey is optional and completely confidential. You will not be asked to provide
any identifiers or personal information. This one-time survey will take you no longer than 20
minutes to complete and your responses will be beneficial to my research. Your responses will add
to the body of knowledge about technology use in the classroom. The survey will be generated
online as an anonymous survey, I will not even know who responded with what. Your survey
responses will be protected electronically with a username and password combo. Once I have
completed my study, they will be erased from the system. The survey link will be provided to you
below. The school principal Adam Sirken and the IRB have reviewed this survey.
Please note that you have the right not to participate in my research or complete the survey.
Participation or nonparticipation in the research will not affect the participant's relationship with
their school and the administration will not receive any from this survey.
I appreciate your participation and your time taking this survey. Please feel free to contact
me with any questions at ext. 6026 or dannal01@pfw.edu. You may also contact my professor,
Dr. Rama Cousik, Ph. D. at cousikr@pfw.edu or 260-481-6003. Thank you for your time and
attention.
Amanda Gerardot
Special Education Teacher
140
APPENDIX E. LETTER OF COOPERATION
Date: 9/25/23
Re: Letter of Cooperation For New Haven Junior/Senior High School
Dear Dr. Cousik,
This letter confirms that that I, as an authorized representative of New Haven Junior/Senior High
School, allow Amanda Gerardot access to conduct study related activities at the listed site(s), as
discussed with the Principal Investigator and briefly outlined below, and which may commence
when she provides documentation of IRB approval for the proposed project.
• Study Title: How Technology Impacts Student Achievement in the Classroom
• Study Activities Occurring at this Site: One-time Qualtrics Survey
• Site(s) Support: New Haven Junior/Senior High School, Adam Sirken will have
access to the Qualtrics Survey. The researcher will be provided space and
authorized to view and analyze the documents. The data will be stored in a
password-protected file on Purdue FW One Drive.
• Anticipated End Date: The review of documents is expected to be completed by

January 2024 and the entire study is expected to be completed by March 2024.
I understand that any activities involving compliance with the Health Insurance Portability and
Accountability Act (HIPAA), Family Educational Rights and Privacy Act (FERPA), or other
applicable regulations at this site must be addressed prior to granting permission to the Purdue
University researcher to collect or receive data from the site. I am authorized to make this
determination on my organization’s behalf.
We understand that New Haven Junior/Senior High School participation will only take place
during the study’s active IRB approval period. All study related activities must cease if IRB
approval expires or is suspended. If we have any concerns related to this project, we will contact
the Principal Investigator who can provide the information about the IRB approval. For concerns
regarding IRB policy or human subject welfare, we may also contact the Purdue University IRB
at irb@purdue.edu (www.irb.purdue.edu).
141
APPENDIX F. IRB APPROVAL LETTER
This Memo is Generated From the Purdue University Human Research Protection Program
System, Cayuse IRB.
Date: November 7, 2023

PI: RAMA COUSIK
Re: Initial - IRB-2023-1396
How Technology Impacts Student Achievement
The Purdue University Human Research Protection Program (HRPP) has determined that the
research project identified above qualifies as exempt from IRB review, under federal human
subjects research regulations 45 CFR 46.104. The Category for this Exemption is listed below.
Protocols exempted by the Purdue HRPP do not require regular renewal. However, the
administrative check-in date is November 6, 2026. The IRB must be notified when this study is
closed. If a study closure request has not been initiated by this date, the HRPP will request a
study status update for the record.
Specific notes related to your study are found below.
Decision: Exempt
Category:
Category 2.(i). Research that only includes interactions involving educational tests (cognitive,
diagnostic, aptitude, achievement), survey procedures, interview procedures, or observation of
public behavior (including visual or auditory recording) if at least one of the following criteria is
met:
The information obtained is recorded by the investigator in such a manner that the identity of the
human subjects cannot readily be ascertained, directly or through identifiers linked to the
subjects;
Category 2.(ii). Research that only includes interactions involving educational tests (cognitive,
diagnostic, aptitude, achievement), survey procedures, interview procedures, or observation of
public behavior (including visual or auditory recording) if at least one of the following criteria is
met:
Any disclosure of the human subjects’ responses outside the research would not reasonably place
the subjects at risk of criminal or civil liability or be damaging to the subjects’ financial standing,
employability, educational advancement, or reputation; or
142
Research Notes: NA
Any modifications to the approved study must be submitted for review through Cayuse IRB. All
approval letters and study documents are located within the Study Details in Cayuse IRB.
What are your responsibilities now, as you move forward with your research?
Document Retention: The PI is responsible for keeping all regulated documents, including IRB
correspondence such as this letter, approved study documents, and signed consent forms for at
least three (3) years following protocol closure for audit purposes. Documents regulated by
HIPAA, such as Release Authorizations, must be maintained for six (6) years.
Site Permission: If your research is conducted at locations outside of Purdue University (such as
schools, hospitals, or businesses), you must obtain written permission from all sites to recruit,
consent, study, or observe participants. Generally, such permission comes in the form of a letter
from the school superintendent, director, or manager. You must maintain a copy of this
permission with study records.
Training: All researchers collecting or analyzing data from this study must renew training in
human subjects research via the CITI Program (www.citiprogram.org) every 4 years. New
personnel must complete training and be added to the protocol before beginning research with
human participants or their data.
Modifications: Change to any aspect of this protocol or research personnel must be approved by
the IRB before implementation, except when necessary to eliminate apparent immediate hazards
to subjects or others. In such situations, the IRB should still be notified immediately.
Unanticipated Problems/Adverse Events: Unanticipated problems involving risks to subjects

or others, serious adverse events, and
noncompliance with the approved protocol must be reported to the IRB immediately through an
incident report. When in doubt, consult with the HRPP/IRB.
Monitoring: The HRPP reminds researchers that this study is subject to monitoring at any time
by Purdue’s HRPP staff, Institutional Review Board, Post Approval Monitoring team, or
authorized external entities. Timely cooperation with monitoring procedures is an expectation of
IRB approval.
Change of Institutions: If the PI leaves Purdue, the study must be closed or the PI must be
replaced on the study or transferred to a new IRB. Studies without a Purdue University PI will be
closed.
Other Approvals: This Purdue IRB approval covers only regulations related to human subjects
research protections (e.g. 45 CFR 46). This determination does not constitute approval from any
other Purdue campus departments, research sites, or outside agencies. The Principal Investigator
and all researchers are required to affirm that the research meets all applicable local/state/ federal
143
laws and university policies that may apply.
If you have questions about this determination or your responsibilities when conducting human
subjects research on this project or any other, please do not hesitate to contact Purdue’s HRPP
at irb@purdue.edu or 765-494-5942, or use our online form to request an appointment. We are
here to help!
Sincerely,
Purdue University Human Research Protection Program/ Institutional Review Board
Login to Cayuse IRB
See Purdue HRPP/IRB Measures in Response to COVID-19 at www.irb.purdue.edu
144
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Amanda Gerardot Thesis (FINAL)

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Amanda Gerardot Thesis (FINAL)

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HOW TECHNOLOGY IMPACTS STUDENT ACHIEVEMENT IN THE

Master of Science in Education

Department of Counseling and Graduation Education – Special Education Program

Dr. Jane Leatherman, Chair

Dr. Rama Cousik

Dr. Jeong-il Cho

To my precious children, Addilynn, Raylynn, and Bennett,

And to my beloved husband Troy,

and dedication have played a crucial role in refining this work.

I would like to express my appreciation to the Department of Counseling and Graduate

instrumental in the completion of this thesis.

My heartfelt thanks go to my family—my grandparents, children, and husband—for their

I am grateful to my friends and colleagues who have offered their encouragement,

research process more fulfilling and enjoyable.

expanded the horizons of knowledge in my field.

presence in my academic and personal life.

LIST OF TABLES .......................................................................................................................... 9

Table 1: Years of Teaching Experience ........................................................................................ 44

Table 5: What technology tools do you use in your classroom? .................................................. 53

Figure 1: Research Question 1 participant response results. ........................................................ 45

Figure 2: Research Question 3 participant response results. ........................................................ 57

investigates teachers' perceptions of technology's effects on student engagement, academic

implications of technology use, as well as non-technological strategies employed by teachers to

dialogue on technology integration in education and informs evidence-based practices for

promoting student success in technology-rich classrooms.

Statement of the Problem

pencil due to the impacts of COVID-19 (Winter et al, 2021).

Significance of the Study/Topic

technologies (AT) and UDL (Nepo, 2017).

Purpose of the Study

technology to teach the curriculum, on students’ performance in seventh and eighth-grade

Changes in Student Behavior and Performance with Technology Implemented

emphasizing the continued importance of classroom management. Technology use appears to

behavior in technology-supported classrooms is generally seen as less problematic. However,

and may lead to feelings of stigmatization, impacting their engagement in academics.

Benefits of Technology in Academics

Learning (UDL) helps in facilitating accommodations within technology devices, particularly in

implementation, and support.

Disadvantages of Technology in Academics

of technology in education requires careful consideration to address these challenges and

maximize its benefits for both teachers and students.

Teachers’ Perspective on the Use of Technology

or emotional disabilities. Technology serves as a confidence-building tool for communication,

Non-Technological Strategies for Classroom Instruction

(Ferlazzo, 2017). Project-based learning, incorporating both technology and non-technology

skills for individuals with disabilities (Alnahdi, 2014).

impulsive behaviors, difficulty paying attention, or overly active (CDC, 2023).

funds to schools that have lower-income families (Nepo, 2017).

Emergency Remote Teaching (ERT)-Radical shift in online teaching in response to Covid-19,

with no guidelines (Winter et al, 2021).

Information and Communication Technology (ICT)-Technology resources used in the

disabilities (Nepo, 2017).

and interact with one another (Tas, 2017).

focused on three research questions:

technology affects student behaviors and school performance?

impacts of technology in the classroom and on students.

Even though teachers in technology-supported classrooms use body language during

(Winter et al, 2021 p. 240)

Student behavior in technology-supported classrooms seems to be less of an issue

technology-supported classrooms and classrooms without technology, there were no considerable

technology in the classroom (Tas, 2017).

complete any work at home when necessary (Winters et al, 2021).

technology. Implementation of assistive technology (AT) specifically for special education

comments about them (Nepo, 2017).