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Abstract
This paper will give a list of references that are relating to how students learn, retain, and interact
with technology and social media usage in the classrooms. Throughout the literature research it
was observed that technology is available to teachers I many different forms which brings many
opportunities to students as well. Even with the opportunity being there and the inclusion of
technology and social media in the classroom being easy to use, there can still be a disconnect
for students and/or teachers. This disconnect can be caused by many different issues such as lack
of training/understanding or even lack of funding to have the latest technology available. This
report includes qualitative and quantitative research studies to better understand the influence
that technology and social media have in the classroom for students.
Keywords: social media, training, retain, technology inclusion, classroom, teacher, quantitative,
qualitative, research
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Topical Reference List: Technology Integration in the Classroom
This study has a primary purpose to analyze research data to see how students are being affected
using technology and social media in the classroom. It is important to know if the student is
being affected in a positive or negative way. Are all the students being reached? Are there any
students struggling and falling behind due to the inclusion? Are they able to retain the
information they are given? There are many things to consider, but ultimately it is important to
see the impact on the student’s academic journey.
References
Amiel, T., Kubota, L. C., & Wives, W. W. (2016). A systemic model for differentiating school
technology integration. Research in Learning Technology, 24.
Often when technology is introduced into the classroom, it has very little to do with the
educator’s individual choice. Most of the time it is a bigger implementation throughout the
district. Many factors are taken into consideration when choosing new technology for the district,
and often it isn’t going to be a good fit for everyone. This study looks at how technology
integration could help or hurt the classroom. By looking at the positive and negatives of
integration, it can help individuals make better choices on the specific technology they need to
try to implement first into the classrooms. Another great thing about this article is that it looks at
both public and private schools. This gives unique perspectives and a wider scope to base the
research on.
Chiu, T. K., & Churchill, D. (2016). Adoption of mobile devices in teaching: changes in teacher
beliefs, attitudes, and anxiety. Interactive Learning Environments, 24(2), 317- 327
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The atmosphere within the classroom is very important. Students need to feel accepted, safe, and
loved. This is a goal for all teachers to help their classrooms have the right atmosphere for their
students. The teacher is the first one to create that atmosphere. This study investigates how the
use of mobile devices can affect the teacher’s attitude. Attitude changes can happen from many
different things. Anxiety and beliefs can affect attitudes and when the teacher is affected it can
throw off the whole atmosphere of the classroom. This study conducted questionaries to help
investigate these such factors and how they are influencing their teaching styles. When the
teaching style is affected, it can harm the academic journey for the student as well and how they
retain the information.
Dickey, M. D. (2015). K-12 teachers encounter digital games: a qualitative investigation of
teachers' perceptions of the potential of digital games for K-12 education. Interactive
Learning Environments, 23(4), 485-495.
Games are always fun for children. The younger ones usually react better with games, but those
in middle school and even high school also enjoy playing games. The use of educational games
is a great way to make learning fun for students. This study investigates how the teachers feel
about the use of digital games. This is a qualitative investigation and was focused on a group of
educators ranging from K-12. This allowed for all their perceptions and experiences to be
considered. This wide range of information is very informative and can show how the different
ages of students react and learn using the digital games.
Hall, A. B., & Trespalacios, J. (2019). Personalized professional learning and teacher self-
efficacy for integrating technology in K–12 classrooms. Null, 35(4), 221-235.
10.1080/21532974.2019.1647579
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One of the most important aspects of successful technology integration would be that the
educators are trained properly on the technology. If they are not familiar with the technology
they can not properly help their students when it comes time to teach with the technology. This is
a quantitative study and investigates the educators comfort level with information and
communication technology. The study consisted of over 400 educators. This gave a wide range
of information for the research and could be helpful for administrators to see how comfortable
their teachers are with new technology in the classroom which can affect how the students will
deal with it as well.
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and
technology integration. Teaching and Teacher Education, 29, 76-85
This study investigates the educator’s beliefs and how it related to how they integrated the
technology in the classroom. The study looks at how the educator’s beliefs may affect their
knowledge and learning or the technology as well as how it would affect their teaching methods.
Then those two things were compared to see if they were relatable to the technology integration.
Twenty-two teachers participated in the study and gave a wide range of data to be compared.
Masullo, C. (2017). Change Agents and Opinion Leaders: Integration of Classroom Technology.
Quarterly Review of Distance Education, 18(3), 57-7
It is important to have the opinions of administrators or leaders when integrating technology into
the classroom. This study investigated how technology was coordinated and implemented in 10
different public elementary schools. The technology coordinators were the agents in the study
that gave their opinions as leaders. These leaders could be very influential for the teachers whose
classrooms this technology was being implemented. This study was conducted to see how the
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coordinators made their technology and classroom selections. This is a qualitative study and used
many different instruments for data collection.
O'Neal, L. J., Gibson, P., & Cotten, S. R. (2017). Elementary School Teachers' Beliefs about the
Role of Technology in 21st-Century Teaching and Learning. Computers in the Schools,
34(3), 192-206.
Technology has been advancing for many years now. With this advancement, it has made its way
into the classroom and curriculum. Some teachers who have been teaching for many years can
have a problem with this and feel uncomfortable with this implementation. This study looks at
how these teachers feel about technology. The teacher’s beliefs can be shown in how they teach
or incorporate technology. This is a qualitative article and investigates the beliefs of an urban
elementary school. The results show that there is a mutual feeling that technology is valuable but
more guidance and effective integration in the classroom is needed.
Pittman, T., & Gaines, T. (2015, August). Technology integration in third, fourth and fifth grade
classrooms in a Florida school district. Educational Technology Research and
Development, 63(4), 539-554
This study zeros in on third, fourth, and fifth grades. These teachers teach such a vital age and
can help shape their students’ view on technological integration and how they use it. This study
looked at the amount of technology used in the classroom for these specific grades in a Florida
school district. It also investigated the accessibility of technology and the way it was being used.
The attitudes of the teachers and the integration of technology through computers among the
students were very positive. This study also looked at barriers that may be present for
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technological integration. One barrier found was the lack was computers/technology available
which implemented the total implementation of the technology.
Tondeu, J., Roblin, N. P., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning
teachers for technology integration in education: ready for take-off? Technology,
Pedagogy and Education, 26(2), 157-177
Teachers’ preparation when it comes to technological integration is vital for success. How those
teachers prepare as they enter the first years in the classroom can be important and set the
groundwork for their careers and how they continue to evolve as technology does. This study
shows data that was collected by interviews from teachers that were just beginning their careers.
Results show that the teachers used many technological implementations that were created to
help the students learn. This can be due to the age of technology and the younger generation
being very familiar with it already before entering the classroom. The study shows that teachers
have more experience in this field, and it helps them with their comfort level. Different ideas and
methods to help educate and prepare future teachers are discussed throughout this study.
Varier, D., Dumke, E. K., Abrams, L. M., Conklin, S. B., Barnes, J. S., & Hoover, N. R. (2017,
August). Potential of one-to-one technologies in the classroom: teachers and students
weigh in. Educational Technology Research and Development, 65(4), 967- 992
This study gets the opinions of teachers and students. Technological advancements over the past
several years have been great. This is no surprise that these advancements have found their way
into the classroom. They can reach students with specific abilities and help offer resources to
educators that were not there before. This also offers the educator many different teaching
techniques to be sure their curriculum is differentiated enough to reach every student in their
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classroom. This was a large, economically diverse, qualitative study regarding the
implementation of six different technological devices throughout the district. These devices went
into elementary, middle, and high schools to ensure the data was very diverse. The sole purpose
of this study was to investigate and understand how the experiences of the teachers and students
related to the implication of the devices. Interviews were performed and student groups were
conducted to see how teachers and students responded to these devices being implemented.
Summary
After conducting research for my original research question, I found it hard to find research done
on social media use within the classroom. Even more so it was harder to find research that
specifically related to how students were learning or not learning with the technology
implementation in the classroom. There were many that offered teachers points of view or data
on a whole district when introducing new technology. Overall teachers are usually weary of
trying the new technology in the classroom, even if they agree that it is important. This was due
to several factors such as lack of training or availability. Teachers weren’t to ensure that new
methods being used in their classroom will work for their students benefit and not set them back
or cause them to fall behind in their academic journey. It is important that the students succeed
with any technological integrations in the classroom and that teachers are comfortable with their
instruction of such technology to be sure that the students continue to grow and retain
knowledge.
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