Population Justification
The selection of 6th-grade students at Bronte Welsh Primary is the target demographic for this study due to various reasons. Firstly, this group of individuals is represented during a crucial period where evaluation of the effects of technology integration on learning outcomes can most effectively be performed. At the age of 11-12, students are going through the period of their transition to adolescence, which is characterized by an increased sense of individualism and the use of information technology (Swayne, 2017). The study aims to capture the specific ways technology shapes students’ learning experiences at this stage of cognitive and socio-emotional development.
Additionally, the sample of 6th-grade has a reasonable homogeneity that is vital for eliminating potential confounding factors and confirming the validity of research results. The specific focus on 6th graders is better than the broad age ranges of mixed-grade samples because researchers can see the effect of technology integration on a consistent academic and developmental context. This selective approach makes the research more efficient in explicating the significance of the technology-enabled learning strategies and their future impacts on educational practice in Bronte Welsh Primary School.
Intervention
Our intervention is made to be a holistic approach that puts more emphasis on integrating technology in the learning spaces. At the center of this undertaking are hands-on sessions for the teachers that will be conducted as workshops so that they can use different technological tools and platforms correctly. The focus of these workshops is to train educators in using technology as a tool to facilitate learning by maximizing the engagement level of students, imparting instructions through enhanced means and bettering academic achievement in multiple subjects.
Meanwhile, the project includes the development and employment of learning resources that match these criteria to improve teaching methods that use technology. These standards, put in place for teachers, offer educators a referral source of the right way of teaching and integrating technology to accelerate student learning. The intervention will help teachers to be knowledgeable in training and resources by equipping them with tools and teaching strategies that can transform the school into a receptive environment to the use of technology to enrich the teaching and learning experience at Bronte Welsh Primary School.
Intervention Plan
The plan is to be applied in the school year period, from the beginning to the end, in a way that will ensure comprehensive and sustainable support to the teachers on the proper usage of technology in their instruction. The central factor of this approach is the development of workshops themed to comply with the current requirements and demands of 6th-grade teachers. The workshop will dig into the various issues revolving around technology use in teaching, starting from the choice of appropriate tools, constructing interactive learning activities and the multidimensional integration of media into lesson plans, among others.
In addition to that, teachers are going to have a period of training where they will receive detailed information on how to start using technology in their lessons, including a lot of resources and support systems. This support may be afforded through the utilization of computer software for learning, interactive platforms that encourage active engagement, and online technical assistants to resolve any possible technical issues that might arise.
Furthermore, the implementation of the intervention places a substantial focus on the part of teachers to provide feedback as well as professional development to eventually enhance their confidence in the utilization of technology in classroom practice to this effect in improving students’ academic performance. In addition to the exposure to new ideas and strategies, educators will be able to pound their understanding by participating in the post-workshop reflective activities (Yilmaz, 2021). In the classroom, observation and peer evaluation will give them an idea of the classroom effects of the technology integration usefulness to their students. Through the implementation of this systematic intervention plan, Bronte Welsh Primary School aims to build a culture of innovation and high-quality teaching where computers act as a lever to advance the educational process and equip students for the rapidly growing digital era.
Data Sources
Data collection for the research project will be done from different sources to comprehensively understand the effects of the integration of technology on student engagement and performance in the grade six classrooms of the Bronte Welsh Primary School. in order to tackle the research question on the effects of technology integration on 6th grade students’ engagement across core subjects, we can apply a mixed-methods approach with the survey and interview as the main tools since the sample is very small (15 students). This technique enables one collect quantitative and qualitative data that gives a overview of student engagement. A structured questionnaire will be distributed to the 15 students from the sixth grade, with both closed and open questions.
Closed-ended questions will quantitatively estimate students’ levels of engagement in core subjects before and after the implementation of technology through the use of Likert scales. Questions cover a variety of topics like degree of interest in subject, estimated grasp of material, and wishes to involve in class activities. Through the open-ended questions, students will be able to respond in their own words to how the technology has affected their learning, and these responses will provide insights into their engagement in learning with the technology. Additionally, there will be semi-structured interviews with each of the 15 students, giving the researcher a deeper understanding of the students’ responses to the questionnaire. Interviews will focus on students’ perceptions of technology usage in the classroom, its influence on their interest and involvement in learning activities, and how it helps or complicates their learning processes.
The data from the Likert scale questions will be used to generate an automatic score of student engagement. Descriptive data, including mean pre- and post-integration scores, will be calculated and shown in a graph or table, synchronizing with the given form. The data from interviews will be analyzed using the thematic analysis method to detect themes and patterns and find out what students are feeling about technology integration. Themes addressed will be based on direct quotes from students, in order to provide a more personal level of engagement that will be more informative and as a consequence, evident. Such qualitative analysis will be an addition to the quantitative data offering a holistic overview on the role play of technology on student motivation. The combined qualitative and quantitative results of the survey will provide an all-inclusive perspective of the influence of technology integration on the student engagement in core subjects among Sixth graders at Bronte Welsh Primary School.
Instrumentation
The instruments for this study will take into account a variety of approaches, including surveys, questionnaires and academic achievement data collection methods to facilitate the assessment of the influence of technology integration on the student and teacher experiences as well as academic results. Tablets and smartphones are among the modern gadgets which kids make use of for communication even with their parents (Bernacki et al., 2020). Students and teachers will be probed using surveys and questionnaires consisting of both qualitative and quantitative questions. They will delve into numerous domains including the efficacy of technology utilization, perceived influence on academic excellence and engagement, encountered challenges and recommendations for enhancement. The use of open-ended questions will promote a holistic view of the subject material in various ways (Johnson-Smith, 2014). Moreover, the performance data that will be extracted from the school records will also provide quantitative indicators which will show how classroom technology integration affects student achievement. This research intends to achieve a comprehensive outlook of how technologies act as a catalyst for teaching and learning at Bronte Welsh Primary School by making use of a variety of tools.
References
Al-Abdullatif, A. M., & Gameil, A. A. (2021). The Effect of Digital Technology Integration on Students’ Academic Performance through Project-Based Learning in an E-Learning Environment. International Journal of Emerging Technologies in Learning, 16(11).
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Johnson-Smith, T. (2014). Student engagement and academic achievement in technology-enhanced and traditional classroom environments.
Swayne, J. M. (2017). Staying connected: measuring the impact of 1: 1 technology integration on student engagement and achievement at the middle level (Doctoral dissertation, Concordia University (Oregon).
Yilmaz, A. (2021). The effect of technology integration in education on prospective teachers’ critical and creative thinking, multidimensional 21st-century skills and academic achievements. Participatory Educational Research, 8(2), 163-199.
Yurtseven Avci, Z., O’Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160-177.
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