ED 776

Theory and Research on Teaching in Education

Fall 2018
Carmen, Liane, Melissa

Literature Review Outline

Title: Technology and the Effects on Student Achievement

I. Introduction
A. Overview of Educational Issue
Technology has proven to be a valid means to providing instruction based
on the level of each individual student (Brasiel et al., 2016). There are various
online instructional programs such as MobyMax that provide individualized
instruction. However, there are also Web 2.0 tools such as Padlet that provides
opportunities for students to show their knowledge through various means like
video, voice recording, drawing, typing, etc.
B. Problem Statement
Through this research, we wish to gain a better understanding of the
effects technology has on student achievement. More specifically, we wish to
understand if technology encourages the learning environment and promotes
higher achievement or if it leads to a greater distraction within the classroom, in
which student achievement does not change or declines.
C. Review Questions
1. What effects does technology have on student achievement when Bring
Your Own Device (BYOD) policies are active in the K-12 setting?

2. What effects does the use of technology have on all core content skills and
comprehension in the classroom?

3. What technologies are most effective in increasing achievement?

D. Purpose and Significance of Lit Review
We will examine the effectiveness of the use of technology within the K-
12 classroom in order to determine if technology has a positive or negative impact
on student achievement. The positive or negative impact on student learning will
be determined through student achievement.

Heath - Fall 2018

ED 776
Theory and Research on Teaching in Education
Fall 2018
Carmen, Liane, Melissa

E. Organization of Lit Review

The review will be organized as supporting background, introduction,
arguments with supporting details in order to support the research questions, and
conclusion.
II. Literature Review
A. Background of Issue
Educators and researchers are trying different technologies to see if they
have a positive impact on student achievement and comprehension. Researchers
all over the world are using various technology programs and BYOD to see if
there is a correlation between student achievement for the better.
B. Argument #1 - Through consistent and appropriate use of BYOD, student
achievement increased.
1. Student achievement increased through math based programs. (NAME,
YEAR)
2. Automatic feedback from programs helps students and teacher
3. BYOD helps fill the gap in schools that lack technology
4. Motivation and interest levels increased through BYOD
C. Argument #2 - Technology in the classroom increases academic skills and
comprehension in the classroom. (be specific and cite)
1. Student achievement has increased through various technology approaches
during and after school program.
2. Using 1 to 1 devices has shown improvements in student achievement in
their science class.
D. Argument #3 - Using specific technology tools (iPads and multimedia videos)
will enhance student achievement.
1. Teachers to comprehend what every single tool can and cannot bring to
teaching and learning.
2. Digital tools can assist the research and collection of ideas and visual
material through the Internet.
3. Can better support design and development that requires high level of
detail and visualization, or more accurate visual solutions.

Heath - Fall 2018

ED 776
Theory and Research on Teaching in Education
Fall 2018
Carmen, Liane, Melissa

4. When used to develop concept mapping, can facilitate collaborative

learning with peers.
5. If students have limited drawing ability, certain software can help them
express ideas, develop concepts and sketch on a screen.
III. Discussion
A. Summary of Educational Issue and Background
The purpose of this review is to investigate the research in addition to gain
a better understanding of the effects technology has on student achievement. The
research discusses the use of digital tools such as 1 to 1 devices for a conceptual
learning task that would normally entail the use of paper and pencil. The claim
that a digital tool has considerable potential to enhance teaching and learning
places the significance of this review in the context of the wider and at times
heated debate on traditional versus digital tools in the classroom. In fact, for the
learning task the students undertook with the use of iPads, some unique
advantages and disadvantages were identified for each set of tools, making it hard
to claim that one is more useful for teaching and learning compared to the other.
Instead, the conclusion is that a balancing and coexistence can exist in practice,
depending on the circumstances as well as the previous skills and knowledge of
individual students. (There will be conflicting results in the research, back up with
different studies used within the research, use both sides of the research)
B. Discussion of Argument #1 and relationship to Review Question(s)
● Who cares that through consistent and appropriate use of BYOD, student
achievement increased? In other words, why is this important and how can
it inform policy and practice?
C. Discussion of Argument #2 and relationship to Review Question(s)
● Who cares about different technology that increases academic
achievement in all content areas?
● Why does 1:1 devices help with academic achievement in all subjects?
● Who’s to say that comprehension scores will increase because of
technology?
D. Discussion of Argument #3 and relationship to Review Question(s)
● Who cares what specific devices will enhance student achievement?
IV. Conclusion: Answer to initial Review Question(s)

Heath - Fall 2018

ED 776
Theory and Research on Teaching in Education
Fall 2018
Carmen, Liane, Melissa

After researching various articles and arguments from different

researchers the data show that different technology programs (which ones) and
BYOD (be specific 1:1 and Ipads) have had a positive impact on student
achievement and has proven to show better academic performance in students.

IV. References

Brasiel, S., Jeong, S., Ames, C., Lawanto, K., Yuan, M., & Martin, T. (2016). Effects of

Educational Technology on Mathematics Achievement for K-12 students in Utah.

Journal of Online Learning Research, 2(3), 205-226. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1148414.pdf

Burns-Sardone, N. (2013). Making the case for BYOD instruction in teacher education.

Informing Science & Information Technology, 11, 191-201. Retrieved from

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ln.researchport.umd.edu/ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&s

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ocId=GALE%7CA420050950&docType=Report&sort=RELEVANCE&contentSegment

=&prodId=AONE&contentSet=GALE%7CA420050950&searchId=R1&userGroupNam

e=loyoland_main&inPS=true

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ED 776
Theory and Research on Teaching in Education
Fall 2018
Carmen, Liane, Melissa

Chou, P., Chang, C., Lin, C. (2017). BYOD or not: A comparison of two assessment strategies

for student learning. Computers in Human Behavior, 74, 63-71. Retrieved from

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ln.researchport.umd.edu/science/article/pii/S0747563217302662?via%3Dihub

Hodgson, J. H. (2016). One-to-one technology integration: An examination of academic tasks

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Hoye, S. R. (2017). Teachers' perceptions of the use of technology in the classroom and the

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of technology on student achievement (Order No. 10616975). Available from ProQuest

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Mancillas, L. K., & Brusoe, P. W. (2016). Born Digital: Integrating Media Technology in the

Political Science Classroom. Journal of Political Science Education, 12(4), 375-386.

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Middleton, B. M., & Murray, R. K. (1999). The impact of instructional technology on student

academic achievement in reading and mathematics. International Journal of Instructional

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ED 776
Theory and Research on Teaching in Education
Fall 2018
Carmen, Liane, Melissa

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Mo, D., Huang, W., Shi, Y., Zhang, L., Boswell, M., & Rozelle, S. (2015). Computer technology

in education: Evidence from a pooled study of computer assisted learning programs

among rural students in China. China Economic Review, 36, 131-145. Retrieved from

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Paek, S., & Fulton, L. A. (2016). Elementary students using a tablet-based note-taking

application in the science classroom. Journal of Digital Learning in Teacher Education,

32(4), 140-149. Retrieved from:

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direct=true&db=eric&AN=EJ1113208&site=ehost-live&scope=site

Rehmat, A.P., & Bailey, J.M. (2014). Technology integration in a science classroom: Preservice

teachers’ perception. Journal of Science Education & Technology 23:744-755

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tid=12164

Heath - Fall 2018

ED 776
Theory and Research on Teaching in Education
Fall 2018
Carmen, Liane, Melissa

Souleles, N. (2017). iPad versus traditional tools in art and design: A complementary association.

British Journal of Educational Technology, 48(2), 586-597. Retrieved from

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ERIC Library

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