The focus of this study is to document and describe the integration of technology in the everyday lives of students in Grades 3–8 attending a high-performing public school district in an affluent Chicago suburb. The following research questions guide this study:
A review of the literature presents related information in areas that explore the increasingly digital world of our students; curriculum, instruction, and research; innovation, creativity, and learning environments; student social and cognitive development; and student technology use. In this ethnographic study, qualitative research methods are used to interview 55 students in 17 focus groups. An analysis of focus group data is presented in the following categories: technology device access and use; gaming; electronic book readers; television and online video; imposed limits on technology; communicating using technology; and technology in the school environment. Student technology use information is presented in the student voice and is then discussed in the context of improving teaching and learning. This study recommends that both parents and teachers should intentionally seek to understand the technology-enabled pursuits of children to better understand the “whole child.” Further, teachers and other school leaders are encouraged to welcome student-owned technology in school and encourage project-based learning opportunities.
","abstract_html":"<p>The focus of this study is to document and describe the integration of technology in the everyday lives of students in Grades 3–8 attending a high-performing public school district in an affluent Chicago suburb. The following research questions guide this study:</p> <ul> <li>How do students in Grades 3–8 integrate technology into their lives?</li> <li>What are the implications of students’ technology integration for teaching and learning?</li> <li>How can teachers capitalize upon students’ technology integration in ways that inform instructional practice?</li> </ul> <p>A review of the literature presents related information in areas that explore the increasingly digital world of our students; curriculum, instruction, and research; innovation, creativity, and learning environments; student social and cognitive development; and student technology use. In this ethnographic study, qualitative research methods are used to interview 55 students in 17 focus groups. An analysis of focus group data is presented in the following categories: technology device access and use; gaming; electronic book readers; television and online video; imposed limits on technology; communicating using technology; and technology in the school environment. Student technology use information is presented in the student voice and is then discussed in the context of improving teaching and learning. This study recommends that both parents and teachers should intentionally seek to understand the technology-enabled pursuits of children to better understand the “whole child.” Further, teachers and other school leaders are encouraged to welcome student-owned technology in school and encourage project-based learning opportunities.</p>","abstract_has_math":false,"creators":["Fuller, Matthew J."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Tema Okun","Vicki Gunther","Michael Lubelfeld"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-08-10T07:00:00Z","date_published":"2014-08-10T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["educational technology","technology integration","technology use","gaming","mobile device","learning preferences","Education","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/75","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tema Okun","Vicki Gunther","Michael Lubelfeld"]},{"key":"dc:creator","label":"Author","values":["Fuller, Matthew J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-08-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational technology","technology integration","technology use","gaming","mobile device","learning preferences","Education","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/75"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The focus of this study is to document and describe the integration of technology in the everyday lives of students in Grades 3–8 attending a high-performing public school district in an affluent Chicago suburb. The following research questions guide this study:
A review of the literature presents related information in areas that explore the increasingly digital world of our students; curriculum, instruction, and research; innovation, creativity, and learning environments; student social and cognitive development; and student technology use. In this ethnographic study, qualitative research methods are used to interview 55 students in 17 focus groups. An analysis of focus group data is presented in the following categories: technology device access and use; gaming; electronic book readers; television and online video; imposed limits on technology; communicating using technology; and technology in the school environment. Student technology use information is presented in the student voice and is then discussed in the context of improving teaching and learning. This study recommends that both parents and teachers should intentionally seek to understand the technology-enabled pursuits of children to better understand the “whole child.” Further, teachers and other school leaders are encouraged to welcome student-owned technology in school and encourage project-based learning opportunities.
"]},{"key":"dc:title","label":"Title","values":["Tap the Screen: Technology Integration in Our Students’ Lives"]}]}],"canonical_facts":{"dc:contributor":["Tema Okun","Vicki Gunther","Michael Lubelfeld"],"dc:creator":["Fuller, Matthew J."],"dc:date.available":["2014-08-12T07:00:00Z"],"dc:description.abstract":["The focus of this study is to document and describe the integration of technology in the everyday lives of students in Grades 3–8 attending a high-performing public school district in an affluent Chicago suburb. The following research questions guide this study:
A review of the literature presents related information in areas that explore the increasingly digital world of our students; curriculum, instruction, and research; innovation, creativity, and learning environments; student social and cognitive development; and student technology use. In this ethnographic study, qualitative research methods are used to interview 55 students in 17 focus groups. An analysis of focus group data is presented in the following categories: technology device access and use; gaming; electronic book readers; television and online video; imposed limits on technology; communicating using technology; and technology in the school environment. Student technology use information is presented in the student voice and is then discussed in the context of improving teaching and learning. This study recommends that both parents and teachers should intentionally seek to understand the technology-enabled pursuits of children to better understand the “whole child.” Further, teachers and other school leaders are encouraged to welcome student-owned technology in school and encourage project-based learning opportunities.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/75"],"dc:subject":["educational technology","technology integration","technology use","gaming","mobile device","learning preferences","Education","Educational Leadership"],"dc:title":["Tap the Screen: Technology Integration in Our Students’ Lives"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}