Technology has seen a recent widespread integration into daily life, where access to vast amounts of information is now available with ease. Today’s generation of students has grown up with technology all around them in an ever-increasing manner. To create an effective 21st century classroom that meets the needs of the students, a modern teacher must factor a student’s motivation to learn and the effects technology has on inclusionary education.
A technology implementation was devised to address this rising need. Research was completed at an urban charter school on a population of 348 at the time of technology intervention through data analysis. Student surveys were administered to gauge student perception and motivation, student individualized education plans were reviewed, and classroom observations were made.
The results showed that students feel motivated through the specific use of technology in the classroom, whether it be for pedagogical purposes or for accommodations as required by an Individual Education Plan (IEP) or 504 plan. Further study can aid in updating teaching techniques to better support inclusionary education as well as enhancing student motivation.
","abstract_html":"<p>Technology has seen a recent widespread integration into daily life, where access to vast amounts of information is now available with ease. Today’s generation of students has grown up with technology all around them in an ever-increasing manner. To create an effective 21st century classroom that meets the needs of the students, a modern teacher must factor a student’s motivation to learn and the effects technology has on inclusionary education.</p> <p>A technology implementation was devised to address this rising need. Research was completed at an urban charter school on a population of 348 at the time of technology intervention through data analysis. Student surveys were administered to gauge student perception and motivation, student individualized education plans were reviewed, and classroom observations were made.</p> <p>The results showed that students feel motivated through the specific use of technology in the classroom, whether it be for pedagogical purposes or for accommodations as required by an Individual Education Plan (IEP) or 504 plan. Further study can aid in updating teaching techniques to better support inclusionary education as well as enhancing student motivation.</p>","abstract_has_math":false,"creators":["Francis, James"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Michelle Collay","Erin Connor","Sanela Jonuz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-06-01T07:00:00Z","date_published":"2017-06-01T07:00:00Z","updated_at":"2026-07-24T05:21:05Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/121","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michelle Collay","Erin Connor","Sanela Jonuz"]},{"key":"dc:creator","label":"Author","values":["Francis, James"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-06-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/121"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Technology has seen a recent widespread integration into daily life, where access to vast amounts of information is now available with ease. Today’s generation of students has grown up with technology all around them in an ever-increasing manner. To create an effective 21st century classroom that meets the needs of the students, a modern teacher must factor a student’s motivation to learn and the effects technology has on inclusionary education.
A technology implementation was devised to address this rising need. Research was completed at an urban charter school on a population of 348 at the time of technology intervention through data analysis. Student surveys were administered to gauge student perception and motivation, student individualized education plans were reviewed, and classroom observations were made.
The results showed that students feel motivated through the specific use of technology in the classroom, whether it be for pedagogical purposes or for accommodations as required by an Individual Education Plan (IEP) or 504 plan. Further study can aid in updating teaching techniques to better support inclusionary education as well as enhancing student motivation.
"]},{"key":"dc:title","label":"Title","values":["The Effects Of Technology On Student Motivation And Engagement In Classroom-Based Learning"]}]}],"canonical_facts":{"dc:contributor":["Michelle Collay","Erin Connor","Sanela Jonuz"],"dc:creator":["Francis, James"],"dc:date.available":["2017-06-03T07:00:00Z"],"dc:description.abstract":["Technology has seen a recent widespread integration into daily life, where access to vast amounts of information is now available with ease. Today’s generation of students has grown up with technology all around them in an ever-increasing manner. To create an effective 21st century classroom that meets the needs of the students, a modern teacher must factor a student’s motivation to learn and the effects technology has on inclusionary education.
A technology implementation was devised to address this rising need. Research was completed at an urban charter school on a population of 348 at the time of technology intervention through data analysis. Student surveys were administered to gauge student perception and motivation, student individualized education plans were reviewed, and classroom observations were made.
The results showed that students feel motivated through the specific use of technology in the classroom, whether it be for pedagogical purposes or for accommodations as required by an Individual Education Plan (IEP) or 504 plan. Further study can aid in updating teaching techniques to better support inclusionary education as well as enhancing student motivation.
"],"dc:identifier":["https://dune.une.edu/theses/121"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"],"dc:title":["The Effects Of Technology On Student Motivation And Engagement In Classroom-Based Learning"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:05Z"}