This document summarizes an action research project analyzing effective technology use in the classroom. Surveys, interviews, and observations of teachers at Grassy Pond Elementary School found that younger teachers were more comfortable using technology, while veteran teachers relied more on traditional methods. Data also showed that teachers felt they needed more training to effectively integrate technology. Students were more engaged when using devices like iPads throughout the day. Based on these findings, the school plans to provide more ongoing technology training for teachers and purchase additional devices to have one-to-one access for students.

1. Running head: EFFECTIVE USE OF TECHNOLOGY
Action Research Analysis on Effective Use of Technology in the Classroom
Tessie W. Bridges
American College of Education
ED 5153 Research Methods
Dr. Kristine Vowels
September 18, 2015

2. Running head: EFFECTIVE USE OF TECHNOLOGY
Introduction
Cherokee County School District is currently putting into place a one to one
technology initiative. This initiative is beginning at the high school level. Next year, the
middle school students will receive an ipad and in the year 2017-2018, the elementary
school students will receive an ipad. The purpose is to know how effective technology is
currently being used in the classroom and if what we already have in place is benefiting
our students. The action research question is how effectively are teachers and students
using technology in the classroom and is it enhancing student learning?
Problem Statement and Description of Setting
The problem with this action research plan is that Grassy Pond Elementary School
does not have a sufficient amount of technology available for all students in the building.
There is a computer lab and two mobile labs available, however teachers must sign up for
times to use this technology and it is not in the classroom each and every day. Each
teacher has a smart board, a document camera, and a desktop computer. This technology
is appropriate for whole group purposes and some small groups, but it is not enough for
students to have one to one technology access. Research questions to address: Are
students becoming more successful by using technology in the classroom? What type of
technology training do teachers need in order to successfully integrate technology into the
classroom?
Literature Review
K. Moller and L. Ferguson (2015) found that through using literature based apps
in the classroom, students are learning how to read and write and love the process of

3. Running head: EFFECTIVE USE OF TECHNOLOGY
doing it through technology in the classroom. This article shares three apps that can be
used by teachers and students in the classroom to integrate technology and literature in a
way that is meaning and engaging to students. Moller and Ferguson (2015) point out
difficulties teachers can face when technology is not available in the classroom for daily
use; however the apps they researched can be done in a classroom with only one
computer or smart board. The apps help students effectively learn in the classroom and
can help teachers effectively integrate technology while teaching literature.
Ilhan Varank (2013) researched the effects of teachers using technology on
classroom management skills. In his research he surveyed teachers to see their comfort
level on using technology in the classroom and how technology is being used. He found
that teachers often used technology as a reward and for not much educational purposes,
which effected classroom management in the classroom. Teachers who were more
comfortable using technology in the classroom managed behaviors more effectively.
Varank (2013) also noted the importance of teacher training on the use of effectively
using technology in the classroom. The more training teachers have on technology and
the more comfortable they feel using it in the classroom, the more effective technology is
in enhancing student learning.
Ryan Spencer and Tori Smullen (2014) research the importance of using
technology to teach literature in the classroom. They looked at how Kindles, iPads and
curriculum linking to technology helps students effectively learn in the classroom.
Through these technologies, students are provided an opportunity to take control over
their own reading skills. They are learning how to develop new literacy skills, how to be
responsible for the reading and they are being encouraged to love literacy through

4. Running head: EFFECTIVE USE OF TECHNOLOGY
technology. Spencer and Smullen (2014) also point out the importance of teacher in-
service training. Both teachers and parents should have background knowledge on the
benefits of using technology in the classroom and at home to promote a love of learning.
Methodology
A survey was first used to collect qualitative data. The survey was in question,
answer formant and was given to all teachers. The survey consisted of questions about
the current use of technology in the classroom. The data collected shows the comfort
level teachers have using technology along with training teachers feel is needed to
increase knowledge. Data also shows what types of technology are being used and if
teachers feel the forms of technology are beneficial to their students’ growth.
An interview was used to collect qualitative data. A teacher per grade level
beginning Kindergarten through fifth grade was chosen at random. The face-to-face
interview consisted of viewing class test data and technology based assessments used by
Cherokee County School District. The data showed consistency between teacher
knowledge of technology and the amount of technology used in the classroom. Data also
showed opportunities for engagement and rigorous activities through the use of
technology.
The final data source was through observation. Teachers who were chosen for the
face-to-face interview were also observed teaching during the school day. The
observations provide qualitative data. Data shows the amount of time both the students
and teacher were using technology and the types of technology used. Students were also
asked what type of technology is the most exciting and engaging. This data provides

5. Running head: EFFECTIVE USE OF TECHNOLOGY
information on students’ level of engagement while using technology and the true amount
of time the teachers spend teaching with technology.
Data Analysis
The data collected showed that younger teachers are more comfortable with using
technology in the classroom compared to older, veteran teachers. The survey and
interview showed most teachers only use the technology that is available in the classroom
rather than checking out ipads or laptops. The survey and interview also showed that
teachers feel training is needed in order to effectively integrate technology in the
classroom. The observations showed younger teachers use technology consistently
throughout the day with a lot of student engagement, while veteran teachers use less
technology; typically only using the active board and document camera. It was evident
that the more comfortable teachers feel using technology, the more technology is used.
Answers to the research questions were as follows; students who used ipads and laptops
throughout the day were focused and engaged for longer periods of time and the data
shows that all teachers feel more technology training is needed.
Conclusion
In conclusion, in order for technology to be used effectively in the classroom,
teachers need training on how to use technology. Teachers need to feel comfortable with
the technology that is available. Teachers also need to be aware of technology programs
that are available for students to increase student engagement. There are also a low
number of one to one technologies available for students. This is something that would
need to be funded through Cherokee County School District.

6. Running head: EFFECTIVE USE OF TECHNOLOGY
Communication of Findings
The action research questions and data collected were discussed with the Grassy
Pond Elementary School principal (E. Gerstenacker, September 15, 2015). During this
conversation, the principal read the action research paper, several surveys along with
observations that were taken. The principal realized the need for technology training for
teachers and was unaware of the amount of teachers who felt uncomfortable using
technology in the classroom. A suggestion that was made was to use some of the
schools’ funding to purchase more ipads for all classrooms. Another suggestion was to
have a period of technology training during each teacher in-service day.
Future Actions
A next step would be to have technology training more often at Grassy Pond
Elementary School. After a few months and having more technology training, teachers
will be given the same technology survey to answer. The previous survey will be
compared to see if there has been any gain in the amount of comfort teachers have and
the amount of time technology is being used. Another step would be to continue
observing to see if teachers are finding and using engaging technology programs for
students. Through this research, students should grow in computer skills along with
researching skills. When students use technology to research ideas or topics, their
knowledge grows. An idea for future research to promote is what types of technology
reading programs can help to increase reading levels amongst students.

7. Running head: EFFECTIVE USE OF TECHNOLOGY
Appendix
Technology Survey for Teachers
1. How many years have you been teaching?
2. On a scale of 1 to 10 (10 being the most comfortable, 1 being the least
comfortable) how comfortable do you feel using technology in the classroom?
3. What do you think you need in order to feel completely comfortable using
technology in your classroom?
4. What area of technology do you feel you struggle with?
5. What area of technology do you feel you are confident in?
6. How much time in the day do you use technology?
7. What forms of technology are available in the classroom?
8. How many times a week does your students use one to one technology?
9. When your students use technology, what programs do they use?
10. How often do you check out ipads or laptops for your classroom?

8. Running head: EFFECTIVE USE OF TECHNOLOGY
References
Moller, K., & Ferguson, L. (2015). Literature-Based Classroom Instruction: Integrating
Reading and Response Through Traditional and Digital Media.
Spencer, R., & Smullen, T. (2014). Future Reading: Using Technology in the Classroom.
Varank, I. (2013). The Effects of Teachers’ Educational Technology Skills on Their
Classroom Management Skills. Mevlana International Journal of Education
MIJE, 138-146.