RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Attitudes of Sixth Graders Towards the Use of Technology

Sheila Schatzke

Dr. Lin Lin

University of North Texas

CECS
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Abstract

There is a new trend in instructional technology. Many classrooms across the globe have been

implementing various programs that include computers, mobile devices, and tablets in education.

Todays students are continually exposed to many different platforms of technology in both the

educational world and socially. Educators must constantly be open to learning new tools that

increase student learning and that keeps up with current technology. It is up to educators to

determine what tools to use in the classroom. One way to determine this is by simply asking

students. The students perspective on the matter of technology use in the classroom can lead to

classroom practices that integrate technology tools to increase learning. This pilot study serves as

a mixed-methods research project to analyze sixth grade student attitudes toward the use of

technology. The study consisted of a survey, and that has fifty-four participants from a sixth

grade class located in south Texas. Additionally, there were individual interviews that were

added to the data collection process. There were opened-ended and closed-ended questions on

the survey that all related to personal and educational use of technology.
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Attitudes of Sixth Graders Towards the Use of Technology

Since the release of the iPad in 2010, schools across the globe have increased in the use

of iPads and tablets in the classroom. Many other companies that are PC based have followed

suite with tablets and apps that are available for educational use. Such programs that implement a

Bring Your Own Technology (BYOT) or 1:1 initiatives with tablet, iPads, or laptops are

increasingly finding ways to engage students and improve student learning. This study had many

emerging themes that we would like to explore further. Students felt that iPad use helped their

learning. The teams plan on developing more questions for further research to develop this idea,

how does using technology support learning? Another question is, why do you prefer to use

technology over the traditional ways of teaching without technology? Another one would be

specifically adding Bring Your Own Technology (BYOT), we would develop questions related

to delve deeper into why they feel this way.

Literature Review

Mobile Devices

Handheld and mobile devices are tools that kids love to use whether in the classroom or

at home. Educators across the globe are seeking ways to engage students for meaningful

learning. (Timothy, 2003) A recent study examined tablet computer acceptance and readiness for

secondary students. It was determined that the uses of mobile technologies are preferred among

secondary students in the future. (Horzum, ztrk, Bekta, Gngren, & akir, 2014) The

subjects were 1130 secondary school students who participated in this study. Additionally, there

were four different scales used. The researchers developed three of the instruments. The four
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

scales were the Self-Efficacy for tablet personal computer (TCP) usage, Anxiety for TPC usage

scale, Acceptance of TPC Scale and the Readiness for TPC scale. As innovation of technology

becomes more mobile and ease of use is increased, it is important that educators address the

impact that mobile technology is having in the classroom. (Hsu & Sharma, 2006) It makes sense

that mobile technology is implemented in the classroom. Anytime, anywhere learning is at the

tips of fingers and used in a manner that enhances the learning experience beneficial to everyone

involved. (Ally, Grimus, & Ebner, 2014) It is important that teachers prepare to engage students

in digital environments. If teachers do not believe that, these technologies are useful and if are

forced to use this in the classroom than it will not be successful with students. Teacher

preparation is key to a successful technology program that uses mobile technology. (Ally et al.,

2014) In a survey of faculty and students on the use of cell phones and other electronics, it was

determined that the students and the faculty had differed in their perception of the use of

electronic devices in the classroom. The students felt the devices were not as distracting as the

teachers did. The students felt the devices were appropriate and helpful in the learning process.

(Baker, Lusk, & Neuhauser, 2012)

Student Attitudes

Student attitudes in biology classes that are technology-enhanced concluded that

(Incantalupo, Treagust, & Koul, 2014 p.103) students perceive technology as very important

in life and that technology is a subject of the future. However, even though they found that

technology is important, their attitudes toward the technology itself were not positive. It is

interesting to note that males more females had a more positive attitude toward technology use in

the classroom. A recent article by Rhonda Puckett from Liberty University discusses the

effective of use of educational technology. The author concluded that, (Puckett, 2013 p. 1)
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

technology can be highly effective with various forms of implementation in classrooms ranging

from kindergarten to twelfth grades. Her article discussed a wide range of topics related to

assessment of technology, teacher perceptions, student participation, cognitive ability, teacher

usage, teacher training and more. There should be more studies done to determine the success of

technology in the classroom but believes that technology, if used correctly, can be highly

beneficial for students and teachers alike.

Technology Use

Technology use the classroom has been an important topic of discussion among educators

and researchers around the globe. It has been determined by the Kaiser Family Foundation that,

8- to 18-year-olds today devote an average of seven hours and 38 minutes to using

entertainment media in a typical daymore than 53 hours a week. (U.S. Department of

Education, 2010 p. 9 ) Researchers and educators agree that technology can be beneficial in the

classroom but also realize that there are barriers that should be acknowledged in order for true

technology integration to be successful.(Gu, Zhu, & Guo, 2013) A study that researched the gaps

in K-12 teaching and learning concluded that there should be a shared vision among

administrators, stakeholders, and educators. (Hew & Brush, 2007) The researchers of this article

agree that future research should be conducted using a mixed methods approach that includes

actual teacher observation as opposed to self-reported data. Proper teacher preparation for

implementation and use of technology is an important factor for the success of a program that

involves technology integration.(Gorder, 2008) Research has shown that there is a gap between

educators and students known as the millennial generation. Technology use is becoming more

and more customary in the workplace; it is important that educators prepare students for

tomorrows technology challenges and use in the real world. (Gibson & Sodeman, 2014)
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Millennials are characterized as a generation that has been born when technology promotes

multi-tasking and using multiple devices at once. It has been determined that there should be

more research is needed to create a learning experience in the K-12 classroom that promotes

proper use of technology and still meets the learning objectives. (Gibson & Sodeman, 2014)

Purpose and Hypothesis

The purpose of this study is to investigate attitudes of students using technology in the

classroom. The researchers felt that this investigation was necessary to understand the

perceptions of how students feel about using technology in the classroom. It is a goal to grasp if

technology can be an impetus for increasing student engagement, self-efficacy in learning. The

researchers have observed students get excited to use mobile devices in the classroom and would

like a deeper understanding of how to drive technology instruction in the direction of increased

technology use to improve teaching and empowering students to guide their own learning.

Methods

Participants

The students involved in this pilot study are fifty-four, sixth-grade students from a public

school in south-central Texas. Other demographics are fifty Hispanic, three White, and one

African- American. Thirty-eight are male, and sixteen are female.

Materials

The main instrument to collect data was a survey developed by the research team with

opened-ended and closed-ended questions. The online survey was available to participants via a

web-link and hosted on the Eduphoria! website in which the school district subscribes to. Figure
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

1 below illustrates the quantitative questions and answers from the students. After the surveys

were disaggregated, the team developed interview questions to be used with a small population

of the students to develop more understanding. The interviews were recorded using an iPad and

the app, Garage Band and the audio files were uploaded to a team drop box. Transcripts were

created and placed in the team folder. The teamed used a codebook and two raters to decode the

answers from the survey and interviews.

Procedures

All participants completed the survey in a computer lab at the middle school they attend.

The survey took approximately twenty-thirty minutes. Once the surveys were complete, they

were exported into two forms, an Excel spreadsheet and a .pdf with pie charts that provided a

summary of the data collected from the survey (see Figures 1, 2 &3). The results of the survey

showed percentages of how students answered the closed-ended questions. In addition to the

quantitative questions, we also asked qualitative questions such as why or explaining their

answers to several of the questions shown in figure 1. Below is a table that displays the

qualitative questions. Once the team examined the questions, the team created a code book and

identified emerging themes in the data and created additional questions to be used in one-to-one

interviews with several students. The process of choosing students for the interview consisted of

choosing students who answered opened-ended questions in the survey with in-depth answers,

gathering input from the student's classroom teachers on who was outspoken and considered a

good student who participated in class discussions on a regular basis. Once the questions were
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

established, the interviews were conducted with each lasting approximately ten minutes with

each of the seven students.

Figure 1: Quantitative Questions and Data

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Figure 2- Quantitative Questions and Data

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Figure 3 Quantitative Questions and Data

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Qualitative Questions

In addition to the questions included in the figures above, we asked several opened ended

questions where students were asked to explain their answers or why they answered in a certain

way. Table 1 below illustrates those questions.

Table 1- Open Ended Questions

How do you feel about BYOD (Bring your own device to school)? It is a great idea, bad idea,
or depends? Why?
Do you think teachers have the right to look at your personal device when you are using it for
a class assignment?
Refer to the question above explain your answer:*
What type of personal social media accounts do you have? Example- Facebook, Twitter,
Instagram...others?
Refer to the question above explain why you like or dislike using this type of social media.

Have you ever gone to a different app/game/social media site during class when you were
supposed to be doing class work?
Refer to the question above, explain why

Do you feel pressured to have a smart phone or a cool personal device?*

Refer to the question above explain your answer
What is the biggest problem with technology in your school? Why?
Do you feel you are better at using technology than your teachers? why or why not?*
Do you think using technology in school helps your learning? Why or why not?

Interview Questions
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

After coding the data it was decided by the team to conduct face to face interviews, the

questions are listed in the table below. The interviewer met with the five students and recorded

the sessions using an iPad. The audio files where then transcribed and made available for

review.

Table 2- Interview Questions

Analysis

Once all the data was collected, a team member created a code book for review the data

and categories where created that was reviewed. One code used the code book put the data in an

excel sheet for disaggregation. Once the first coder was complete, a code book and spread sheet

was created so that a second coder would also match student answers in the correct categories to

determine if we agreed on the answers. The second coder was necessary in order to ensure rater

reliability of the variables. It was calculated using Cohens Kappa which is a way to measure the

agreement between the coders. See Table 3 below for the results of the Cohens Kappa Data.
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Table 3- Cohen Kappa Scores

Question Kappa Score

1 0.88
2 0.77
3 0.85
4 0.73
5 0.95
6 0.91
7 0.97
8 0.87
9 0.87
10 0.71

The Kappa score represents an agreement if the score is at least .5, a good agreement if the score

is .7 or above, .8 or above represent a strong agreement. The results are showing that there are at

least seven questions that show a strong agreement.

The data was run in SPSS to calculate frequency counts and percentages. It was

determined that 78% if the students approve the use of technology in the classroom and that they

believe that technology helps them learn. This was one the emerging themes with all students in

who participated in this pilot study. Students do however show that they feel that teachers

should be able to look at their device if the teacher thinks he or she is off task. It was interesting

to see that students feel that teachers are good at using technology, 49% feel that the teacher is

better at using technology.

The interview questions reinforced the survey data. The emerging themes of the

interview are that students are excited about using technology in the classroom. It was also

revealed that they specifically like using mobile technology such as iPad or tablets over laptops

or desktop personal computers. It should be noted that the students are preparing for a 1:1
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

initiative for the next school year with the use of iPads for all seventh-grade students. So the

students were fully aware that they will be issued an iPad for the following school year. They

have been able to use classroom sets of iPads at various times throughout the year, so they have

had some experience with the iPad as well as personal computers and laptops.

Additional data beyond frequencies was determined through the SPSS software program

comparing the answers of questions. See Appendix for tables 4-21 of the questions that were

calculated using Fishers Exact. The team did find as many statically correlations as hoped.

Since this is a pilot student, we have determined that there are some different approached that are

necessary when the real study is conducted. One approach for collecting data would be to

possible conduct observations of the students actually using the technology in the classroom.

The researcher would look for how often the teachers use technology and how it is used. Other

observations would be the outcomes of lessons, how the students interact with the technology

and each other for collaboration projects.

Conclusion

Technology is only going to advance and the tools that emerging technologies making an

impact in the education world. We know that student like to use technology in the classroom. But

more research is needed to determine if the use of mobile devices and other tablet type

technology actually improves learning and teaching styles. This study did determine that

students indeed think that the iPad improves the learning process and they like to use technology

in the classroom over the traditional books and lecture style of learning. The future is bright for

technology use in the classroom.

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

References

Baker, W. M., Lusk, E. J., & Neuhauser, K. L. (2012). On the Use of Cell Phones and Other

Electronic Devices in the Classroom: Evidence From a Survey of Faculty and Students.

Journal of Education for Business, 87(5), 275289. doi:10.1080/08832323.2011.622814

Gibson, L. A., & Sodeman, W. A. (2014). Millennials and Technology: Addressing the

Communication Gap in Education and Practice. Organization Development Journal.

Gorder, L. (2008). A Study of Teacher Perceptions of Instructional Technology Integration in the

Classroom. Delta Pi Epsilon Journal, 50(2), 6376. Retrieved from

http://www.dpe.org/core/home.htm

Gu, X., Zhu, Y., & Guo, X. (2013). Meeting the Digital Natives: Understanding the acceptance

of technology in classrooms. Educational Technology and Society, 16(1), 392402.

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current

knowledge gaps and recommendations for future research. Educational Technology

Research and Development, 55(3), 223252. doi:10.1007/s11423-006-9022-5

Horzum, M. B., ztrk, E., Bekta, M., Gngren, . C., & akir, . (2014). Secondary School

Students Tablet Computer Acceptance and Readiness: A Structural Equation Modelling.

TeEi ti m VBi li m, 39(176), 8194. doi:10.15390/EB.2014.3500

Hsu, P. S., & Sharma, P. (2006). A systemic plan of technology integration. Educational

Technology and Society, 9(4), 173184. doi:10.1007/s10347-007-0123-3

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Incantalupo, L., Treagust, D. F., & Koul, R. (2014). Measuring Student Attitude and Knowledge

in Technology-Rich Biology Classrooms. Journal of Science Education and Technology,

23(1), 98107. doi:10.1007/s10956-013-9453-9

Puckett, R. (2013). EDUCATIONAL TECHNOLOGY AND ITS EFFECTIVE USE B. I-

Managers Journal of Educational Technology, 10(3), 612. doi:10.1039/C2JM35479A

Timothy, V. (2003). Digital Natives, Digital Immigrants - Some Thoughts from the Generation

Gap. Retrieved April 19, 2015, from http://depd.wisc.edu/html/TSarticles/Digital

Natives.htm

U.S. Department of Education, O. of E. T. (2010). Transforming American education: learning

powered by technology: National Education Technology Plan 2010. Learning (Vol. 000).

Retrieved from http://www.ed.gov/sites/default/files/netp2010.pdf

Appendix

Table 4
Question 1A-How do you feel about BYOD?

Cumulative
Frequency Percent Valid Percent Percent

Valid negative 3 5.6 5.6 5.6

neutral 9 16.7 16.7 22.2

positive 42 77.8 77.8 100.0

Total 54 100.0 100.0

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Table 5
Question 1B-Why do you feel this about BYOD?

Cumulative
Frequency Percent Valid Percent Percent

Valid for rec or free time 18 33.3 33.3 33.3

did not answer 2nd part 15 27.8 27.8 61.1

you can use your phone at

1 1.9 1.9 63.0
school

class-related use 2 3.7 3.7 66.7

worry about loss of device 7 13.0 13.0 79.6

access to inappropriate
1 1.9 1.9 81.5
materials

use for emergency 2 3.7 3.7 85.2

use for cooperation 1 1.9 1.9 87.0

I dont have a device 1 1.9 1.9 88.9

we can use our own device 2 3.7 3.7 92.6

I dont use my device at

1 1.9 1.9 94.4
school

not a good idea 1 1.9 1.9 96.3

because other schools dont

1 1.9 1.9 98.1
do it

noise is a factor 1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 6

Question 2A-Should teachers have the right to look at personal device

when using for class assignment?

Cumulative
Frequency Percent Valid Percent Percent

Valid yes 36 66.7 66.7 66.7

no 18 33.3 33.3 100.0

Total 54 100.0 100.0

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Table 7
Question 2B-Why should or should not teachers have a right to look at your personal device?

Cumulative
Frequency Percent Valid Percent Percent

Valid invasion of privacy 14 25.9 25.9 25.9

to monitor work 19 35.2 35.2 61.1

I dont care 1 1.9 1.9 63.0

unsure 5 9.3 9.3 72.2

teachers will judge your

2 3.7 3.7 75.9
work

teachers are the authority 3 5.6 5.6 81.5

for class assignments 5 9.3 9.3 90.7

yes 1 1.9 1.9 92.6

no 1 1.9 1.9 94.4

incomplete answer 1 1.9 1.9 96.3

its more fun 1 1.9 1.9 98.1

distrust of teachers 1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 8
Question 3A-Have you ever gone to a different site during class?

Cumulative
Frequency Percent Valid Percent Percent

Valid yes 12 22.2 22.2 22.2

no 42 77.8 77.8 100.0

Total 54 100.0 100.0

Table 9
Question 4A-Why have or havent you gone to a different site during class?

Cumulative
Frequency Percent Valid Percent Percent

Valid I don't want to get in trouble 16 29.6 29.6 29.6

not an issue/no phone 5 9.3 9.3 38.9

I want to learn 10 18.5 18.5 57.4

for personal use 4 7.4 7.4 64.8

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

I was bored 3 5.6 5.6 70.4

I just don't 4 7.4 7.4 77.8

only if the teacher allowed it 1 1.9 1.9 79.6

it could be distracting to
1 1.9 1.9 81.5
others

I dont know 5 9.3 9.3 90.7

I was finished with my work 2 3.7 3.7 94.4

there are no games 1 1.9 1.9 96.3

accidentally 1 1.9 1.9 98.1

13 1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 10
Question 5-What is the biggest problem with technology at your school?

Cumulative
Frequency Percent Valid Percent Percent

Valid glitches 1 1.9 1.9 1.9

I dont know 7 13.0 13.0 14.8

nothing 11 20.4 20.4 35.2

wi fi issues 15 27.8 27.8 63.0

trying to keep up with the

1 1.9 1.9 64.8
teacher

the possibility of having

1 1.9 1.9 66.7
phone taken up

we're not allowed to get on

3 5.6 5.6 72.2
apps

theft 5 9.3 9.3 81.5

kids doing bad stuff 5 9.3 9.3 90.7

kids having phones out/not

3 5.6 5.6 96.3
supposed to

I don't use my device at

1 1.9 1.9 98.1
school

unintelligible answer 1 1.9 1.9 100.0

Total 54 100.0 100.0

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Table 11
Question 6-What is the best thing about technology at your school?

Cumulative
Frequency Percent Valid Percent Percent

Valid free time 10 18.5 18.5 18.5

apps/internet access 7 13.0 13.0 31.5

that we are permitted to use

8 14.8 14.8 46.3
them

playing educational games 1 1.9 1.9 48.1

unsure 10 18.5 18.5 66.7

using a specific device 6 11.1 11.1 77.8

using it for schoolwork 2 3.7 3.7 81.5

makes learning fun 2 3.7 3.7 85.2

everything 2 3.7 3.7 88.9

more flexibility 2 3.7 3.7 92.6

helps with learning 2 3.7 3.7 96.3

doing projects 1 1.9 1.9 98.1

its faster and easier 1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 12

Question 7A-Do you feel that you are better at using technology than your teachers?

Cumulative
Frequency Percent Valid Percent Percent

Valid yes 18 33.3 34.0 34.0

no 26 48.1 49.1 83.0

sometimes or depends 3 5.6 5.7 88.7

I don't know 6 11.1 11.3 100.0

Total 53 98.1 100.0

Missing System 1 1.9
Total 54 100.0

Table 13
Question 7B-Why do you feel you are or are not better at tech than your teacher?

Cumulative
Frequency Percent Valid Percent Percent
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Valid the teacher has more

18 33.3 33.3 33.3
experience

I have more experience 10 18.5 18.5 51.9

question seems to have

2 3.7 3.7 55.6
been misunderstood

unsure 6 11.1 11.1 66.7

did not answer 2nd half of

7 13.0 13.0 79.6
question

teachers resistant to
1 1.9 1.9 81.5
technology

it depends on the teacher 1 1.9 1.9 83.3

age as a factor 2 3.7 3.7 87.0

kids are faster 3 5.6 5.6 92.6

we have more time to use

1 1.9 1.9 94.4
technology

teachers explain things to

2 3.7 3.7 98.1
you

we don't need the teacher in

1 1.9 1.9 100.0
order to learn

Total 54 100.0 100.0

Table 14
Question 8A-Do you think using technology in school helps your learning?

Cumulative
Frequency Percent Valid Percent Percent

Valid yes 44 81.5 81.5 81.5

no 4 7.4 7.4 88.9

sometimes 3 5.6 5.6 94.4

I don't know 3 5.6 5.6 100.0

Total 54 100.0 100.0

Table 15
Question 8B-Why do you think using technology in school helps your learning?

Cumulative
Frequency Percent Valid Percent Percent

Valid enhances learning 5 9.3 9.3 9.3

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

it helped me with a specific

1 1.9 1.9 11.1
task

positive attitude about it 8 14.8 14.8 25.9

it is a good source of
8 14.8 14.8 40.7
information

increases technology skill 1 1.9 1.9 42.6

negative attitude about it 3 5.6 5.6 48.1

some use it just for play 1 1.9 1.9 50.0

technology is superior 6 11.1 11.1 61.1

I learn on media sites 2 3.7 3.7 64.8

we get to look through

1 1.9 1.9 66.7
research

its a better pace and less

1 1.9 1.9 68.5
distracting

don't use phones in class 1 1.9 1.9 70.4

enhances recall 1 1.9 1.9 72.2

because we get internet

1 1.9 1.9 74.1
access

if used responsibly 1 1.9 1.9 75.9

enhances attention span 3 5.6 5.6 81.5

provides visuals to help with

1 1.9 1.9 83.3
learning

neutral attitude about it 2 3.7 3.7 87.0

its better than the teacher

2 3.7 3.7 90.7
talking

unsure 3 5.6 5.6 96.3

unintelligible answer 1 1.9 1.9 98.1

it provides me with
1 1.9 1.9 100.0
instructions

Total 54 100.0 100.0

Table 16

Question 9-What do you think about using technology in the classroom?

Cumulative
Frequency Percent Valid Percent Percent
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Valid positive attitude about it 34 63.0 63.0 63.0

challenging 1 1.9 1.9 64.8

negative attitude about it 4 7.4 7.4 72.2

should only be used if

1 1.9 1.9 74.1
finished with school work

enhances learning 7 13.0 13.0 87.0

I appreciate the teachers

1 1.9 1.9 88.9
letting us use them

neutral about it 2 3.7 3.7 92.6

if it is explained 1 1.9 1.9 94.4

unsure 1 1.9 1.9 96.3

fun and challenging 2 3.7 3.7 100.0

Total 54 100.0 100.0

Table 17
Question 10A-Do you think technology helps you learn?

Cumulative
Frequency Percent Valid Percent Percent

Valid yes 49 90.7 90.7 90.7

I don't know 5 9.3 9.3 100.0

Total 54 100.0 100.0

Table 18
Question 10B-Why or why does not technology help you learn?

Cumulative
Frequency Percent Valid Percent Percent

Valid it's fun 2 3.7 3.7 3.7

unsure 6 11.1 11.1 14.8

helps with test taking 1 1.9 1.9 16.7

it is a good source of
8 14.8 14.8 31.5
information

technology is superior to
7 13.0 13.0 44.4
traditional method

I like how the internet

1 1.9 1.9 46.3
explains things

helps with school work 1 1.9 1.9 48.1

RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

I like using games for

1 1.9 1.9 50.0
learning

enhances learning 10 18.5 18.5 68.5

enhances attention span 4 7.4 7.4 75.9

easy to use 5 9.3 9.3 85.2

helps you prepare for

1 1.9 1.9 87.0
college

you can use apps 1 1.9 1.9 88.9

device is convenient for

1 1.9 1.9 90.7
learning

enhances recall 1 1.9 1.9 92.6

positive attitude about it 2 3.7 3.7 96.3

depends on the app 2 3.7 3.7 100.0

Total 54 100.0 100.0

Table 19

Do you use social media? * Have you ever gone to a different site during class?
Crosstabulation
Have you ever gone
to a different site
during class?
yes no Total
Do you use Yes Count 11 37 48
social media?
% within Do you use
social media? 22.9% 77.1% 100.0%

% within Have you ever

gone to a different site
during class? 91.7% 88.1% 88.9%

No Count 1 5 6
% within Do you use
social media? 16.7% 83.3% 100.0%

% within Have you ever

gone to a different site
during class? 8.3% 11.9% 11.1%

Total Count 12 42 54
% within Do you use
social media? 22.2% 77.8% 100.0%
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

% within Have you ever

gone to a different site
during class? 100.0% 100.0% 100.0%

Chi-Square Tests
Asymp. Exact Exact
Sig. (2- Sig. (2- Sig. (1-
Value df sided) sided) sided)
Pearson Chi-
.121a 1 .728
Square
Continuity
0.000 1 1.000
Correctionb
Likelihood
.128 1 .721
Ratio
Fisher's Exact
1.000 .598
Test
Linear-by-
Linear .118 1 .731
Association
N of Valid
54
Cases
a. 2 cells (50.0%) have expected count less than 5. The minimum expected count is 1.33.
b. Computed only for a 2x2 table

Table 20
Do you own your own cell phone? * Have you ever gone to a different site during class? Crosstabulation
Have you ever gone to a
different site during
class?
yes no Total
Do you own your Yes Count 8 30 38
own cell phone?
% within Do you own your own cell phone?
21.1% 78.9% 100.0%

% within Have you ever gone to a different

site during class?
66.7% 71.4% 70.4%

Not Yes Count 4 12 16

% within Do you own your own cell phone?
25.0% 75.0% 100.0%

% within Have you ever gone to a different

site during class?
33.3% 28.6% 29.6%

Total Count 12 42 54
% within Do you own your own cell phone?
22.2% 77.8% 100.0%
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

% within Have you ever gone to a different

site during class?
100.0% 100.0% 100.0%

Chi-Square Tests
Exact
Asymp. Sig. Sig. (2- Exact Sig.
Value df (2-sided) sided) (1-sided)
Pearson Chi-
.102a 1 .750
Square
Continuity
0.000 1 1.000
Correctionb
Likelihood Ratio .100 1 .752
Fisher's Exact
.734 .504
Test
Linear-by-Linear
Association .100 1 .752

N of Valid Cases 54
a. 1 cells (25.0%) have expected count less than 5. The minimum expected count is 3.56.
b. Computed only for a 2x2 table

Table 21
How do you feel about bring your own device? * Should teachers have the right to look at personal
device when using for class assignment? Crosstabulation
Should teachers have
the right to look at
personal device when
using for class
assignment?
yes no Total
How do you feel other Count 6 3 9
about bring your
% within How do you feel
own device?
about bring your own device?
66.7% 33.3% 100.0%

% within Should teachers

have the right to look at
personal device when using
for class assignment? 19.4% 27.3% 21.4%

positive Count 25 8 33
% within How do you feel
about bring your own device?
75.8% 24.2% 100.0%
RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

% within Should teachers

have the right to look at
personal device when using
for class assignment? 80.6% 72.7% 78.6%

Total Count 31 11 42
% within How do you feel
about bring your own device?
73.8% 26.2% 100.0%

% within Should teachers

have the right to look at
personal device when using
for class assignment? 100.0% 100.0% 100.0%

Chi-Square Tests
Asymp. Exact
Sig. (2- Sig. (2- Exact Sig.
Value df sided) sided) (1-sided)
Pearson Chi-
.302a 1 .582
Square
Continuity
.015 1 .903
Correctionb
Likelihood Ratio .291 1 .589
Fisher's Exact Test .676 .436
Linear-by-Linear
Association .295 1 .587

N of Valid Cases 42
a. 1 cells (25.0%) have expected count less than 5. The minimum expected count is 2.36.
b. Computed only for a 2x2 table