Researching Teaching & Learning 2: 102097 Gabriella Talarico: 17992262

Part A: Literature Review

Practical pedagogical approaches implemented by teachers can positively improve

disengagement from technology within the classroom: A Generational perspective

Heflin, Shewmaker & Nguyen (2017) explain the crucial impact of technology on student

attitudes, engagement and learning within a classroom. The focus of technology throughout

this study is mobile devices, and how they can have both a positive and negative impact on

students. This peer-reviewed source highlights how technology serves important functions,

but often distracts from engagement. The study conducted assesses students’ engagement,

critical thinking, and attitudes toward collaborative learning. The results indicate that

mobile technological devices are associated with positive student perceptions of

collaborative learning, however, it also comes with increased disengagement by students

during class. As a result, to achieve engaged students, there would need to be a balance of

blending both technology and collaborative learning to create an effective learning

experience for students within a classroom. This study was published in 2017 so the

students referred to would be younger generations such as Centennials and Millennials.

Therefore, this source is relevant to the topic of how teachers can implement pedagogical

approaches to positively improve disengagement because of the presence of technology in

the classroom.

Comparable to Heflin, Shewmaker & Nguyen’s 2017 source similarly speaks of mobile

devices and the impact it has on student disengagement. Mipinga’s source also published in

2017. Mupinga focuses on technology, specifically mobile devices, and how different

schools have different policies. Although some schools ban mobile devices, other school

embrace the advancement of technological devices over the years like mobile phones to

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enhance student learning. Mupinga states that whatever policy decided within the school, it

is significant that all stakeholders such as the school board, teachers, parents, and students

are on the same page to ensure the policy is adhered to. Heflin, Shewmaker & Nguyen

examine the crucial impact mobile devices have on student attitudes, engagement and

learning within a classroom; and Mupinga agrees with this, but also challenges this by

assessing that students can learn just as effective when all stakeholders are on the same

page regarding the technological policies in place within the school. This ensures everyone is

on board with the policy and procedures regarding technology within a school.

Busalim, Masrom & Binti Wan Zakaria (2019) focus on technology and platforms used on

technology such as social media. This is slightly different from the two previous sources as

they do not particularly focus on mobile devices, but a social media platform. The two

previous sources were published in 2017, whereas this source was published in 2019. This

shows it is more up to date and accurate with reasons as to why students may be

disengaged in the classroom. This source mostly focuses on the impact of social media

platforms, specifically Facebook, as it is the most popular online social network. Addiction

and non-addiction to this social media platform with the use of technology effects students’

self-esteem which contributes to their academic performance. Busalim, Masrom & Binti

Wan Zakaria (2019) conduct a multi-group analysis to test the significant difference

between addicted and non-addicted students. Facebook addiction have both positive and

negative impacts on students and affects their overall academic performance. Throughout

the study, the Bergen Facebook Addiction Scale, and Rosenberg’s Self-Esteem scale is used

to collect quantitative data within Malaysian students. This shows limitation as the research

study was not completed over various cultures, only one. Culture differences could impact

the reliability of this study. There were also practical implications put into place such as

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launching campaigns, seminars, and talks which are practical pedagogical approaches that

can use technology positively to improve disengagement in the classroom. Therefore,

practical pedagogical approaches can affect a students’ academic achievement and overall

performance positively using technological activities such as the campaigns, talks, seminars

and more, that were used throughout this study.

Prior to all three of the previous sources mentioned already, in 2016, a study conducted

analysed student engagement patterns in language learning facilitated by technologies such

as Web 2.0. Web 2.0 is the name used to describe the second generation of the world wide

web where a more dynamic web experience occurs due to the advancement of technology.

This can include the social media platform of Facebook, which Busalim, Masrom & Binti Wan

Zakaria (2019) examine. However, this source particularly focuses on specific programs that

can be implemented by the teacher to improve disengagement of students within the

classroom. This study assesses how students and teachers can collaborate and share

information online and via blogging, and other web-based communities that create a

modern learning experience to what is conventional. Lui, Wang & Tai examine throughout

this study how Web 2.0 technologies have a positive impact on students improving their

language. Although the activities on Web 2.0 can engage students and be fun, it can also

cause disengagement patterns when they struggled with what they were required to do.

Overall, vocabulary and oral fluency were found to have enhanced by the end of the study,

which shows a positive outcome for students.

Greener (2018) assessed the issue of student disengagement and referred to technology

possibly being the solution rather than the problem (2018). Unlike the previous sources,

data collection was obtained via surveys which were referred to throughout this peer-

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reviewed source. Themes such as engagement, academic challenges, and experiences were

all aspects that data was collected. It was stated that teachers should improve these specific

aspects with various pedagogical approaches so students can achieve a fulfilling learning

experience where they are not disengaged. Although this source is quite short, it is very

informative and provides reliable statistical data from surveys.

Differentiating from the sources indicated above, Larson (2018) challenges the societal

norm of questioning whether technology is an issue within the classroom. Larson focuses on

“turning the tables” and explains how it is time for educators to stop fighting the presence

of students’ technology within the classroom, and instead, use it to enhance student

learning. The growing prevalence of technology in students’ lives affect their acad6Ef mic

achievement and overall performance. Therefore, it is crucial that teachers implement a

pedagogical approach that implements practical technological activities that will keep

students engaged. Larson states that as a result, to create an effective and useful learning

environment for students, students must understand key parts of the specific area focused

on throughout a lesson. This way, students can achieve their full potential by practical

technological activities implemented by the teacher such as online activities like quizzes.

Although this source is extremely informative, research is limited to only three age groups

and/or generations. The study was conducted in 2016, and millennials and centennials could

have been included however only Baby Boomers, Generation X and Generation Y are

included in this study.

Agreeing with Larson (2018), Morreale & Staley (2016) assess how there needs to be

pedagogical considerations such as the teacher planning and delivering content in a specific

way that caters to students’ abilities. These two sources examine how teachers can

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implement a practical pedagogical approach to improve disengaged students. It is alarming

to see that these two sources were published prior to the sources above. It appears society

is going backwards regarding taking advantage of how useful technology can be within the

classroom. Morreale & Staley (2016) state that teachers should focus attention on the

development of content and emphasise topics and experiences that are meaningful for

students. For example, for millennials, technology such as mobile devices, computers, and

online activities would be more meaningful for them than theoretically writing. Millennials

have been brought up in a different age to those of Baby Boomers, Generation X and

Generation Y. Therefore, they bring different attitudes, expectations, preparation, strengths

into the classroom than previous generations. However, Larson (2018) did have limitations

as they only focused on three generations which did not include millennials or centennials.

To cover this gap, Morreale & Staley (2016) specifically focus on millennials.

Pleasants, Clough and Olsom (2019) assess the overall aspects of technology, and how it

impacts society. Education policy documents have noted that the general public lack

adequate understanding of technology which creates technological issues. This source

analyses how students can incorporate technology-based learning from ICT programs that

can enhance their knowledge of Science, Technology, Engineering, and Mathematics, better

known as STEM education. STEM efforts emphasise literacy across the disciplines of these

four factors and have engaging activities, so students do not become disengaged. Perhaps

teachers should implement a STEM pedagogical approach to engage students within the

classroom to improve disengagement.

Therefore, overall there is evidently various observation and examination each of these

sources have evaluated relating to technological ad non-technological pedagogical

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approaches. As the sub-topic focuses on practical pedagogical approaches teachers can

implement to improve disengagement in students within the classroom, each of these

sources are significantly relevant. This is because they each focus on specific areas of the

sub-topic and carefully assess those specific aspects.

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References:

Busalim, Masrom, & Binti Wan Zakaria. (2019). The impact of Facebook Addiction and self -
esteem on students’ academic performance: A multi-group analysis. Computers &
Education, 142, Computers & Education, December 2019, Vol.142.

Greener, S. (2018). Student disengagement: Is technology the problem or the

solution? Interactive Learning Environments, 26(6), 716-717.

Heflin, Shewmaker, & Nguyen. (2017). Impact of mobile technology on student attitudes,
engagement, and learning. Computers & Education, 107, 91-99.

Larson, J. (2016). Turning the tables: Is it time for professors to stop fighting the presence
of students' technology in the classroom and instead use it to enhance student
learning? Northern Kentucky Law Review, 43(2), 231-250.

Liu, C., Wang, P., & Tai, S. (2016). An analysis of student engagement patterns in language
learning facilitated by Web 2.0 technologies. ReCALL : The Journal of EUROCALL,28(2), 104-
122.

Morreale, S., & Staley, C. (2016). Millennials, teaching and learning, and the elephant
in the college classroom. Communication Education, 65(3), 370-373.
Pleasants, J., Clough, M., Olson, P., & Miller, J. (2019). Fundamental Issues Regarding the
Nature of Technology. Science & Education, 28(3), 561-597.

Mupinga, D. (2017). School-wide and Classroom Policies on the Use of Mobile Technologies:
An Exploratory Study. Journal of Technology Studies, 43(2), 70-79.

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Consent Form
Dear Potential Participant,
I am working on a project “Presence of technology in the classroom” for the class, ‘Researching
Teaching and Learning 2’, at Western Sydney University. As part of the project, I am collecting
information to help inform the design of a teacher research proposal.

The topic I have chosen revolves around how the presence of technology can have both a positive
and negative impact depending on how a teacher implements their pedagogical approach. In order to
receive reliable and accurate information, I will survey individuals on their own experiences.

By signing this form, I acknowledge that:

 I have read the project information above and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to having the information I provide evident in this study and all information I provide
will remain confidential.
 I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching Teaching
and Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

I consent to:

☐ Participating in an anonymous survey questionnaire

☐ My data and information provided to be used for this project anonymously

I have read and understood the following:

☐ I understand that my involvement is confidential and that the information gained during the study
may be published but no information about me will be used in any way that reveals my identity.

☐ I understand that my participation in this study will have no effect on my relationship with the
researcher/s, and any organisations involved, now or in the future. I understand that I will be unable to
withdraw my data and information from this project.

☐ By signing I acknowledge that I am a) 18 years of age or older or a full-time university student who
is 17 years of age OR b) The legal guardian of a person who is 16 or 17 years old, and provide my
consent for the person’s participation

Name: ___________________ Signature: ___________________ Date: ___________

This study has been approved by the Human Research Ethics Committee at Western Sydney University.
What if I have a complaint?
If you have any complaints or reservations about the ethical conduct of this research, you may contact the Ethics Committee
through Research Engagement, Development and Innovation (REDI) on Tel +61 2 4736 0229 or email
humanethics@westernsydney.edu.au.
Any issues you raise will be treated in confidence and investigated fully, and you will be informed of the outcome.

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Questionnaire
Please ensure you have completed a consent form prior to filling out this questionnaire.
The research study being conducted focuses on determining whether the presence of technology in the
classroom affects students' engagement and overall academic achievement. The study looks at how teachers
can alter their practical pedagogical approach to positively improve disengagement in the classroom. Please
answer these questions truthfully. All responses will remain anonymous and the answers are purely and
strictly for data collection for research purposes.

__________________________________________________________________________________________

Section 1: Scale

Using the scale provided, please rate the extent to which you agree or disagree with the
following statements regarding the use of technology (mobile phones, computers, digital
cameras, etc) in the classroom. Simple place a latter according to the scale at the end of
each statement for questions 1-9.

A B C D E
Strongly Agree Neither Agree Disagree Strongly
Agree or Disagree Disagree

The use of technology in the classroom…

1. Increases academic achievement (e.g grades)

2. Decreases academic achievement (e.g grades)
3. Creates disengagement and distraction in the classroom
4. Has both positive and negative effects in the classroom
5. Is an effective tool for students of all abilities
6. Helps accommodate to students’ personal learning styles
7. Can be implemented with careful pedagogical approaches by the teacher to improve
disengagement and overall academic achievement
8. Not only disengages students but affects their attitude, learning and overall
performance
9. Is not beneficial if the student does not have technology at home, such as a mobile
device or computer

10. In todays’ society with growing technological advances, on a scale of 1 (not

important) to 5 (very important), how important is it to include technology in the
classroom?
1 2 3 4 5

__________________________________________________________________________________

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Section 2: Short answer

11. How do you think the presence of technology can impact a student’s disengagement
and overall achievement?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

12. With regards to your previous response, please elaborate on what pedagogical
approach could be implemented by teachers to improve the student achievement
and/or performance in the classroom with the presence of technology. This can
involve theory, practical, or any other pedagogical methods that come to mind.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

13. Is the presence of technology throughout the classroom positive, negative or can it
be both? Please explain your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

14. Briefly explain your stance of technology in the classroom.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

15. Provide any further commentary you would like to add that you believe is suitable
for this research study.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

This is the end of the survey. Thank you for your time.

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Part B: Action Research Protocol

The data collection methods will involve a survey which is attached below where

approximately 50 individuals will participate. There will be five different groups surveyed, so

10 from each group would be the desired minimum. Individuals from the following

generations; Baby Boomer, Generation X, Generation Y, Millennials, and Centennials, will

take part in this survey. Although each person who takes part in this survey will receive the

exact same survey, the surveys will be grouped by generation. This will allow the research

conducted to evaluate what each generation thinks of the sub-topic; which is how teachers

can implement practical pedagogical approaches to improve disengagement within the

classroom due to the rise of technology presence. The research conducted will use surveys

and survey individuals from the five generations. Surveying different generations was

influenced by Larson (2018) who examined Baby boomers, Generation X and Generation Y.

Surveying these three older Generations will examine and evaluate what their thoughts and

opinions are on the presence of technology within the classroom are, and how

disengagement can be improved by a teachers practical pedagogical approach. This research

was also influenced by Morreale & Staley who examined Millennials. Incorporating all these

Generations, as well as Centennials, who there was not a literature review for as there were

limited sources, will allow this research study conducted to have a broad view of individual

opinions from each Generation. Everyone who takes part will have the exact same survey,

but each generation will be divided to see answers from each generation. All individuals will

complete and sign the consent form attached below before taking part in the survey. This

will be read out to the individual and they will have time to read it as well, to ensure they

are fully informed before signing. All participants under the age of 18 will require a guardian

over the age of 18 to sign. All information will remain completely anonymous. There will be

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15 survey questions split into two parts, scale questions, and short answer questions. As a

result of the scale and short answer questions, the survey will therefore be mixed method,

as it consists of both qualitative and quantitative research properties. Mixed method survey

is what was chosen as it allows participants to give a variety of answers and truly voice their

thoughts. The survey will be given to the individuals to complete within a 5-10 minute time

frame. However, time may be exceeded if participants need more time or wish to further

elaborate their answers. The aim of this action research protocol is to examine

disengagement within the classroom and how this can be improved through practical

pedagogical methods implemented by teachers. Answers from participants will be from five

different generations to ensure there are a variety of opinions. Not only will there be a

variety of answers, but this survey will reveal data that examines how different generations

view technology throughout the classroom. It is expected older generations such as Baby

Boomers will not see a need, as it was not a practice while they were in school; whereas

younger generations such as Millennials and Centennials will feel it is necessary as they are

growing up in a world with rapid technological advancements.

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References:

Larson, J. (2016). Turning the tables: Is it time for professors to stop fighting the presence
of students' technology in the classroom and instead use it to enhance student
learning? Northern Kentucky Law Review, 43(2), 231-250.

Morreale, S., & Staley, C. (2016). Millennials, teaching and learning, and the elephant
in the college classroom. Communication Education, 65(3), 370-373.
Pleasants, J., Clough, M., Olson, P., & Miller, J. (2019). Fundamental Issues Regarding the
Nature of Technology. Science & Education, 28(3), 561-597.

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