Running head: TECHNOLOGY IN THE CLASSROOM 1

Literature Review

Integrating Technology in the Classroom: A movement Towards Student Success

Julia Makos

Ontario Institute for Studies in Education

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Integrating Technology in the Classroom: A movement Towards Student Success

The use of technology has increased substantially over the last decade. It has become an

essential component of our daily lives and is used to promote development across the world. It

has made its way into the classroom to enable and accelerate various ways of learning.

Throughout my educational journey, I have experienced various learning tools and learning

strategies in the classroom, specifically in French language classrooms. French studies have been

an integral part of my educational journey, as I was in French Immersion throughout all my

school years. I majored in French Studies in my undergraduate years to further develop my

knowledge on the language and to pursue my goal in becoming a future French educator. Even

though I have studied the language for most of my life, I realized that there are many

components of the language I have not mastered entirely, and quickly discovered it was due to

the lack of differentiated instructional approaches. The use of technology in French classrooms

was totally lacking or non-existent which was the reason I took interest in delving into the world

of technology and its integration in the classrooms. This inspired me to conduct research on the

questions I will be touching on.

The focus of this paper is to further explore the facets of technology in the classroom,

emphasizing the focus on French learning classrooms. Questions concerning this exploration

include: How can technology benefit the students’ learning? Are there barriers that may affect

the integration of technology in the classroom? Has the integration of technology demonstrated

effective learning development among students? To further explore the impact of technology in

the classroom, this article will: (a) outline the benefits of technology in the classroom, (b) assess

the barriers surrounding technology in education, (c) assess the effectiveness of incorporating
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technology in the class room, and (d) present the perceptions of students on their use of

technology.

The selected literature I chose to review is supported by: Second Language

Learning/Teaching and Technology, Languages and Cultural Studies, Computer Assisted

Learning, Intervention in School and Clinic, and e-Learning and Innovative Pedagogic

disciplines. My intent was to select sources that were peer-reviewed empirical research studies,

along with a few non-peer-reviewed sources. It was important to me to include peer-reviewed

articles, as they are deemed as reliable and reputable sources according to the works of scientific

experts. However, it was equally important to include non-peer reviewed sources to provide

more context on current and diverse opinions and findings.

Benefits of Integrating Technology in the Classroom

Research shows that the integration of technological tools in the classroom can contribute

to connecting the learners in different environments, leading to community building (Chen et al.,

2009). According to Chen et al. (2009), the implementation of the use of computers, projectors,

the internet, and a digital camera allow students to engage in the material being taught and

improve on their reading, oral communication, socializing and increased vocabulary. Similarly,

Schmid (2008) contends that language teachers view the use of different media sources as

promising tools in language learning. Through the use of technology in the classroom, students

are able to utilize different methods of learning, contributing to the likeliness of better

understanding the content provided. Technology-based learning has proven to increase student

participation along with increased understanding and the use of technical skills (McCabe et al.,

2011). Though the use of technology arms students with extra support, research has also shown

that learning through technology does not always help learning, and several authors have claimed
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that the use of multimedia can hinder learning (Schmid, 2008). Research findings have provided

many technological tools and activities to implement in the language classrooms to improve

student learning, however, teachers should not rely solely on technology. Thus, the use of

multimedia instruction should be designed in agreement with individual cognitive limitations

(Schmid, 2008). I found this particularly interesting, as I have witnessed and experienced how

technology can be a distraction in the classroom, however, it has also shown to augment the

cognitive capabilities of students in accordance to their learning abilities.

Motivation in Student Learning

Motivation is an important key component in student learning and development in the

classroom. Motivation enables the students to manage their behaviour, create goals, show how

involved they are in the classroom and how they are feeling throughout completing a task.

Lawlor, Marshall and Tangney’s (2015) research believes that how students relate to and use

technology in their lives encourages curiosity, which allows them to tap into intrinsic motivation.

Information and Communications Technology (ICT) was believed to be an influential tool that

would change learner motivation, however, there was little research found in schools that the use

of ICT has provided a change in education towards implementing an engaging classroom

practice (Lawlor et al., 2015). According to Lawlor et al. (2015), “effecting a change in student

responsibility for his or her learning requires a change in who leads the learning” (p.188). The

power of teachers who only use traditional teaching methods and fail to keep up with the ever

growing technological tools hinder their students learning. Incorporating a more student-engaged

classroom practice rather than implementing traditional teacher-led teaching methods allow the

students to feel liberated in their learning. Today, adolescent learners are perceived to be more

technically competent in ICT than most of their teachers, which may pose a threat to traditional
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models of teaching and learning, and the power dynamic between the teacher and the learner

(Lawlor et al., 2015). Lawler et al. (2015), also touched on Dinter’s (2006) study on adolescence

and computers, in which Dinter believes that there is a relationship between the way adolescents

use computers to how they see themselves in society. This relationship between computers and

learners provides an opportunity for improved learning and development in the classroom

(Dinter, 2006).

A model that explored this concept called Bridge21, was created to promote student

engagement, which was student-led and involved collaborative learning. This model encourages

student autonomy and the alignment of the use of ICT learning with the learners’ use of ICT in

their daily lives (Lawlor et al., 2015). The Bridge21 model has 8 distinct elements: 1)

Teamwork; 2) Ready-at-hand technology; 3) An appropriate learning space; 4) An emphasis on

reflection as an integral part of the learning process; 5) The presence of an (adult) mentor or

facilitator; 6) Project work; 7) Social learning protocols; 8) Mastery goal orientation (Lawlor et

al., 2015). This model was implemented in a study conducted with Year 4 secondary school

students between the ages of 15 and 17. Workshops were conducted in the school for 3.5 days,

which involved 2 series: The first involving 15 second-level students from designated areas of

economic disadvantage, and the second focused on computer programming students based on a

visual programming language (Lawlor et al., 2015). The conclusions of this study demonstrated

that the Bridge21 model did in fact motivate the students through the use of their distinct

elements. I believe that this study is ground-breaking, as it investigates the use of ICT learning in

the classroom and its connection to student autonomy and motivation. This study directly targets

the age group in which I’m interested in working with, which is why the findings were important
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to include in my research, as it created a connection between the use of technology and

motivation.

Assisting Students with Learning Disabilities

Students with learning disabilities face challenges in the world and inside the classroom

every day. As an educator, it is important to meet these learners needs and differentiate

instruction to accommodate their learning styles. Research has shown that the use of

technological devices can help aid these students in the classroom. Musti-Rao (2016) contends

that due to the vast achievement gaps between diverse groups of students, it is vital that teachers

implement teaching methods that are not only effective, but also efficient that require less time

and effort. Similarly, Pellerin (2013) believes that the absence of equal opportunities, diversity

and differentiated pedagogical practices in Early French Immersion (EFI) programs are

contributing to the cancellation and failure of these programs. As a former French Immersion

student, most of my educators followed a very old traditional French curriculum, which

contained an absence of diverse teaching strategies, that lead to unequal opportunities. EFI

teachers need to transform their traditional teaching practices towards a more inclusive modern

approach to accommodate to the students’ needs (Pellerin, 2013). Teachers who integrate

technology in a significant way can discover the many benefits that come along with its use in

the classroom (Musti-Rao, 2016). Both articles’ ideas contend that integrating technology in the

classroom has shown immense improvement among students with learning difficulties. Assistive

technologies allow students with special needs to feel a sense of inclusion in the classroom, due

to the removal of barriers (Pellerin, 2013).

Pellerin (2013) discussed the framework Universal Design for Learning (UDL), which

provides guidance for the development of curriculum to remove learning barriers that students
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with learning disabilities may experience. E-inclusion is also aligned in this framework that is

used to define a new model in meeting the learning need of all learners (Pellerin, 2013). This

model uses modes of technology to aid students who are in need of extra support in the

classroom. A study was conducted with the use of collaborative action research (CAR) to

conduct inquiry into how differentiated instruction to meet learners needs in French classrooms

can be supported by technology (Pellerin, 2013). This study was led in two elementary schools

which involved 12 EFI teachers and their students from grades 1 through 4, where all classrooms

were equipped with digital technologies such as, iPads, laptops, and interactive whiteboards. Key

findings that were presented after this study included: 1) The CAR model allowed teachers to

integrate the use of technology to support new inclusive practices. 2) The use of technology led

to new inclusive instructional strategies in the EFI classrooms. 3) The use of technology

demonstrated multiple means of representation, action and expressions, and engagement, based

on the UDL Framework (Pellerin, 2013). The key findings were fundamental towards answering

the questions surrounding the topic of aiding students with learning disabilities by incorporating

the use of technology. However, through these conclusions, researchers have found that this

model prioritized the technology used over the learning of the students. The focus should not be

on the technology in the classroom, but rather on their contribution to education in working

towards maximizing the learning of the students (Pellerin, 2013). This point is contrary to the

work of Musti-Rao (2016), as they believe that technology is fundamental towards the learning

of the student. Technology and the curriculum should work together in unison in order to work

towards an efficient learning environment for the student.

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Barriers with Integrating Technology in the Classroom

The use of technology has become extremely prevalent in our everyday lives, and it

continues to enable and accelerate learning in many ways. Despite the growing use and necessity

of technology in the classroom, there are still many barriers that delay the process of accessing

these tools in the world of education. Research has shown that certain technological tools are not

easily accessible to low-socioeconomic neighbourhoods, due to a lack of finances and resources.

There are many authors who contend that there is a vast lack of teacher knowledge, proper

training on the use of technology and how to implement it in their classrooms. According to

Schmid (2008), studies have shown that students feel overwhelmed by the amount of information

they acquire in a short amount of time, or due to the amount of multimedia tools they are

presented within the classroom. With similar notions, McCabe and Meuter (2011), explore the

question whether technology truly does enhance student learning. I chose to concentrate on

articles that focused on Westernized views of pedagogy, and erased non-westernized views, as

they do not particularly pertain to my research topic, as I am focusing on North-American and

European pedagogical frameworks.

Access to Technological Resources

Through extensive research, it became evident that due to a lack of resources and

finances, these tools are not readily available to be integrated in the classroom. Conley (2010)

believes that educators who are based in lower socio-economic districts are susceptible to limited

technology and obtain inadequate technical support. Furthering this statement, research

conducted on diversity and technology by Maya Kalyanpur and Mubina Kirmani (2005),

contends that the inequitable access to ICT between privileged and underprivileged students is

due to geography, income, and race. This research emphasized the concept of the digital divide
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as statistics demonstrated that households earning high incomes were over 20 times more likely

to gain home access to technology compared to low-income families in rural areas (Kalyanpur &

Kirmani, 2005). The digital divide affects these students both in terms of access and usage. This

research demonstrated that low-income students are not only disadvantaged by the lack of access

at home but in schools as well due to governmental economic policies hindering electronic

service facility in rural areas (Kalyanpur & Kirmani, 2005). Correspondingly, Vonesh, Rulis and

Al-Bataineh (2011), stated in their research that “[the] lack of investment by the federal

government hinders the availability of computers and technology to communities that do not

have the resources to provide them for their schools” (p.166). This information demonstrates that

there is a lack of funding from the government, and schools are unable to explore ICT learning

due to this insufficiency of funding. These research findings are imperative towards the

integration of technology in the education system, as it demonstrates there is a divide among

different socio-economic classes and races. This leads to inequitable learning in the classroom

due to the lack of accessibility of technology for students who come from low-socioeconomic

status and schools with little to no funding.

Teacher Knowledge and Training

Although we are surrounded by technology in many ways, certain technological tools

may not be user friendly and will not be as effective if appropriate training or instruction on how

to properly use the tools isn’t available. Many teachers are provided with different technological

devices such as, computers, interactive whiteboards and document cameras, however, they are

not able to take full advantage of these tools due to inadequate training on how to use them

(Vonesh et al., 2011). For many educators who are not familiar with certain multimedia devices,

it can be intimidating even on the idea of implementing them in the classroom. Generally,
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teachers are taught the basics on the use of a digital tool but are not properly equipped on how

these tools can be utilized to support the curriculum (Conley, 2010). Without proper instructional

training, teachers are unable to acquire the different ways in which technology can function

within pedagogical instruction. According to Conley (2010), “while the technology may still be

present, a lack of knowledge of technology-supports pedagogy serves as a barrier to meaningful

integration” (para. 5).

French Teachers Belief Systems in Technology

The use of technology in language learning classrooms has shown to enrich the learning

environment by sparking interest in students and can create opportunities for students to practice

their skills in the language. Despite the benefits of including technology in language learning

classrooms, studies have shown that computers remain minimally integrated and used in ESL

and foreign language classrooms (Turnbull & Lawrence, 2003). Teacher’s beliefs towards

computer technology heavily influence whether or not they include these methods in their

classrooms (i.e. teachers with increased regular exposure to technology had positive attitudes

toward them, leading to a positive perception and integration of computers in the classroom)

(Turnbull & Lawrence, 2003). Coinciding with this notion, Chen, F., Looi and Chen, W. (2009),

contended that the success rate for integrating technology in the classroom is also influenced by

a teacher’s beliefs, goals and knowledge. A study was designed to survey French teachers around

Canada on their attitudes, beliefs and behaviours towards educational technology. The results

were divided into five descriptive sections: 1) Computer use in general, 2) Training,

3) School and Board policy about technology, 4) Computer use in core French teaching,

5) Respondents who had not used computers in core French (Turnbull & Lawrence, 2003). The

results from this study concluded that a majority of the French teachers were open to using
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technology in their classrooms, and many demonstrated a desire to learn more about the

integration of technology in the French classrooms (Turnbull & Lawrence, 2003). On the

contrary, 42% of the teachers surveyed had never used technology in their French classrooms

due to lack of access and training on how to properly integrate these tools in their teaching

practices (Turnbull & Lawrence, 2003). Achieving technological success relies heavily on the

support given to teachers to develop their technological ability (Chen et al., 2009). This evidence

demonstrates that the lack of training and workshops implemented in the education system for

French educators is affecting their ability to understand the many ways technology can be

integrated to further aid their teaching and student learning.

Effectiveness of Incorporating Technology in the French Classroom

It is evident that there is a significant amount of multimedia resources present in our

modern society. Many of these technological sources are used to help students and teachers in

the classroom. Through research, we have seen that technology is beneficial and can aid students

and teachers under the right circumstances. However, I am sceptical if the use of technology is

really necessary to include in the classroom, and if it is able to achieve what language teaching

and learning can accomplish without the use of technology. It was particularly important for me

to search for articles that were written within the last few years to provide more information on

technology, as it has evolved substantially over the years.

Technology’s Ability to Perform

Reading and writing are vital components towards the cognitive development of children.

Specifically, in French classrooms, developing writing and grammar skills are essential in

understanding and learning the language. Bonneton-Botte, Beucher-Marsal, Bara, et al. (2019),

believe that sensory feedback and Knowledge of the Results (KR), are imperative factors to
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consider when teaching a language to students. Students require feedback from their educator to

ensure that they are comprehending the task being completed, and are understanding their

mistakes if any were made. This feedback is also important to the teacher, as it allows them to

understand the level their students are at, and what the teacher must do to accommodate those

students who require extra assistance. Though teachers contain many tools and resources to

assess the students during their learning through sensory feedback, without certain effective

technological tools, there is no efficient way of measuring the feedback processed by the

students (Bonneton-Botte et al., 2019). Bonneton-Botte et al. (2019), argue that “technological

innovations seem to be the only way of transposing such approaches to the classroom” (p. 262).

Research has shown that multimedia devices such as, digital tablets, can be used as a tool

to aid in teaching and learning handwriting, as well as providing feedback when used (Simonnet

et al., 2017). A case study was conducted in kindergarten classrooms in France on the

implementation of an application called ‘Kaligo’, which is an application used for handwriting

analysis providing KR feedback for stylus-equipped digital tablets (Simonnet et al., 2017). The

purpose of this study was to understand the French institutional requirements and to identify

principles for this digital tool used in French learning classrooms. The results of the study

demonstrated that due to the institutional recommendations, the consensus of many of the French

educators believe that French writing on paper is better for the development and understanding

of the students, compared to writing on a digital tablet. However, due to change in French

guidelines, French kindergarten programs recommend the monitoring of hand writing and

corrective feedback (Bonneton-Botte et al., 2019). Educators came to realize that the presence of

the teacher was ultimately not necessary during certain learning writing phases of the students,

leading to the acceptation of a digital tablet (Bonneton-Botte et al., 2019). These results
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contribute to the growing integration of multimedia devices in the classroom. Teachers are

unable to tend to each student providing detailed constructive feedback, as it would be

impossible due to time constraints. The use of digital tools enables the teacher to work

individually with students who need extra help, while other students can work independently

when receiving sensory feedback.

Pedagogical Framework

According to Wilson et al. (2013), Pedagogical Content Knowledge (PCK) “refers to

what the teacher knows about how to teach a specific subject matter within a particular context”

(p. 3). Pedagogical frameworks are essential towards teaching, as it scaffolds various

instructional approaches to help students make connections in their learning and apply their

knowledge to the world around them. Researchers have conducted research on the integration of

technology and pedagogical frameworks and its effects on teachers. Through this research, a

Technological Pedagogical Content Knowledge (TPACK) framework was developed. The

purpose of this framework is to emphasize that technology is a key component towards a

teacher’s foundation in educating their students (Wilson et al., 2013). Especially towards

students who struggle academically, the integration of technology can be beneficial towards

providing extra help to these students when integrated precisely with instruction (Musti-Rao,

2016). Implementing the use of e-readers along with instruction will transform the teaching and

learning process, contributing towards skill and strategy development that are essential for

learning (Wilson et al., 2013). A contrary position is taken by Patchan and Puranik (2016), as

they contend that there is no evidence whether digital tablets aid student reading and writing, and

they did not find any positive effect of the feedback provided from multimedia tools towards the

learning of children. Though Patchan and Puranik believe in this notion, the findings of Wilson
TECHNOLOGY IN THE CLASSROOM 14

et al. (2013), further prove why e-readers can improve student learning. Through e-readers,

students are able to modify the text presented to them through tools that change the font size,

screen size, and change the layout of the screen to their liking (Wilson et al., 2013). However,

the use of e-readers also involves the use of new strategies and different critical thinking due to

its multifaceted nature, making it hard for some students to function (Wilson et al., 2013). These

findings demonstrated that technology is a tool that can be used to augment the learning of

students, however, the integration of multimedia devices should be meaningfully integrated into

lessons to accommodate each students’ needs. There are different modes of teaching and

learning, and thoughtfully planning out where multimedia tools can fit in the subject area, can

benefit the development of many students’ learning.

Student Perception

According to Steel and Levy (2013), “technology use outside the classroom is clearly

based on students’ own personal preferences, and is largely shaped by the learners’ own choice

of technologies” (p. 313). I believe that students are the principal facilitators of their own

learning, and their unique learning styles influence the way they develop as a student. Furthering

this belief, identifying the connection through technology and learning styles of each individual

should reflect on a learner-centered educational approach in meeting the diverse individual needs

(McCabe & Meuter, 2011). A study conducted by McCabe and Meuter aimed to extend research

on the connection of learning styles and classroom technology. The study was implemented in a

university where the use of the technological tool “Blackboard” was widely used. The results of

this study demonstrated that students use a wide variety of tools in Blackboard such as, the

calendar, e-mail, and course content, that are not commonly used by teachers (McCabe &

Meuter, 2011). This is important to note because it demonstrates that students see value in these
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tools, thus faculty should take time to understand these tools and thoughtfully integrate them in

their courses (McCabe & Meuter, 2011).

Another study explored student perception on the integration of technology in French

language learning classrooms (Steel & Levy, 2013). There were two studies compared in this

article where one study dealt with language students’ technology preferences at one point in

time, and the other study focused on a more current study (Steel & Levy, 2013). These

comparisons are particularly important to analyse, as they uncover the commonalities between

the technology use in the past and present. Through these results, Steel and Levy (2013) found

that blended learning environments aided the students’ learning, as students have become self-

directed learners. Due to the students being autonomous, they are more aware of the use of

technological tools and can distinguish which devices are particularly useful to them (Steel &

Levy, 2013). The study found that French language technologies such as, online dictionaries,

translation software, as well as listening and pronunciation games were used often in French

language learning classrooms (Steel & Levy, 2013). Through these findings, the researchers

discovered a connection between the preference and usefulness of the favoured and disliked

activities the students used (Steel & Levy, 2013). Overall, the evidence suggests that students

prefer to use technology that they believe is useful to them, whereas technology that is not

deemed as useful, is less preferred. The French language students who took part in these studies

contended that the use of online dictionaries and grammars, and viewing French videos were

perceived as the most useful technologies that aided them in expanding their knowledge in

learning the language in the classroom (Steel & Levy, 2013). These studies contributed greatly to

developing the notion whether technology is deemed as useful in the language classrooms

through the perspectives of students. Students are able to distinguish what learning styles and
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devices work well for them, and the exploration of technological tools can help these students

discover new ways of learning and further their educational competencies.

Conclusion

It is evident that technology has become a pervasive component in our progressing

society. Its integration into classrooms all over the world has allowed teachers and students to

explore different modes of learning and instruction. Though the use of technology has become

increasingly prevalent, the intent of this paper was to discover the impact of its integration in

classrooms and if it is effective in aiding students, specifically in the French classroom.

Uncovering the implications towards its effectiveness in the classroom was important, as it

allowed me to better understand the benefits and limitations technology has to offer, which will

further aid me in my pedagogical practice. Through my findings, studies have shown that

implementing technology contributes to student motivation in learning, as well as aiding students

with learning disabilities in the classroom. Technological tools enable educators to accommodate

students who need extra assistance, while the rest of the students work with technological apps

that act as a temporary guide in their learning. Meaningfully integrating multimedia devices into

lessons is essential for the development of student learning, as each technological tool contains

different modes of teaching and learning, therefore educators must thoughtfully incorporate these

tools to maximize the effectiveness of technology towards student learning. Overall, these

findings contributed towards discovering the impact of technology in the classroom and provided

me with great knowledge on the perception of educators and students. Students can distinguish

what works well for them in the classroom, and through my findings, it became evident that

language learners realized that technological tools are useful for them to be most effective in

their learning.
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As a former French Immersion student and future French educator, I am in favour of

integrating technology in the classroom and allowing my students to explore new modes of

learning. Even though many beneficial factors on integrating technology in the classroom arose

through my research, there were many limitations that emerged as well. There is an extreme lack

of technological resources available in low-socioeconomic communities, and little support from

the government to fund these schools. This lack of funding is limiting the ability for students to

experience other modes of learning and the chance to maximize their learning in the classroom.

Furthermore, the research conducted by Conley (2010), Kalyanpur and Kirmani (2005), and

Vonesh et al. (2011), did not provide any solutions to these inequitable accesses to resources and

technology. In fact, very little research existed on this topic and very limited information was

available. In addition to this limitation, research has demonstrated that teachers lack proper

training on the use of tools and how to effectively incorporate them in the classroom. The

collaboration with students, educators, and administrators is crucial in integrating technology in

the classroom. This includes educators addressing the students’ needs by differentiating

instruction with the use of diverse tools. Administrators should incorporate technological

workshops to further teachers’ knowledge on how to properly utilize technological tools and how

to effectively incorporate them in their teaching practices. Thus, I would like to learn more about

how we as future educators can work towards achieving equitable access to resources and how

we can effectively incorporate technology to meet all students’ needs. How can we build an

inclusive and supportive classroom environment that won’t discriminate against the low-

socioeconomic students that don’t otherwise have access to technology at home and left feeling

like they don’t belong? How can administrators incorporate technological workshops with

limited funding available to the school? How can educators who use traditional methods of
TECHNOLOGY IN THE CLASSROOM 18

teaching become motivated and open to moving towards more modern practices? How can

teachers integrate technology to encourage authentic French learning? Moving forward, I would

like to tackle such issues and address these questions to further expand on the significance of

technology in French language classrooms. As a future French educator, it is my goal to

encourage and instill a motivated and passionate mindset towards the fundamental learning of

the French language through the use of modern teaching practices.

TECHNOLOGY IN THE CLASSROOM 19

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