Increasing Students engagement in CSNHS through Technology Integration in Teaching

Technology has recently become more widely integrated into daily existence, with easy
access to massive amounts of data. Today's students have grown up in an ever-increasingly
technological environment. A contemporary teacher must consider a student's motivation to learn
as well as the effects of technology on ‘ inclusive education' when designing a productive 21st
century classroom that reaches the demands of the students.
Over the course of a decade, there has been a significant shift in the classroom,
particularly in terms of teaching lessons in the most comfortable manner. This is why many
schools and teachers have become creative in terms of how they will implement the experience
quickly and effectively. Until that day, educators will use technology because it is the quickest
developing sector of society. Numerous students become more passive, have a diminished
feeling of social belonging, and are disengaged from their learning after several months or more
of e - learning. What we currently realize is that student engagement continues to be vital to
learning and achievement, and teachers will most likely need to find better ways to energize and
engage their students. Most educators strive for teacher-driven interaction. Many teaching
programs encourage teacher-driven methods such as: developing strong teacher-student
interactions, providing high lectures, utilizing interactive games, and, most importantly,
integrating technology into the classroom to meet the learning demands of the twenty-first
century. Furthermore, it provides new opportunities for making the learning process more
convenient, immersive, and purposeful for both teachers and students. It stands to reason that in
today's emerging technological society, the modern classroom should reflect what is seen in
society. Real-world technological applications can add essential value to the learning process,
increasing interest and motivation (Usher & Center on Education, 2012). It is additionally critical
that these classrooms meet the needs of all students. Utilizing technology appropriately can
benefit the regular education classroom by engaging learners in all subjects, including math,
social studies, and literacy (Heafner, 2004; Liu, 2016; Housand & Housand, 2012). Teachers who
are adjusting to this new way of life must find ways to incorporate and use these new forms of
technology in class, not only for motivational purposes, but also for educational purposes. Many
teachers feel that integrating technology into the classroom is beneficial, impactful, and needed
for a school to function successfully. Even so, many teachers are hesitant to make the transition,
and many educators are not driven to try.
In this research proposal, quantitative methodology was utilized to gather and analyze
information from all respondents. The questionnaire was designed by the researchers for the
intended group of respondents. The questionnaires were created with the specific goal of
addressing research objectives related to the effectiveness of Integrating technology for students
in learning and increasing student engagement. Respondents for this survey are CSNHS public
secondary teachers. The questionnaire was distributed at random to respondents with teaching
backgrounds, regardless of gender, race, teaching experience, or highest level of teaching
experience.
Students today learn differently than previous generations. Innovation is all around them, and a
wealth of information is simply a tap away. If teachers continue to teach concepts and traditional
ways that students may consider outdated in the real world, students may lose motivation and
interest because the intrinsic value of what was learned has been lost. Teachers will be able to
inspire and include all students if technology is incorporated into education. The proposal sought
to ascertain whether the integration of various technological tools to aid and facilitate the teacher
in reaching the envisioned learning goals and objectives had an effect on student engagement.
1. What impact will technology integration have on the engagement levels of students in
CSNHS?
2. What are the factors influencing classroom technology integration?
3. What technology should teachers incorporate into their lessons and classrooms?

RELATED LITERATURE AND STUDIES

This section presents the related literature collected by the researcher to support the study

The Impact of Technology Integration

Increased student involvement is one of the most significant advantages of technology.

Mitchell et al. (2016) discovered that incorporating technology into instruction and learning
increases student engagement. Downes and Bishop (2015) discovered that technology assisted
students in becoming more engaged in their education, which resulted in increased student
learning. Students who were previously disengaged or unwilling became motivated by
technology because they had their own laptop to use. Technology also contributes to increased
student motivation, which has resulted in positive outcomes such as improved student behavior,
attendance, attitudes toward learning, and test scores (Downes & Bishop, 2015). According to
Ankiewicz (2017), students generally have a positive attitude toward technology.
While technology can boost students' engagement, it also fosters purposeful learning.
Heidenrich (2013) discovered that incorporating technology into learning instruction is more
effective than using it alone, and students value teachers who incorporate technology into the
classroom. Kemp, Preston, Page, Harper, Dillard, Flynn, and Yamaguchi (2014) concluded that
technology can increase the benefits of education depending on how teachers use it.
Once technology tools are used correctly, they improve both teaching and learning.
According to Kemp et al. (2014), "it allows both students and teachers to easily use numerous
types of online resources, along with technology that expands the variety of input and output
methods; effective use of technology promotes multiple literacies" (p. 18). According to Downes
and Bishop (2015), technology provided students with a new and more genuine way of sharing
their work with others outside of their classroom. Chen and Yang (2012) discovered that
technology improved students' attitudes toward authentic language learning.
According to Parsons, Nuland, and Parsons (2014), teachers can increase student
engagement if they comprehend its significance, know the types of tasks that encourage it, and
have tools for assessing it (p. 24). Having this level of understanding of how to improve student
engagement can be beneficial for both teachers and students, especially given that many of
today's students are accustomed to entertaining themselves through various technological
avenues. Students now frequently use technology not only to communicate, but also to express
their likes and dislikes, how they feel, who they are, and what they believe.
In accordance with the Berkeley Center for Teaching and Learning (2019), technology
can help and enhance teaching and student learning in three ways: it can broaden the scope of
classroom learning beyond the physical boundaries of the classroom (and also beyond the
inclusion of only the teacher and students), it can widen access to, and engagement with,
information and content and it can expand the ways students can exemplify what they have
learned.
In their 2011 study, Ernst and Moye (2013) outlined several major difficulties faced by
students in the primary education system, including a student's feelings of social isolation. They
also discovered that students with specific risk factors (such as a disability, economic
disadvantage, or who speak English as a second language) were more likely to struggle. Ernst
and Moye (2013) proposed that a technology education classroom may help alleviate and remedy
feelings of isolation. This classroom would provide the chance for students to develop
communication and socialization skills in a controlled environment that they are familiar with,
which would not be possible in other standard classrooms. When students with at-risk factors are
exposed to technology integration in the classroom, they are more likely to have their emotional
needs met and have continued to increase social interaction.

Factors Affecting Technology Integration

Notwithstanding the increased access to technology in schools, teachers are frequently

portrayed as hesitant users. They are accustomed to the old standard, which can cause frustration
when attempting to shift to a new paradigm, leading them to avoid using 21st-century
technological devices. Teachers who are not digitally literate, or who are unable to understand
and use information from a variety of digital sources, will be the ones who integrate technology.
They deem the effort required to learn new technology as well as its practicality or value when
deciding whether or not to use it (Mac Callum, Jeffrey, & Kinshuk, 2014).
 Wilkerson, et al. 2016, stated in their study that along with adequate technology access,
effective professional development remains a barrier to increasing the level of technology
integration in classrooms. Little is known about what these experiences might be like for
teachers "on the ground" as technology-integrated professional development is implemented
(Wilkerson, Andrews, Shaban, Laina, & Gravel, 2016). According to research, simply providing
teachers with professional development opportunities related to using technology does not result
in higher levels of integration in the classroom. They will only integrate technology into the
curriculum if they are given the necessary knowledge, skills, resources, and support.
As per Wilkerson et al. (2016), effective professional development, in addition to
adequate technology access, remains a barrier to increasing the level of technology integration in
classrooms. Little has been known about what these experiences might be like for teachers "on
the ground" as technology-integrated professional development is implemented (Wilkerson,
Andrews, Shaban, Laina, & Gravel, 2016). According to research, simply providing teachers
with technology-related professional development opportunities somehow doesn't result in
higher levels of integration in the classroom. They will only integrate technology into the
curriculum if they are provided with the necessary knowledge, skills, resources, and assistance.
According to Mustapha, Aliyu, et al. 2020, technology is one of the many factors that
influence teachers' use of technology. Nowadays, some contradictory ideas about the significant
effects of technology should be used in education. This causes teachers to be unsure about the
appropriate educational standards of conduct of technology. Besides that, constantly changing
technologies make it difficult for teachers to keep up with the latest technological trends. This
happens because, on a regular basis, new hardware and software are now becoming accessible
and the teachers find it challenging and challenging to keep onwards this strange beast in
technology. Thereby, the nature of unpredictability makes technology less appealing to most
teachers because it is unreliable and can break down at any time, and yet teachers, who have only
a limited amount of time in front of students, could indeed spend the time troubleshooting
problems they may or may not be able to solve. Consequently, unless there is a compelling need
for the use of technology and consistent support, teachers may choose not to incorporate it into
their classroom instruction.

Relevant technology for teaching and learning

In the study of Janah, K. E. N. (2021) asserted that it is undeniable that technology has
been rapidly developing and providing many innovations for educational improvement in recent
years. One of the products of technology innovations is television. Over the last two decades, the
use of television has grown massively. Technological advancements have aided in the allocation
of television content via a variety of new screen devices and platforms. Television is an excellent
tool for language learning and teaching. It is because educational television can impact a variety
of skills and knowledge areas. In other words, televisions broadcast programs that can be used as
a source of knowledge or a medium for education, such as learning and teaching English
language and literature.
Correspondingly, every day learning and teaching methods incorporate television, which
seeps into people's homes and social lives. Although textbooks have long been used in
conjunction with screen resources, the number and variety of screens are still evolving. The
digital revolution has already impacted pedagogy in the classroom and has permeated schools,
according to policy literature. The educational field is also undergoing change. Even though
education policy research reveals that hard copy written texts are still the only sources of
knowledge used, searching for information on screens is increasingly common, especially across
multiple screens. Because of this, there is a wider variety of teaching materials that deal with
using technology and television for English learning and teaching. TV shows can be used as a
learning and teaching tool, according to one teaching resource related to television use.
According to Yukiko and Wang (2015), at its best, PowerPoint teaching can capture
students' attention, establish a connection between the professor and students, and increase
quirkiness and interactive content. Zouar (2015) added to the positive outcome of using
PowerPoint in classrooms, as the large majority of students who took part in a similar survey
indicated that the use of PowerPoint in the classroom was a source of enthusiasm,
encouragement, learning, and attraction.
Edmodo is a technological learning platform that can be used to facilitate online
discussions, distribute various forms of assessment, and promote student-teacher communication
(Purnawarman et al., 2016). It is a simple application that works with a wide range of electronic
devices, including desktops, laptops, tablets, and smartphones. Edmodo allows students to ask
questions, review content, communicate with peers, and maintain contact with their instructors
after school hours. Teachers can also post information that was missed in class, make
announcements, and upload academic content. Edmodo can be used to capture various
curriculum expectations across multiple subject areas. This application is recommended for
students who are familiar with using technology (i.e. Intermediate-Senior divisions).
 ENDNOTES

Mitchell, G. W., Wohleb, E. C., & Skinner, L. B. (2016). Perceptions of public educators
regarding accessibly to technology and the importance of integrating technology across the
curriculum. The Journal of Research in Business Education, 57(2), 14-25.

Downes, J. M. & Bishop, P.A. (2015). The intersection between 1:1 laptop implementation and
the characteristics of effective middle level schools. RMLE Online, 38(7), 1-16.

Parsons, S. A., Nuland, L. R., & Parsons, A. W. (2014). The ABCs of student engagement. Phi
Delta Kappan, 95(8), 23-27.

Berkeley Center for Teaching & Learning. (2019). Incorporating Technology into Your
Teaching.

Ernst, J. V., & Moye, J. J. (2013). Social adjustment of at-risk technology education students.
Journal of Technology Education, 24(2), 2–13. doi:10.21061/jte.v24i2.a.1

Mac Callum, K., Jeffrey, L., & Kinshuk. (2014). Factors impacting teachers’ adoption of mobile
learning. Journal of Information Technology Education: Research, 13, 141-162.
doi:10.28945/1970.

Wilkerson, M., Andrews, C., Shaban, Y., Laina, V., & Gravel, B. (2016). What's the technology
for? Teacher attention and pedagogical goals in a modeling-focused professional development
workshop. Journal of Science Teacher Education, 27(1), 11-33.

Wilkerson, M., Andrews, C., Shaban, Y., Laina, V., & Gravel, B. (2016). What's the technology
for? Teacher attention and pedagogical goals in a modeling-focused professional development
workshop. Journal of Science Teacher Education, 27(1), 11-33.

Mustapha, A., Mohammed, A., Egigogo, A. R., Kutiriko, A. A., & Dokoro, A. H. (2020). Factors
affecting the utilization and adoption of technology in education. In The Role of Technology in
Education. IntechOpen.

Janah, K. E. N. (2021, April). Reviewing the Use of Television Shows for Learning and Teaching
of English Language and Literature: Potentials and Limitations. In English Language and
Literature International Conference (ELLiC) Proceedings (Vol. 4, pp. 76-83).
Yukiko I-S., & Wang S. (2016). College-based case studies in using PowerPoint effectively.
Cogent Education Journal, Vol.3, 2016- Issue 1.

Purnawarman, P., Susilawati, S., & Sundayana, W. (2016). The use of Edmodo in teaching
writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252.