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Copyright Thomas Timothy Halbert December 2014 Copyright Thomas Timothy Halbert December 2014 TEACHER PERCEPTIONS REGARDING THE EFFECT OF TABLET TECHNOLOGY ON THE ACADEMIC ENGAGEMENT OF ELEMENTARY AND MIDDLE SCHOOL STUDENTS. By Thomas Timothy Halbert A doctoral thesis submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in Educational Leadership December 2014 TEACHER PERCEPTIONS REGARDING THE EFFECT OF TABLET TECHNOLOGY ON THE ACADEMIC ENGAGEMENT OF ELEMENTARY AND MIDDLE SCHOOL STUDENTS A Thesis for the Degree Doctor of Education By Thomas Timothy Halbert Approved by Doctoral Thesis Committee: ___________________________________ Dr. Steven D. Busch, Chairperson ___________________________________ Dr. Angus J. MacNeil, Committee Member ___________________________________ Dr. Michael W. Emerson, Committee Member ___________________________________ Dr. Robin McGlohn, Committee Member ___________________________________ Dr. Robert Borneman, Committee Member ___________________________________ Dr. Robert H. McPherson, Dean College of Education December 2014 Dedication In memory of my grandfather, Benjamin Gold Halbert, for the gift of wisdom, caring, and time, you will always be with me. To my father, Thomas David Halbert, for endless encouragement, unwavering support and always believing, you have given me direction. For my eldest son, Thomas Justin Halbert, for the lessons in patience, overcoming adversity, and innovative decisions, I have learned perseverance. In defense for our country, A1C Bryan Christopher Halbert, for your service and dedication, robust thirst for life, and unpredictable energy and generosity, you have given me honor and instilled pride. From a timeless looking glass, David Benjamin Halbert, for your outstanding achievement, incredible creativity, thirst for adventure, and compassion, you have given me a look into the past, for I see myself in you. For the hours we have spent together on the baseball field, my youngest son, Tyler Patrick Halbert, for your inquisitive nature and unrelenting questions, intensity and fullness of life, and ambitious testing of boundaries, I have learned the true meaning of a fathers love. To these influential men that have touched my life, I dedicate this body of work and the accomplishment it represents. These men have made me who I am. iv Acknowledgements The completion of my doctoral program would not have been possible without the unconditional support of my beautiful wife Christine Halbert. Her relentless encouragement, unwavering support, and unconditional love gave me direction. Without her optimism, understanding and support, working through the many challenges would not have been possible. She is my best friend and the one special person that made this achievement possible. I would like to recognize and thank my advisor, committee chair, and friend, Dr. Steven D. Busch for his confidence and support. When challenges presented themselves, he was there to provide guidance and direction. I greatly appreciate the faith he has in my abilities. I would also like to express my thanks to my committee members: Dr. Angus J. MacNeil, Dr. Michael W. Emerson, Dr. Robin McGlohn, and Dr. Robert Borneman. I greatly appreciate the time and attention that they gave to my studies. I would also like to express my thanks and gratitude to my school team and friends; Nita Waterman, Karen Rhodes, Cheryl Oswalt, Steve White, Kelly Coxe, and Cheryl McGarrah. I appreciate the many discussions and support you have afforded. I enjoyed sharing this journey with them. Finally, I want to thank my father-in-law, John Thomas Pariza. It was his counsel that motivated me to pursue the completion of my advanced degree. I am grateful for his recommendation and support. v TEACHER PERCEPTIONS REGARDING THE EFFECT OF TABLET TECHNOLOGY ON THE ACADEMIC ENGAGEMENT OF ELEMENTARY AND MIDDLE SCHOOL STUDENTS. By Thomas Timothy Halbert An Abstract of a thesis submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in Educational Leadership December 2014 Halbert, Thomas T. “Teacher Perceptions Regarding The Effect Of Tablet Technology On The Academic Engagement Of Elementary And Middle School Students.” Unpublished Doctoral Dissertation, University of Houston, December, 2014. ABSTRACT The velocious evolution of technology has applied great pressure on educational institutions to transform curriculum delivery systems and provide innovative tools to accelerate closing the academic achievement gap (Maddux & Johnson, 2011a). Essential to understanding the critical factors that create achievement gaps is the understanding that students are different from each other. Instructional focus must shift to personalized instruction by individualizing the learning experience and tapping into the intrinsic motivation every child has to learn (C. Johnson, 2014). At the forefront of this change is technology innovation using tablet technology. Successful implementation of instructional technology has been difficult because many educational institutions are stuck in the industrial era and are reactionary in the adoption of meaningful technology (Soloway, 1993). The result is frivolous spending on fads that have negligible impact on learning (Bloom, 1981; Haswell, 1993). This study examined the effect that tablet technology has on academic engagement. In this study the impact that tablet technology has on the various phases of the lesson cycle was examined by investigating the perceptions of elementary and middles school teachers. By examining the implementation of tablet technology at the various phases of the lesson cycle, this study has identified the effects that tablet technology has on student motivation. A qualitative cross-sectional survey research design was used. The subjects were elementary and middle school teachers in a large suburban southeast Texas school district that incorporated tablet technology into the various phases of a lesson. Each of the fourteen survey questions, using Likert scale responses, yielded quantitative data and were examined using descriptive statistics, including mean, median, mode, standard deviations and frequencies. The results of this study suggest that there is a strong relationship (μ = 4.53, σ = 0.73) between Tablet Technology and academic engagement as perceived by elementary and middle school teachers. Each of the seven dimensions of the Lesson Design model supported these findings with means ranging from 3.61 to 4.25 and standard deviations ranging from 0.78 to 1.13. Teacher perceptions regarding the impact of Tablet Technology on student motivation yielded means ranging from 3.19 to 4.32 and standard deviations ranging from 0.73 to 1.25. Evaluation of these statistics strongly suggests that there is a relationship between tablet technology and student motivation. viii Table of Contents Chapter Page Chapter I.............................................................................................................................. 1 Context of the problem ................................................................................................... 1 Statement of the problem ................................................................................................ 2 Significance of the study ................................................................................................. 4 Purpose of the study ........................................................................................................ 5 Research Questions ......................................................................................................... 6 Methodology ................................................................................................................... 8 Research Design: ........................................................................................................ 8 Research Paradigm: .................................................................................................... 9 Variables: .................................................................................................................. 10 Data Analysis Procedure: .......................................................................................... 10 Sample: ..................................................................................................................... 11 Definition of Terms: ................................................................................................. 12 Limitations of the study ................................................................................................ 16 Delimitations of the Study ............................................................................................ 16 Organization of the Remaining Chapters ...................................................................... 16 Chapter II .......................................................................................................................... 18 Historical Perspective ................................................................................................... 18 Introduction of Computers ............................................................................................ 22 Networking Technologies ............................................................................................. 23 Software Technologies .................................................................................................. 25 Social Media ................................................................................................................
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