The concurrent development of spelling skills in two languages
International Electronic Journal of Elementary Education
Vol. 3, Issue 2, March, 2011.
ISSN:1307-9298
Copyright © IEJEE
www.iejee.com
Experiencing technology integration in
education: children‟s perceptions
Ahmet BAYTAK*
Harran University, Turkey
Bülent TARMAN
Selçuk University, Turkey
Cemalettin AYAS
Sinop University, Turkey
Abstract
The purpose of this phenomenological study was to explore the experiences of six children
using technologies in their education. Data were collected via in-depth interviews, classroom
observations, and home observations. The results showed that students have common
perceptions toward their experience with technology integration. Furthermore, the following
four themes emerged; the value of technology, authority over learning, misuses and
misconceptions, and the border of integration.
Keywords: children‟s technology use, technology integration, technology integration at
home, perceptions of children, learning and technology
Introduction
Students in today‟s schools are lucky enough to have access to many
technology equipments and the Internet technologies. Almost every house has
a computer available to children. According to the 2003 US census 69.9% of
households had computer at home and 61.8% of them had the Internet access.
For example, based on an unofficial survey done in research site school, 98%
of the middle school students had computer at home and almost all of them
had access to the Internet. The less developed countries have been also
receiving aids to improve usage of technology in their schools. UNESCO and
NGOs (Non-Governmental Organizations) are providing funds to such less
developed countries in order to provide more technology equipments in their
*
Correspondence: Ahmet BAYTAK, Ph.D., Harran University, Department of Computer Engineering, Osmanbey
Campus, P.K. 153, 63000-Şanlıurfa / Turkey. E-mail: abaytak@harran.edu.tr Phone: +90 (0) 414-318-3000 (Ext. 1088)
http://www.iejee.com/
mailto:abaytak@harran.edu.tr
International Electronic Journal of Elementary Education Vol.3, Issue 2, March, 2011
140
schools. One Laptop Per Child (OLPC, 2008), for instance, is one of the
projects that tries to provide portable computers to schoolchildren in these
less developed countries.
As a result of this development, a „digital divide‟ or disparity tends to
exist between generations. Prensky‟s classification; digital natives and digital
immigrants (2001), is a useful distinction in most communities. While digital
natives have been born with new technologies, digital immigrants are still
considering these technologies as luxury, extra, difficult, or troublemaker.
This difference in generation, thus, brings new issues for use of technology in
classroom (Tarman, 2009).
Technology is becoming more and more a part of classroom instruction
and teachers are encouraged to use technology for their lessons (Ayas, 2006;
Beers et al., 2000; Yücel et al., 2010). Technology in education has the
potential for improving teaching and learning. If the current technology is
appropriately designed for instruction, Earle (2002) believes, there is the
potential to produce positive outcomes, social interactions, changes in
teaching styles, more effective teaching, increased student motivation, and
enhanced student learning. Speaker (2004) reports that most students feel
their learning are improved by integrating technology into their learning.
Therefore, educational technologies, specifically computer and the Internet
technologies, have inevitably become powerful in the classroom as they
change the way we teach and learn (Ayas, 2006). As technology makes
learning more interesting, enjoyable and interactive, kids today love learning
by doing, discovering, and interacting.
Review of Literature
While most of the technology integration research focuses on integration in
classrooms, some scholars have specifically examined children‟s use of
technology at home. Mumtaz (2001) found that children spend more time
with technologies at home than at school. However, Lauman‟s study (2000)
showed that students felt more comfortable using computers at school. Kafai
and Sutton (1999) found that children‟s use of computers at home depends on
permission from parents who have concerns about their children wasting
time on the Internet and not doing educational activities (Mumtaz, 2001).
However, it was also found that parents‟ support on the use of technology
affects the level of integration at home (Giacquinta et al., 1993). They also
found that few children who integrate technology for learning had highly
involved parents who helped choose appropriate software, coached their child
on the computers, worked jointly with the child at the keyboard, and offered
praise as well as practical.
Even though most studies reviewed mainly focused on technology
integration at school and home, students‟ experiences with technology at
school and at home have been rarely investigated. The history of the last
decade is also evidence that technological tools are changing dramatically and
Experiencing Technology Integration in Education / Baytak, Tarman & Ayas
141
therefore technology integration in classroom essentially changes as well
(Yücel et al., 2010).
Student perception is an area in which a great deal of research has been
conducted. For example, understanding their perceptions of parent
involvement, professors‟ self-presentation styles, and discussion-driven
classrooms has been studied in different studies. Research on students‟
perception of technology in education has been sparse and mostly limited to
technology in e-learning or college students‟ perceptions. Among those
studies, Lim et al. (2006) examined students‟ perceptions on computer vs. pen
based testing, McMahn et al. (1999) studied college students‟ perceptions
about barriers with computers, El-Tigi, Lewis, and MacEntee (1997) explored
elementary school students‟ perception on the effectiveness of visuals on web-
based instructions, and Shell et al. (2005) examined high school students
perception on computer supported classrooms. The study by Levin and Barry
(1997) also showed that young students found computers as a game machine
both at home and at school.
According to the study done by İşman et al. (2004), students in
undergraduate and graduate school perceived computers as a part of their
life. These students also had a positive attitude towards computers since they
think they are efficient tools for their life. Thus, the researchers concluded
that the students had a consciousness about effects and importance of
computers. Lui and his colleagues (2006) concluded from their students‟
perception on blogs that integration of blogs in the lessons could promote
educational perception even though there are still some misuses of these
technologies. According to Student Perception Model by O‟Malley and
McCraw (1999), the perceived effectiveness of a technology is based three
factors; the prior educational conditions, characteristics of students, and
perceived characteristics of technology.
Differently, some scholars explored and examined children‟s views and
preferences about technology materials (Druin, 1999; Druin, 2002; Nesset &
Large, 2004). Druin proposed Cooperative Inquiry and Human-Computer
Interaction Community to examine technology tools that are proper for
children. In these studies, children were involved in design and testing
processes to find out their preferences. The User-Design Approach by Nesset
and Large (2004) also looked at children‟s use of technological tools to design
proper tools for their levels. However, in this approach involvement was
found limited. Even though these approaches are crucial to understand
children‟s views about technology and their use, children‟s views about
integration of technology into education is not studied. Additionally, studies
done in Constructionism and design-based research have involved children to
explore their learning with technology tools (Harel & Papert, 1991; Kafai,
2005) but these studies are lack of children‟s perceptions about the
characteristics of technologies they used and how those could improve their
learning.
International Electronic Journal of Elementary Education Vol.3, Issue 2, March, 2011
142
The Purpose of the Study
The main goal of this study is to explore how children define and use
technology in their education. In other words, this study attempts to observe
the experiences of individuals in order to understand their perceptions of
technology integration into their education.
This study aims to begin fill the gap in several ways. First, the last
decade is evidence that technologies are changing dramatically and therefore
technology integration in the classroom must necessarily change as well.
Thus, it is important to get a sense of how students feel about recent
technologies and the integration of them into learning lives as a whole.
Second, past studies primarily focused on upper level students in middle and
high schools, thus the concentration here on elementary level students is an
important contribution. Third, the increased usage of technology in schools
indicates a need for studies such as ours. Finally, there is also an increased
usage of technologies at home, which is rarely studied in relationship to
technology integration into learning.
Moreover, children‟s future technology perception and imagination make
this study unique. In another words, what kinds of new tools or programs
students perceive for future and how these new developments can be used for
learning also raise the importance of this study. By looking at students‟
perception for future technological developments may help technology
designers to build more appropriate technological tools for students to use for
education.
Research Context and Methodology
The research site was an elementary and middle school located in a college
town in the Northeast of the United States. Students attending this school
are generally from the middle class whose parents are mostly affiliated with
a well-known state university. According to mission of the school, technology
is one of the key aspects of the curriculum. The school offers technological
equipments for classes and after-school technology clubs. The participants of
this study were selected from these technology clubs. The selection of the
participants was based on their parents‟ consents.
In Technology Education classes during the regular school hours, the
students were taught about Word processing, Excel, and PowerPoint. In the
technology clubs, however, the students designed games and animations with
the provided software. Since the study was limited to students in the
technology club, the interested students for the study were already good at
technology use. For example, out of six study participants, three of them
(John, Geff, and Allan) attended statewide conference workshop to display
their animation designs.
This phenomenological study attempts to understand and attain a
description from the students regarding the perception of individuals and
lived experience of individuals about this phenomenon. The discipline
Experiencing Technology Integration in Education / Baytak, Tarman & Ayas
143
investigates the why and how of decision making, not just what, where, when.
Creswell (1998) also defines qualitative research as “an inquiry process of
understanding based on distinct methodological traditions of inquiry that
explore a social or human problem. The researcher builds a complex, holistic
picture, analyzes words, reports detailed views of informants, and conducts
the study in a natural setting” (p. 15).
In this study, we questioned the experiences of the students with
technology integration. We did not expect any change in students‟ outcome or
achievement. The study is neither has any hypotheses to prove. The current
study is expanding the research in the participants‟ lives where they
experience technology integration yet it is not based on „standards‟ or „certain
objectives‟ as Marshall & Rossman (1980) puts it. Furthermore, the study is
concerned with the process and the meaning of technology integration for the
students. Thus, qualitative approach fits perfectly to apply in this research.
This study aims to investigate not the external truths but their
interpretations of emotions and events within the definition of
phenomenology.
Data Collection and Analysis
The data of this study are students‟ thoughts, ideas and perceptions from
digitally recorded interviews, observations in their natural environment, and
field notes. Interviews are centered on getting in depth information of lived
experience with the phenomena. For a broader perspective, there are two
types of observations in this study; classroom observations and home
observations. These both observations aimed to get more in depth
understanding of phenomenon by recording non-verbal behaviors and
physical settings.
Classroom observation was done before and after the interviews. The
first observations were helpful to generate some interview questions. Since
the researcher had been working with the students before, students were
familiar to the researcher‟s class visits during their technology usage hours.
Therefore, it was believed that observations did not influence students‟
behaviors. Class observations were done by note taking while home
observations included recordings in addition to note taking.
Different from previous studies, students‟ technology use and technology
settings were observed at home as well. Home observations were done after
getting detail information from the students during the interviews. These
observations were limited to 30 minutes and students were also asked some
questions to get more information about the technology integration at home.
In depth interviews was necessary for this phenomenological study to
get more information about the experience of the students with technology
integration. Since the younger students were not that much talkative, we
could not follow every step of Irving Seidman‟s (1998) interview protocol. For
example, the interviews were less than 30 minutes each since the students
International Electronic Journal of Elementary Education Vol.3, Issue 2, March, 2011
144
didn‟t have anything to say. However, we asked prompt questions based on
students statements. That helped us gather clarification and amplification in
their thoughts and ideas. Interviews were also recorded with digital voice
recorder and there were note taking for prompt questions and outline of the
data. After the interviews, the recordings were transcribed with minutes.
An ethical issue that may come up in this study is about the researcher‟s
position at the research place. The students and their parents were informed
that there was no grading for students‟ progress for participating into the
study or leaving the study in the middle. There was also no intervention in
this study to affect students‟ behavior or performance at school.
Findings
Background Information
According to mission of the school, technology is accepted as one of the key
aspects of the curriculum and the school promises to provide cutting edge
technology in its unique educational program. Each classroom is equipped
with LCD TVs connected to cable TV service, projectors, internal sound
systems, classroom laptops, and cameras available for teacher and student
use. The laptop- student ratio was 4:7 and laptops were found more flexible
for students to take the classrooms and integrate into any subject area.
The participants of this study were six boys (John, Geff, Tony, Allan,
Joe, and Brian- all names presented are pseudonyms) at fifth and sixth
grades. Joe was the one of the best in his sixth grade class for academic
achievement. John‟s both parents are teachers and he speaks two languages.
He was always interested in topics about computers. He had his own
computer at home. Geff could be the quietest students in his classroom but he
was always doing his homework and class work on time. His both parents are
professors in different majors. According to our home observation there are 4
computers at his house and most of them are available to him.
Even though Tony moved to the country in last few years, he didn‟t have
any problem with language. However, he still needed to improve his self-
confidence that was also showed up in the interviews and class observations.
Tony was also interested in computers and he attended Technology Club last
four semesters. He was sharing a computer with his siblings. Allan also
attended all technology clubs sessions in last two years. His classmates called
Allan computer geek. He had already used several computer programs with
his own computer at home. His parents are involved with university.
Joe and Brian were also attended all technology club sessions but both
were less interested in computers games comparing with other four students
mentioned above. Joe also had his own computer at home and was able to fix
most of the problems with his computer. Brian was sharing one computer
with his siblings and limited time to access this computer during weekdays
because of his parents‟ views.
Experiencing Technology Integration in Education / Baytak, Tarman & Ayas
145
Children’s Perceptions
Based on the data analysis, four themes emerged; the value of technology,
authority over learning, misuses and misconceptions, and the border of
integration.
The value of technology: Almost all the students had similar perceptions
when defining technology. All of them believed that anything that works with
electricity is technological. Allan, however, added “controllable tools” to his
definition as he thinks these tools must be helpful also in order to consider
them as technological. John thinks that technological should “entertain.”
When they were asked for examples, they started with computers and game
boys. On the other hand, none of the student has ever heard of the term
“technology integration.” But, they were aware of the influence of technology
in their learning.
When the students were asked about their first experience with
technology, most of them recalled their first game boys and what they learned
from these tools. All the students think that their first experience with
technology was fun and now they still feel fun when they use for even
educational purposes. For example, John mentioned that “… [for] example
like writing essays writing, instead of your hand for writing you can type and
I think typing is fun and less tired. Doesn‟t tire you that much.”
Authority over learning: Class observations and interviews transcripts
are evidence that students feel an authority over their learning in classroom
with computers. It was observed that students‟ behaviors in technology based
classes, comparing in their other classes, altered from followers to semi-
follower. In other words, students were acting as they were fully dependent to
teachers but in classes with computers they were more independent.
Similarly, students perceived that they cognitively feel ore powerful when
they use computers in their lessons. For instances, as other five students,
John mentioned in the interview that:
“I think technology make me feel smarter because of all these lots of parts put
together so how can I explain well (…example?) like going on internet seeing
like math reading all these kinds of stuff, finding out new links to easy ways,
they make so much easier and make smarter. I do better that way.”
Misuses and misperceptions: Since integration of technology especially
with computer technology is new topic in most school communities, there are
still some misuses ands misperceptions by teachers and parents who have
has hold the main power for the decision on integration.
Even though the students‟ technology experience at school considered as
integration, the use at home is not common. Similar to a previous study
(Kafai & Sutton, 1999), this study also found that the parents‟ concerns,
limitations, and less experience with integration becomes a barrier for the
International Electronic Journal of Elementary Education Vol.3, Issue 2, March, 2011
146
integration at home. The home observation and interview also projects
parents concerns since the students used computer at home mainly for
gaming and chatting. However, Brian pointed out “I just try to use that time
(his has 30 minutes every day to use for anything) to do my homework, not
after I do my homework I can others (he listed others as games etc.).”
It was observed that only few teachers use technology tools in their
classrooms and therefore students had less integration experiences in other
classes. The students believe that technology can only be integrated in
certain subject areas. For examples, Tony preferred use technology in math
class but not either in science or physical education classes. Similar to that
Brian also think that music should not be taught with computers.
The border of integration: When the students were asked about
advantages and disadvantages of using technology for learning, they built a
border of technology in education. For example, most of the students listed
“searching on the internet” as one of the main benefits of technology for
education. Similar to other findings (Saye, 1997) in the literature, students in
the current study apparently valued the efficiency, speed, and clarity that
technology provides for education. Allan specifically focused on how that
Internet based communication could help economy based on his mother‟s
experience. He, indeed, thinks that animated content on computers also get
attention and therefore implementing computers for learning will be not as
boring as reading book.
Nevertheless, some students think that use of technology in learning
should be limited. For example, Brian and Geff prefer to have a person teach
them instead of learning with computers since machines may not give them
instant feedback. Allan thinks that “it is funny to use term ‘educational’ for
the cartoons on TVs since they are not.” All the students have fear that the
computers may get broken and they lost their files. This fear was experienced
during the researcher‟s class observation that some younger students delete a
student‟s file for his social studies work. It can be driven from the interview
and observation that students think that technical problems and viruses, less
feedback functionality, and physical damage on eyes are the common barriers
to integrate technology into education. Because of those listed benefits and
barriers, students have drawn an imaginary border of technology in
education. It was found that students, such as Allan, with more experiences
in technology use, had a wider border when they described advantages and
disadvantages of technology in education.
Based on the students‟ radius of the border they had drawn, their views
of technology integration for future were shaped. When we asked them what
kind of technologies would be in classrooms in next ten years, John expected
that there would be holograms, better quality microscopes, and machines
that type for users. Besides his dreams of teleports in future, he also noted
that “… we can use to study like other recourses such as machines that will
pick up recourses and study it and give a description of it or even maybe our
Experiencing Technology Integration in Education / Baytak, Tarman & Ayas
147
own kind of microchip. We can and explore with to more field trips to places.
Learn more about fossils in a technological way.” Another student, Geff, was
wishing a common problem in technology integration to be solved without
being aware of some programs; “…maybe if you loose a file you could get
back.”
Discussions and Conclusion
The aim of this study was to explore the experiences of six young students
using technologies in their classroom. As a discussion topic of this paper,
there are some conclusion could be drawn from the findings of this current
phenomenological study.
First of all, it was found interesting that when the students were asked
to define the term „technology‟, most of them listed the features of technology
that has value of fun and entertainment. In other words, the educational
value that the children gave to technology was more about the motivational
factors. Another value that the students listed for technology was the feature
of a tool that makes things easier. Especially, when the students mentioned
about communication tools as technology, they emphasized that these tools
make their life easier and therefore the process of learning becomes
effortless.
Secondly, whether in student-centered or teacher-centered classrooms,
students in this study were acted more independent when they were observed
in their classroom with computers. Even though the students have ownership
of learning and they have more authority over their learning, at these age
levels, teachers are still the authority that believed to know everything. The
students, for example, think certain website trustworthy because the teacher
said so. In other words, students are aware of fact that they need scaffolding
in their learning process where the teachers could act as milestone when they
needed.
Thirdly, as it has been indicated in the previous studies (Kafai, 2005;
Lauman, 2000; Mumtaz, 2001) that children like to use home computers for
gaming purposes came up in this study as well. The high percentage of
computer use for gaming (77% of children regularly used computers for
gaming), has a factors on parents misconception about the use of computers
at home. It was found in this study that most of the parents think that their
children were not doing anything educational on the computers. A parallel
misconception was found among the students‟ teachers that technology is tool
to transfer information, and therefore, they think that home computers are
still not under their control to give educational task for students to do.
Similar to previous studies (Kafai & Sutton, 1999), this study also found that
parent concerns and limited experience with the use of technology for
learning could be a barrier for integration at home. For example, Brian
pointed out, “I just try to use that time [he has 30 minutes every day to use
for anything] to do my homework, after I do my homework I can do others [he
listed others as computer games etc].” Thus, there is a need for schools and
International Electronic Journal of Elementary Education Vol.3, Issue 2, March, 2011
148
teachers to rearrange the types of homework, which may require more
technology use such as doing more research, designing digital artifacts, or
building their own portfolios. In addition, it is necessary to setup more
communication channels between teachers and parents to increase
effectiveness of home technologies for educational purposes. Course
management systems are available options to start this communication.
Finally, this study revealed that students draw the border for the
integration of technology into education. Even though all the children of this
study see technological tools as fun and entertainment channel, they were
mostly conscious about the balance of technology integration into their
lessons. The children were able to list the advantages and disadvantages of
this integration. However, it was found that, the students‟ less experiences of
the integration in both classroom and at home had influenced their
perceptions. Supporting to this idea, İşman et al. (2004) pointed out in their
study that “this means that there is a consciousness about effects and
importance of computers but there are a few tendencies to apply the
consciousness or willingness of new technological style because of not having
particular education, encouragement and facilitative environment” (p. 20).
In addition, it was discussed in the previous studies that teachers and
K-12 schools and faculties in higher education complained about technical
problems and lack of support (McMahon et al., 1999). However students in
this study mentioned those as teachers‟ problems. The reason for that could
be because they do not see the technical problems as their responsibility or
they found their ways overcome to problem. For example, based on classroom
observation and interviews, students try to solve technical problems by
themselves. It could also be concluded that the more implementation, the
wider the border of integration could be.
In conclusion, this research disclosed the reality that changes in
technology influence students‟ experience with technology. Thus, this study
should be helpful for the curriculum and technology designers, and educators
to consider these perceptions of the students in the future educational plans
and policies. Our participants‟ experiences with technology integration also
support Smith‟s findings that some faculty may not be well prepared or
trained for the available technology and which creates distance between
students and teachers. Parallel to that, a participant of this current study,
Allan, also made a recommendation that “more people should use [technology
in classrooms] but they have to have backup plans if there might be virus
etc.”
Thus, as an implementation of this study, schools may setup their own
course management systems to enrich students‟ learning both at school and
at home. For more encouragement of technology integration at home,
teachers need to provide more educational games that they should be able to
control the content of the games, which becomes both educational and fun for
children. Based on the previous studies about teachers‟ perceptions and the
Experiencing Technology Integration in Education / Baytak, Tarman & Ayas
149
results of this study, it is also important to note that school administrations
and teachers should develop new ways to integrate technology into education
for an effective learning environment.
It is noteworthy that children of the Internet generation enjoy
communicating through online and sharing the things they liked. Thus, age-
appropriate chat and discussion platforms and information and artifact
sharing sites are necessary for these students to productively use technology
both at school and at home. At the same time students could be required to
build their learning portfolios in secure sites manageable by school
administrations and accessible to their parents.
• • •
Received: 23 November 2010 / Revised: 5 February 2011 / Accepted: 10 February 2011
Ahmet BAYTAK is an Assistant Professor in the Department of Computer Engineering at
Harran University, Turkey. He received his Ph.D. degree in Educational Technology from
The Pennsylvania State University. His major research interests include instructional
technologies and the use of computer and the Internet applications in educational settings.
Bülent TARMAN is an Assistant Professor in the Department of Social Studies Education
and serves as the vice chair for the Institute of Educational Sciences at Selcuk University,
Turkey. He has a Ph.D. degree in Social Studies & Comparative Education from The Penn
State University. His research and teaching focused on teacher preparation in social studies,
democracy education, and European Union & educational systems.
Cemalettin AYAS is an Assistant Professor of Social Studies Education at Sinop University,
Turkey. He received his Ph.D. degree in Social Studies & Global Education from The Ohio
State University. His current research and teaching mainly focus on social studies &
geography education, teacher preparation, and educational technology.
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