Date

4-26-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Jerry Woodbridge

Keywords

educational technology, student engagement, grit, grit theory, experiential learning, personalized learning, Gen Alpha learners, edtech

Disciplines

Education

Abstract

The purpose of this exploratory case study was to understand the expectations Generation Alpha (Gen Alpha), those born between 2010 and 2024, has on educational technology (edtech) in learning environments and how those students rate their grit with 12 participants in third through ninth grade. The theory guiding this study was grit theory by Angela Duckworth regarding grit. This qualitative study was conducted with 12 student participants in their learning environment using a qualitative questionnaire, student interview, and student observation during their dedicated homework time. Memoing was used during observations and interviews to record common phrases between participants when describing their interactions with edtech and personal technology choices. Read, write, and remember were the most common words for edtech interactions. Create, research, and collaborate were the most common words for technology used outside of the learning environment indicating a significant difference in technology norms amongst Gen Alpha learners. A synthesis of the data revealed two predominate themes: Technology as a tool to help and Technology as a means for communication. There was a contrast in subthemes as personal technology was seen as an interactive tool to facilitate higher-order actions where edtech was seen as a passive tool to deliver content or track progress.

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