Date

11-13-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Traci Eshelman

Keywords

educational technology, self-determination theory, motivation, academic achievement, intrinsic motivation

Disciplines

Education

Abstract

The purpose of this single-instrument case study is to understand the strategies that educators perceive to be effective in successfully increasing student motivation when using personal technology in the high school classroom at River Valley High School in the Southeast United States. The theory guiding this study is Ryan and Deci’s theory on self-determination as it examines the relationship between motivation and academic achievement. The central research question in this study, that is, how can relatedness, competency, and autonomy support the use of personal technology in the secondary education classroom, explores how personal technology could influence the perceived motivation of high school students at a public high school in the Southeast United States. This single-instrumental case study is a holistic case study examining the influence of personal laptops on perceived motivation of students in a high school in the Southeast United States. In this single-instrument case study, the researcher explores the lived experiences of instructors at River Valley High School. The data collections methods include personal interviews, focus group interviews, and classroom observations. The analysis methods include memoing the data, interpreting the data, and representing the data. Results indicated that technology may have a positive influence on learners, but only when technology is used to create something that cannot be replicated on paper. Additionally, autonomous learning helps to positively influence learning when personal laptops are being used.

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