Digital Technology Use in High School Classes : Linking Types of Access and Student Engagement

Mourad Majdoub; Géraldine Heilporn; Fatme Diab

doi:10.18357/otessaj.2024.4.3.75

Authors

Mourad Majdoub Université Laval https://orcid.org/0000-0003-0338-9296
Géraldine Heilporn Université Laval https://orcid.org/0000-0002-7951-4420
Fatme Diab Université Laval https://orcid.org/0009-0009-4920-1376

DOI:

https://doi.org/10.18357/otessaj.2024.4.3.75

Keywords:

digital technologies, student engagement, student learning, diverse needs, secondary education

Abstract

Education in high schools is evolving with the widespread adoption of digital technologies. However, digitalization is a complex process that still challenges teachers while they aim to implement technologies to meet learners’ needs and preferences. Further, the digital divide remains an important issue that should be addressed to provide learners with meaningful technology learning experiences that can engage and motivate them. To address these issues, the current study uses a qualitative descriptive approach and relies on semi-structured interviews with 17 high school teachers from different schools in Québec to examine the uses of digital technologies that address the needs of learners from the perspective of diverse high school teachers. Results revealed the existence of digital inequalities that still impact student engagement and the capacity of teachers to address learner needs. The study findings also emphasize the importance of providing teachers and students with adequate resources and training for the successful deployment of digital technology in the classroom.

Metrics

Metrics Loading ...

References

Académie de la transformation numérique, Université Laval. (June 2021). Portrait des usages du numérique dans les écoles québécoises [Portrait of digital uses in Québec schools]. https://transformation-numerique.ulaval.ca/enquetes-et-mesures/portrait-des-usages-du-numerique-dans-les-ecoles-quebecoises-2021

Académie de la transformation numérique, Université Laval. (March 2023). Portrait des usages du numériques dans les écoles québécoises - édition 2023 [Portrait of digital uses in Québec schools – 2023 edition]. https://transformation-numerique.ulaval.ca/enquetes-et-mesures/autres-publications/portrait-des-usages-du-numerique-dans-les-ecoles-quebecoises-2023/

Aidoo, B., Macdonald, M. A., Vesterinen, V.-M., Pétursdóttir, S., & Gísladóttir, B. (2022). Transforming teaching with ICT using the flipped classroom approach: Dealing with COVID-19 pandemic. Education Sciences, 12(6), 421. https://doi.org/10.3390/educsci12060421 DOI: https://doi.org/10.3390/educsci12060421

Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214–222. https://doi.org/10.1016/j.chb.2019.08.018 DOI: https://doi.org/10.1016/j.chb.2019.08.018

Archambault, I., Janosz, M., Goulet, M., Dupéré, V., & Gilbert-Blanchard, O. (2019). Promoting student engagement from childhood to adolescence as a way to improve positive youth development and school completion. Handbook of Student Engagement Interventions, 13–29. https://doi.org/10.1016/b978-0-12-813413-9.00002-4 DOI: https://doi.org/10.1016/B978-0-12-813413-9.00002-4

Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior, 98, 50–58. https://doi.org/10.1016/j.chb.2019.04.005 DOI: https://doi.org/10.1016/j.chb.2019.04.005

Ashraf, M. A., Tsegay, S. M., & Meijia, Y. (2021). Blended learning for diverse classrooms: Qualitative experimental study with in-service teachers. SAGE Open, 11(3). https://doi.org/10.1177/21582440211030623 DOI: https://doi.org/10.1177/21582440211030623

Ateş, H., & Garzón, J. (2021). Drivers of teachers’ intentions to use mobile applications to teach science. Education and Information Technologies, 27(2), 2521–2542. https://doi.org/10.1007/s10639-021-10671-4 DOI: https://doi.org/10.1007/s10639-021-10671-4

Atmojo, A. E., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76 DOI: https://doi.org/10.18326/rgt.v13i1.49-76

Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.

Bergdahl, N., Nouri, J., Fors, U., & Knutsson, O. (2020). Engagement, disengagement and performance when learning with technologies in upper secondary school. Computers & Education, 149, 103783. https://doi.org/10.1016/j.compedu.2019.103783 DOI: https://doi.org/10.1016/j.compedu.2019.103783

Bond, M., & Bergdahl, N. (2022). Student engagement in open, distance, and digital education. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of open, distance, and digital education (pp. 1–16). Springer Nature Reference. https://doi.org/10.1007/978-981-19-0351-9_79-1 DOI: https://doi.org/10.1007/978-981-19-0351-9_79-1

Brunetti, F., Matt, D. T., Bonfanti, A., De Longhi, A., Pedrini, G., & Orzes, G. (2020). Digital transformation challenges: Strategies emerging from a multi-stakeholder approach. The TQM Journal, 32(4), 697–724. https://doi.org/10.1108/tqm-12-2019-0309 DOI: https://doi.org/10.1108/TQM-12-2019-0309

Budnyk, O., & Kotyk, M. (2020). Use of information and communication technologies in the inclusive process of educational institutions. Journal of Vasyl Stefanyk Precarpathian National University, 7(1), 15–23. https://doi.org/10.15330/jpnu.7.1.15-23 DOI: https://doi.org/10.15330/jpnu.7.1.15-23

Cabellos, B., Pérez Echeverría, M. P., & Pozo, J. I. (2023). The use of digital resources in teaching during the pandemic: What type of learning have they promoted? Education Sciences, 13(1), 58. https://doi.org/10.3390/educsci13010058 DOI: https://doi.org/10.3390/educsci13010058

Cai, Y., King, R. B., & McInerney, D. M. (2022). The concurrent trajectories of utility value, metacognitive strategy use, and achievement. The Journal of Experimental Education, 91(3), 472–493. https://doi.org/10.1080/00220973.2022.2053496 DOI: https://doi.org/10.1080/00220973.2022.2053496

Cheah, Y. H., Oliveri, A. R., & Hughes, J. E. (2023). Unpacking K-12 teachers’ technology-supported, equitable practices: A mixed-methods systematic review. Teaching and Teacher Education, 125, 103984. https://doi.org/10.1016/j.tate.2022.103984 DOI: https://doi.org/10.1016/j.tate.2022.103984

Chiappe, A., Torres, M. E., & Piraquive, J. O. (2023). Compromiso escolar y TIC: una revisión sistemática de literature [School engagement and ICT: A systematic literature review]. Profesorado, Revista De Currículum y Formación Del Profesorado [Teacher Training, Journal of Curriculum and Teacher Education], 27(1), 471–501. https://doi.org/10.30827/profesorado.v27i1.24050 DOI: https://doi.org/10.30827/profesorado.v27i1.24050

Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909. https://doi.org/10.1016/j.chb.2021.106909 DOI: https://doi.org/10.1016/j.chb.2021.106909

Chiu, T. K. (2023). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments, 31(6), 3326–3339. https://doi.org/10.1080/10494820.2021.1926289 DOI: https://doi.org/10.1080/10494820.2021.1926289

Daniels, L. M., Goegan, L. D., & Parker, P. C. (2021). The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions. Social Psychology of Education, 24(1), 299–318. https://doi.org/10.1007/s11218-021-09612-3 DOI: https://doi.org/10.1007/s11218-021-09612-3

Devitt, A.; Bray, A.; Banks, J., Ní Chorcora, E. (2020, July 8). Teaching and learning during school closures: Lessons learned. Irish second-level teacher perspectives. The School of Education, Trinity College Dublin. http://hdl.handle.net/2262/92883

Diallo, I., & Maizonniaux, C. (2016). Policies and pedagogies for students of diverse backgrounds. International Journal of Pedagogies and Learning, 11(3), 201–210. https://doi.org/10.1080/22040552.2016.1279526 DOI: https://doi.org/10.1080/22040552.2016.1279526

Fontana, A., & Frey, J. (1994). Interviewing: The art of science. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 361–376). Sage Publication, Inc.

Gierdowski, D. C. (2019, October 29). ECAR study of undergraduate students and information technology, 2019. Policy Commons. https://coilink.org/20.500.12592/wbxwv8

González-Betancor, S. M., López-Puig, A. J., & Cardenal, M. E. (2021). Digital inequality at home. the school as compensatory agent. Computers & Education, 168, 104195. https://doi.org/10.1016/j.compedu.2021.104195 DOI: https://doi.org/10.1016/j.compedu.2021.104195

Gopinathan, S., Kaur, A. H., Veeraya, S., & Raman, M. (2022). The role of digital collaboration in student engagement towards enhancing student participation during COVID-19. Sustainability, 14(11), 6844. https://doi.org/10.3390/su14116844 DOI: https://doi.org/10.3390/su14116844

Grasse, K. M., Melcer, E. F., Kreminski, M., Junius, N., Ryan, J., & Wardrip-Fruin, N. (2021). Academical: A choice-based interactive storytelling game for enhancing moral reasoning, knowledge, and attitudes in responsible conduct of research. In B. Bostan (Ed.), Games and narrative: Theory and practice (pp. 173–189). Springer Nature. https://doi.org/10.1007/978-3-030-81538-7_12 DOI: https://doi.org/10.1007/978-3-030-81538-7_12

Griffiths, A. J., Wiegand, R., & Tran, C. (2022). Using positive student engagement to create opportunities for students with troubling and high-risk behaviors. In A. L. Peschly & S. L. Christenson (Eds.), Handbook of Research on Student Engagement (pp. 301–329) Springer Nature. https://doi.org/10.1007/978-3-031-07853-8_15 DOI: https://doi.org/10.1007/978-3-031-07853-8_15

Gunuc, S. (2021). Testing campus-class-technology theory in student engagement: A large sample path analysis. Journal of College Student Retention: Research, Theory & Practice, 25(3), 492–508. https://doi.org/10.1177/1521025121995939 DOI: https://doi.org/10.1177/1521025121995939

Guo, Y., Sun, S., Breit-Smith, A., Morrison, F. J., & Connor, C. M. (2015). Behavioral engagement and reading achievement in elementary-school-age children: A longitudinal cross-lagged analysis. Journal of Educational Psychology, 107(2), 332–347. https://doi.org/10.1037/a0037638 DOI: https://doi.org/10.1037/a0037638

Hsu, H.-C. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159–2174. https://doi.org/10.1007/s10639-019-09863-w DOI: https://doi.org/10.1007/s10639-019-09863-w

Huang, Y.-M., Silitonga, L. M., & Wu, T.-T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, 183, 104494. https://doi.org/10.1016/j.compedu.2022.104494 DOI: https://doi.org/10.1016/j.compedu.2022.104494

Jaggars, S. S., Motz, B. A., Rivera, M. D., Heckler, A., Quick, J. D., Hance, E. A., & Karwisch, C. (2021). The digital divide among college students: Lessons learned from the COVID-19 emergency transition. Midwestern Higher Education Compact. https://eric.ed.gov/?id=ED611284

Jung, J., Ding, A.-C. E., Lu, Y.-H., Ottenbreit-Leftwich, A., & Glazewski, K. (2020). Is digital inequality a part of preservice teachers’ reasoning about technology integration decisions? American Behavioral Scientist, 64(7), 994–1011. https://doi.org/10.1177/0002764220919141 DOI: https://doi.org/10.1177/0002764220919141

Kalenda, S., Gojová, A., Kowaliková, I., & Peláez, A. L. (2022). Inclusive digital education of vulnerable children during COVID-19 pandemic: The role of social work. In L. Daniela (Ed.), Inclusive Digital Education (pp. 135–147). Springer Nature. https://doi.org/10.1007/978-3-031-14775-3_8 DOI: https://doi.org/10.1007/978-3-031-14775-3_8

Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students’ engagement. Education and Information Technologies, 26(6), 7033–7055. https://doi.org/10.1007/s10639-021-10566-4 DOI: https://doi.org/10.1007/s10639-021-10566-4

Kim, H. J., Yi, P., & Hong, J. I. (2021). Are schools digitally inclusive for all? Profiles of school digital inclusion using PISA 2018. Computers & Education, 170, 104226. https://doi.org/10.1016/j.compedu.2021.104226 DOI: https://doi.org/10.1016/j.compedu.2021.104226

Krath, J., Schürmann, L., & von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963 DOI: https://doi.org/10.1016/j.chb.2021.106963

Lacka, E., Wong, T. C., & Haddoud, M. Y. (2021). Can digital technologies improve students’ efficiency? Exploring the role of virtual learning environment and social media use in higher education. Computers & Education, 163, 104099. https://doi.org/10.1016/j.compedu.2020.104099 DOI: https://doi.org/10.1016/j.compedu.2020.104099

Leedy, P. D., & Ormrod, J. E. (2021). Practical research: Planning and design. Pearson Education International.

Li, C., & Lalani, F. (2020, April 29). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

Li, S. C., & Zhu, J. (2023). Cognitive-motivational engagement in ICT mediates the effect of ICT use on academic achievements: Evidence from 52 countries. Computers & Education, 204, 104871. https://doi.org/10.1016/j.compedu.2023.104871. DOI: https://doi.org/10.1016/j.compedu.2023.104871

Ma, J. K.-H., & Cheng, S. (2023). Adolescent well-being and ICT use: Social and policy implications. Springer Nature. DOI: https://doi.org/10.1007/978-3-031-04412-0

Magnan, M.-O., Gosselin-Gagné, J., Audet, G., & Conus, X. (2021). Édito - L’éducation inclusive en contexte de diversité ethnoculturelle : Comprendre les processus d’exclusion pour agir sur le terrain de l’école [Editorial: Inclusive education in the context of ethnocultural diversity: Understanding the processes of exclusion to act in the school field]. Recherches en éducation [Educational Research], 44, 2–15. https://journals.openedition.org/ree/3300 DOI: https://doi.org/10.4000/ree.3300

Martínez-Borreguero, G., Perera-Villalba, J. J., Mateos-Núñez, M., & Naranjo-Correa, F. L. (2020). Development of ICT-based didactic interventions for learning sustainability content: Cognitive and affective analysis. Sustainability, 12(9), 3644. https://doi.org/10.3390/su12093644 DOI: https://doi.org/10.3390/su12093644

Maxwell, J. A. (2009). Qualitative research design: An interactive approach. Sage.

Medina, G. I., Vallinas, E. G., & Cruz, I. P. (2022). Digital inclusion strategies of a learning community in times of Covid-19. Journal of Higher Education Theory and Practice, 22(13), 243–253. https://doi.org/10.33423/jhetp.v22i13.5519 DOI: https://doi.org/10.33423/jhetp.v22i13.5519

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). Jossy-Bass.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook. Sage.

Moorhouse, B. L., & Wong, K. M. (2021). Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning. Journal of Computers in Education, 9(1), 51–70. https://doi.org/10.1007/s40692-021-00195-8 DOI: https://doi.org/10.1007/s40692-021-00195-8

Ng, C., Bartlett, B., & Elliott, S. N. (2018). Empowering engagement: Creating learning opportunities for students from challenging backgrounds. Springer. DOI: https://doi.org/10.1007/978-3-319-94652-8

Park, S., & Weng, W. (2020). The relationship between ICT-related factors and student academic achievement and the moderating effect of country economic index across 39 countries. Educational Technology & Society, 23(3), 1–15. https://www.jstor.org/stable/26926422

Parong, J., & Mayer, R. E. (2020). Cognitive and affective processes for learning science in Immersive Virtual reality. Journal of Computer Assisted Learning, 37(1), 226–241. https://doi.org/10.1111/jcal.12482 DOI: https://doi.org/10.1111/jcal.12482

Rädiker, S., & Kuckartz, U. (2020). Focused analysis of qualitative interviews with MAXQDA. MAXQDA Press.

Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657 DOI: https://doi.org/10.1080/00461520.2020.1862657

Reeves, S. M., Crippen, K. J., & McCray, E. D. (2021). The varied experience of undergraduate students learning chemistry in virtual reality laboratories. Computers & Education, 175, 104320. https://doi.org/10.1016/j.compedu.2021.104320 DOI: https://doi.org/10.1016/j.compedu.2021.104320

Reich, J. (2019). Teaching our way to digital equity. Educational Leadership, 76(5), 30–35. https://www.ascd.org/el/articles/teaching-our-way-to-digital-equity

Reschly, A. L., Appleton, J. J., & Pohl, A. (2014). Best practices in fostering student engagement. In A. Thomas & P. Harrison (Eds.), Best practices in school psychology (6th ed., pp. 37–50). National Association of School Psychologists

Reynolds, R., Aromi, J., McGowan, C., & Paris, B. (2022). Digital divide, critical‐, and crisis‐informatics perspectives on K‐12 emergency remote teaching during the pandemic. Journal of the Association for Information Science and Technology, 73(12), 1665–1680. https://doi.org/10.1002/asi.24654 DOI: https://doi.org/10.1002/asi.24654

Roberts-Yates, C., & Silvera-Tawil, D. (2019). Better education opportunities for students with autism and intellectual disabilities through digital technology. International Journal of Special Education, 34(1), 197–210. https://eric.ed.gov/?id=EJ1237141

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory. (2017). Guilford Publications.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 DOI: https://doi.org/10.1016/j.cedpsych.2020.101860

Sahlberg, P. (2021). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20(1), 11–18. https://doi.org/10.1007/s10671-020-09284-4 DOI: https://doi.org/10.1007/s10671-020-09284-4

Shaheen, N. L. et Lazar, J. (2018). K–12 technology accessibility: The message from state governments. Journal of Special Education Technology, 33(2), 83–97. https://doi.org/10.1177/0162643417734557 DOI: https://doi.org/10.1177/0162643417734557

Shamir-Inbal, T., & Blau, I. (2021). Facilitating emergency remote K-12 teaching in computing-enhanced virtual learning environments during COVID-19 pandemic - Blessing or curse? Journal of Educational Computing Research, 59(7), 1243–1271. https://doi.org/10.1177/0735633121992781 DOI: https://doi.org/10.1177/0735633121992781

Siegle, D., & Hook, T. S. (2023). Learning from and learning with technology. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for advanced learners (4th ed.; pp. 595–618). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003310426-41/learning-learning-technology-del-siegle-talbot-hook DOI: https://doi.org/10.4324/9781003310426-41

Sosa Díaz, M. J. (2021). Emergency remote education, family support and the digital divide in the context of the COVID-19 lockdown. International Journal of Environmental Research and Public Health, 18(15), 7956. https://doi.org/10.3390/ijerph18157956 DOI: https://doi.org/10.3390/ijerph18157956

Tay, L. Y., Lee, S.-S., & Ramachandran, K. (2021). Implementation of online home-based learning and students’ engagement during the COVID-19 pandemic: A case study of Singapore mathematics teachers. The Asia-Pacific Education Researcher, 30(3), 299–310. https://doi.org/10.1007/s40299-021-00572-y DOI: https://doi.org/10.1007/s40299-021-00572-y

Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748 DOI: https://doi.org/10.1177/1098214005283748

Ullah, A., & Anwar, S. (2020). The effective use of information technology and interactive activities to improve learner engagement. Education Sciences, 10(12), 349. https://doi.org/10.3390/educsci10120349 DOI: https://doi.org/10.3390/educsci10120349

van Dijk, J. (2020). The digital divide. John Wiley & Sons.

Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (Eds.) (2018). Second handbook of information technology in primary and secondary education. Springer International Publishing. https://doi.org/10.1007/978-3-319-71054-9 DOI: https://doi.org/10.1007/978-3-319-53803-7

Wang, Y., & Wang, Y. (2023). Exploring the relationship between educational ICT resources, student engagement, and academic performance: A multilevel structural equation analysis based on PISA 2018 Data. Studies in Educational Evaluation, 79, 101308. https://doi.org/10.1016/j.stueduc.2023.101308 DOI: https://doi.org/10.1016/j.stueduc.2023.101308

Wood, J. (2021). Making peer feedback work: The contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy. Assessment & Evaluation in Higher Education, 47(3), 327–346. https://doi.org/10.1080/02602938.2021.1914544 DOI: https://doi.org/10.1080/02602938.2021.1914544

Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3–12. https://doi.org/10.1007/s10833-021-09417-3 DOI: https://doi.org/10.1007/s10833-021-09417-3

Zilz, W., & Pang, Y. (2021). Application of assistive technology in inclusive classrooms. Disability and Rehabilitation: Assistive Technology, 16(7), 684–686. https://doi.org/10.1080/17483107.2019.1695963 DOI: https://doi.org/10.1080/17483107.2019.1695963