Abstract
Technology has seen a recent widespread integration into daily life, where access to vasta mounts of information is now available with ease. Today’s generation of students has grown up with technology all around them in an ever-increasing manner. To create an effective 21stcentury classroom that meets the needs of the students, a modern teacher must factor a student’s motivation to learn and the effects technology hason inclusionary education.
A technology implementation was devised to address this rising need. Research was completed at an urban charter school on a population of 348 at the time of technology intervention through data analysis. Student surveys were administered to gauge student perception and motivation, student individualized education plans were reviewed, and classroom observations were made.
The results showed that students feel motivated through the specific use of technology in the classroom, whether it be for pedagogical purposes or for accommodations as required by an Individual Education Plan (IEP) or 504 plan. Further study can aid in updating teaching techniques to better support in clusionary education as well as enhancing student motivation.
CHAPTER ONE
INTRODUCTION
The students of today are surrounded by technology, where access to avast collection of in formation is only a fingertip away (Egbert, 2009). Many in the field of pedagogy state that technology integration is helpful, meaningful, and necessary for a school to function successfully. However, many teachers are reluctant to make the change, and many students are not motivated to try. In 2013, a survey was given to the Chicago Public Schools by Ehrlich, Sporte, Sebring, & the Consortium on Chicago Schools (2013). It was found that 92% of students had some form of technology and internet access in their home, but fewer than half of the students used that technology for work related to school.
In the modern information era, the wealth of the world’s information can be accessed through a variety of devices. Technology that was once expensive and limited to only the privileged few has now advanced and become far cheaper (Edwards, 2009). Students have grown up with technology all around them, and teachers must adapt to this new lifestyle.
Teachers adapting to this new lifestyle must find methods of incorporating and utilizing these new forms of technology in class, not only in a motivational level, but also on an instructional level too. This can be done in many different ways, from a ground up pedagogical method to the use of accommodation so nan Individual Education Plan (IEP)or a504plan.
Students who find themselves supported and taughtina method of which they are used to will be more motivated to learn and feel included.
In today’s emerging technological society, it stands to reason that the modern day classroom should reflect what is seen in society.By showing real world technological
applications,in trinsicvalue can be brought to the learning process, increasing interest and motivation (Usher & Center on Education, 2012).
It is also important for these classrooms to address the need of all students. Technology supports the need for divergent learning approaches, helping to create a sense of community as well as a meaningful experience (Futurelab, 2009). Appropriate use of technology can serve the regular education classroom by motivating students in all disciplines, such as math, social studies, and literacy (Heafner, 2004; Liu, 2016; House and& House and, 2012). Students who have identified learning disabilities can be served by the appropriate integration of technology through assistive technology devices, allowing students to access the information and maintain pace with are gular education classroom (Floyd and Judge,2012).
