Date of Award
5-2015
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Karen Anway
Department/School
Elementary Education, Montessori Elementary Education
Abstract
The purpose of this paper is to describe the findings of a study on the effects of integrating technology into lessons in a Montessori upper elementary classroom in Raleigh, North Carolina. The research looked at both the student engagement and the retention of information when technology was included in Montessori lessons. This study spanned a six-week period and was conducted with 25 fourth through sixth grade students. Data collection included a pre-lesson questionnaire, a teacher engagement report form, a teacher observation form, a post-lesson feedback form, and a short answer lesson response form. The results of this data analysis showed an overall preference by students for lessons that included technology, an increase in engagement relative to lesson that used only traditional Montessori materials, and a 16% increase in accuracy based on short answer responses when technology was included in one of the seven lessons that were tracked. The results of this action research indicate that utilizing technology in the Montessori classroom may increase student engagement and retention of information.
Recommended Citation
Tosco, Justin E.. (2015). The Effects of Technology on Engagement and Retention Among Upper Elementary Montessori Students.. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/122