Learning through technology in middle school classrooms: Students' perceptions of their self-directed and...

Area of Science:

• Education
• Educational Technology
• Classroom Learning Environments

Background:

• Investigating student perceptions of learning strategies is crucial for effective pedagogy.
• Information and Communication Technology (ICT) integration in middle schools presents new learning dynamics.
• Understanding the interplay between technology, self-directed learning (SDL), and collaborative learning (CL) is essential.

Purpose of the Study:

• To examine middle school students' perceptions of self-directed and collaborative learning with and without technology.
• To identify factors influencing these perceptions, including instructional quality and gender.
• To explore differences in learning engagement when using technology versus traditional methods.

Main Methods:

• A questionnaire was administered to 320 middle school students across eight schools in Alberta, Canada.
• Data analysis involved descriptive statistics, independent sample t-tests, one-way ANOVA, and correlational analysis.
• The study focused on students' self-reported engagement in SDL and CL in ICT-supported classrooms.

Main Results:

• Students generally perceive themselves as actively engaged in both SDL and CL.
• Lower instructional quality was associated with reduced self-directed learning.
• Girls showed a slight tendency towards SDL, but this difference diminished with technology use.
• Technology use was linked to decreased collaborative activity engagement, particularly in earlier middle school grades.

Conclusions:

• While students report high self-perceived engagement in SDL and CL, technology integration may inadvertently reduce peer collaboration.
• Instructional quality significantly impacts SDL, highlighting the need for effective teaching practices.
• Targeted support for collaborative activities and professional development for teachers on facilitating SDL, CL, and technology integration are recommended.