Technology use, teachers' attitudes, and student motivation

Abstract

The purpose of the research was twofold: the first purpose was to discover if the teachers’ attitude towards technology influenced the use of technology in class. The second purpose was to detect if students found technology use motivating when teachers used the technology in the classroom. Quantitative research method was used of descriptive design to answer four of the research questions raised in the case study. Through the descriptive statistics, the teachers’ attitude, technology use, and students’ motivation were analyzed. The research was conducted in a Private Catholic School in the Metn area, Lebanon. Questionnaires were distributed to both the teachers and students to gather statistical data on the teachers’ attitudes towards computer use and students’ motivation. The results showed high teacher attitude and student motivation scores. The results indicated that all teachers had a positive attitude towards technology use which in turn influenced the students’ motivation in class. The results also showed that technology use was a motivating factor to the students since all had high motivation scores and concentrated more regardless of the teachers’ methodology. Although all students concentrated more in class when technology was used, not all found the lesson more interesting through the use of technology. Thus, it was concluded from this research that the teachers’ technology use in class highly affected the students’ attention and concentration. However, what motivated students more was the way teachers delivered the lesson through different technology applications and programs.