Technology Integration in the Classroom and Its Correlation to Student Engagement

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The research will take place at a small charter school in Mission, TX, called Excellence in Leadership Academy, along with supplemental teacher input via online survey. This correlational research study will include Pre-K3-8th grade teachers from Excellence in Leadership Academy, along with supplemental data and analysis from additional educators ranging from 9th grade all the way to graduate school. This study will determine if a correlation exists between technology integration in the classroom and student engagement in the classroom during instructional time. The purposive sampling method will be used for the target population in this correlational study. EdTech Technology Teachers Integration Quantitative Research Correlation student engagement Gamification Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Introduction This research study is a correlational test to determine if there is a correlation between technology integration in the classroom and student engagement during instructional time. According to Schindler et al. (2017), they state “Our review aims to address existing gaps in the student engagement literature and seeks to determine whether student engagement models should be expanded to include technology” (p.3). This research study will help determine whether or not technology integration implemented by the teacher has a direct correlation with student engagement during facilitation of curriculum in classrooms ranging from Pre-K 3 all the way to Graduate School educators or professors. The data that will be used in this correlational study is mostly quantitative data, supported by a small portion of qualitative data to support the research. This study will help formulate a picture that precisely indicates, with quantitative statistical data, if there is a correlation between technology integration and student engagement in the classroom during instructional time. The Research Problem During the genesis of the COVID-19 pandemic year of 2019-2020, many educators learned very quickly that technology was no longer a luxury but a necessity in the classroom because of the suspension of face-to-face classes due to the highly contagious COVID-19 virus. Many educators were left wondering how long they would be out of their everyday routine of facilitating their content curriculum in the classroom. Little did we know that it would be anywhere from 6 to 8 months until anyone would be allowed back in a physical classroom during the 2020-2021 calendar school year. Many school districts elected to facilitate instruction via remote instruction through various learning management systems, ranging from Google Classroom, Schoology, Canvas, and even Blackboard. This presented a very unique problem for the everyday educator who was used to the routine of facilitating curriculum in a face-to-face environment. We soon learned that technology would play an enormous role from the COVID-19 pandemic of 2019-2020 all the way to the present day. We soon understood that technology went from being viewed as a luxury to being viewed as a necessity and plays a vital role in the everyday facilitation of curriculum for new and veteran educators at every level of education. Purpose of the Study The purpose of this research study is to identify if there is a correlation between technology integration in various media by the teacher or professor and student engagement in the classroom with their peers and the teacher or professor. In order for this research study to be effective, quantitative data from teachers at a small charter school in Mission, TX called Excellence in Leadership Academy will be collected via a series of two Google forms questionnaires that will allow quantitative data to be collected to make a basis and rationale to support a correlation between technology integration in the classroom and the correlation to student engagement. The data that is used for this research study will allow for a better understanding between technology integration and its correlation to student engagement so that new and veteran educators may have a strong argument for the use of technology during their instructional time to maximize their students’ engagement on a daily basis for their content area. According to Schindler et al. (2017), the article states, “We also focused on student engagement as the dependent variable of interest because it encompasses many different aspects of the teaching and learning process” (p.2). Objectives The main objective or goal of this research study is to find a direct correlation between teachers who properly integrate many different types of technology, ranging from Google Classroom, Gimkit, Padlet, Zoom, Microsoft Teams, and many others, to identify a strong connection to students’ academic engagement because of these dependent variables. The next objective will also identify many other key aspects that lead to educators integrating or not integrating technology in their facilitation of curriculum in various content areas. The tertiary objective will be to collect the demographics of each educator who is participating in this series of surveys. Indicators of Student Engagement In order for an educator to identify student engagement, we must first understand the definition of student engagement is. There are three basic understandings of what defines student engagement. One of the first definitions of student engagement is through the definition of cognitive engagement through the use of technology. Cognitive engagement through the use of technology can be defined in many different forms or fashions. Some examples of cognitive engagement through the use of technology can be the identifying factor of being focused, along with having a period of sustained concentration. This indicator can be justified through the use of a software medium that creates focus and concentration. The use of gamification through the use of technology for the purpose of student engagement is a common strategy for newer teachers because of the connection that students can make through the use of game-like activities, which makes learning the content less like school and more like a game, which therefore creates excitement and engagement. Literature Review Literature for this research study was abundant and relevant to this research study. Many recent studies were made available to the public because of the relevance of the topic. Literature for the topic of technology integration and student engagement was readily available because of the COVID-19 pandemic and the importance of this research. It was and is important to educators and administrators across the world. Any research that can provide insight into this topic is important because this topic is relevant, and any information and techniques that can be implemented in the classroom are needed immediately, considering that students have a hard time focusing in the classroom. According to Banitt et al. (2013) they state, “Due to the fact that students today are digital natives, they often seem bored with traditional lessons and pedagogical techniques, presumably in part because of the lack of technology access and integration in the classroom” (p.2). The point can be made that many lessons can be outdated, just like the pedagogy of many educators, and therefore are out of touch with the trend of today’s learners. According to Banitt et al. (2013) they state that “Besides general engagement increases, studies show gaming to be a powerful motivator for students” (p.4). The literature was very straightforward and led the study in the direction of technology integration and student engagement through gamification. According to Banitt et al. (2013) they state that “Part of the 7½ hours per day teenagers spend consuming media includes time for video gaming, both on consoles like Xbox and PlayStation but also mobile devices like cell phones and iPads” (p.4). Informed Consent and Confidentiality It was of the utmost importance that the participants of the research study were reassured that their names or identities would not be revealed. Permission was asked for and granted by the superintendent of the school, which gave me the freedom to conduct the research as long as it did not interfere with the instructional time of the students or teachers. A copy of the permission and confidentiality forms is in the appendices A-C. Participants The targeted population for this research study was current teachers or professors in the field of education. The Purposive selecting modality was used for this research study to expedite the process of delivering the Google Forms surveys and receiving the responses from the target population in a swift time. During this correlational research study, the participants had to be chosen very precisely because of the specificity of the research study. The population of this study had to be very specific in nature. The participants were chosen through the purposive sampling method. The justification for using this sampling method originated from the familiarity with the target population and the fact that there would be some immediate surveys that would be completed and returned with confidence and reliability. Materials The required materials for this research study for the intended participants were very few. The survey for the participants was made available to them via email. The survey came in the form of a Google form for easy access and the familiarity factor. Some other participants received the survey via text message and were able to open the survey through their smartphone, and were able to complete it through this medium. The survey was made available to all participants in the research study, even though some participants did not have a Google account. Data Collection The data that will be collected for this research study will be collected through a series of Google Forms questionnaires to collect pertinent quantitative statistical data. The data that will be collected will be mainly from pre-k3 teachers through 8 th -grade teachers from a public charter school in Mission, TX, called Excellence in Leadership Academy. Supplemental data collection will come from contacts outside of this public charter school that it pertinent to this research project. For this research study to be carried out in the appropriate amount of time allotted proper procedures had to be taken in order to reach the data collection goal. Because of the time constraints and the ongoing COVID-19 pandemic, the quantitative data had to be hastily but carefully collected via an online survey questionnaire through the use of Google Forms. Instrumentation The quantitative data that was being collected for this correlational research study was on a voluntary basis and was promised on the basis of anonymity. Emails were used to identify each educator who participated in this correlational study, but also to allow the receipt of the second survey from the series of technology integration in the classroom and its correlation to student engagement. Results Technology integration in the classroom is an essential modality that should be utilized to maximize facilitation and curriculum for the students. According to Swayne ( 2017 ), she states that “the availability of new innovative technologies, coupled with the evolution of the digital learner, requires teachers and educational leaders to not only integrate technology but also evaluate the level at which it is integrated” (p.4). During this correlational research study, a purpose of sampling survey was sent out to a small charter school in Mission, TX called Excellence in Leadership Academy to survey if technology was integrated into the classroom and if so, how it affects student engagement. The following are the findings that were collected and analyzed to identify the correlation between technology integration into the classroom and student engagement during instructional time. The first result using descriptive statistics revealed that: Row Labels Count of What is your Gender? Female 8 Male 9 Grand Total 17 The next result came from the number of years each educator had in field of education. The next finding came from the variable of which area of education they taught. Row Labels Count of What grade do you teach? 6th-8th Grade 5 9th-12th Grade 5 Pre-K3–5th Grade 4 Undergraduate 3 Grand Total 17 It was important to know how educators might initially connect with their students through a learning management system (LMS) to start the process of creating engagement. The following revealed that the majority of educators who participated in this correlational research used Google Classroom as their primary learning management system (LMS). Row Labels Count of What kind of learning management system (LMS) do you use? Blackboard 3 Google Classroom 12 Not Applicable 1 Schoology 1 Grand Total 17 Findings also revealed that there was not one specific technology that was integrated but there were several used in unison to better engage students in the classroom. Row Labels Count of What type of technology do you integrate into your classroom? Gimkit;Google Classroom;Microsoft Teams;Other 1 Gimkit;Google Classroom;Other 1 Gimkit;Google Classroom;Padlet;Zoom;Microsoft Teams;Other 1 Google Classroom;Microsoft Teams;Other 1 Google Classroom;Other 1 Google Classroom;Padlet;Zoom;Other 1 Google Classroom;Zoom;Microsoft Teams 1 Other 2 Quizizz;Gimkit;Google Classroom;Microsoft Teams;Other 1 Quizizz;Gimkit;Google Classroom;Padlet;Zoom;Microsoft Teams 1 Quizizz;Google Classroom;Other 2 Quizizz;Google Classroom;Padlet;Other 1 Quizizz;Google Classroom;Padlet;Zoom;Microsoft Teams;Other 1 Quizizz;Google Classroom;Zoom 2 Grand Total 17 The results also showed that less students were also absent on the days that technology was integrated in the classroom lesson of the at respective day. Row Labels Amount of days that students were absent on the days technology was integrated into the classroom lesson. 5 days of technology integration O absences 4 days of technology integration 1–2 absences 3 days of technology integration 2–3 absences 2 days of technology integration 4–5 absences 1 days of technology integration 5–6 absences The following is an analysis of the number of times each educator that participated in the survey used technology in the classroom to engage students. Descriptive statistics was used complete this analysis of the 17 people that participated in the correlation research study. How many times a week do you integrate technology into your classroom? Mean 4.82352941 Standard Error 0.09530501 Median 5 Mode 5 Standard Deviation 0.39295262 Sample Variance 0.15441176 Kurtosis 1.66530612 Skewness -1.8662131 Range 1 Minimum 4 Maximum 5 Sum 82 Count 17 Discussion This research study was also a gateway to future research studies at Excellence in Leadership Academy, in which technologies, specifically software, were the most effective in response to intervention students, to better target their growth in mathematics and reading in the middle school grades of 6th − 8th grade. There will also be a study to identify whether using one form of technology for intervention will benefit the student, versus using various types of software would better suit the student for maximal academic growth throughout the school year. Implications Based on the results from the survey that was administered to the participants of the research study, we can clearly see that fewer students were absent throughout the school year. This is an implication that can be linked to a more engaging class because of technology integration in the classroom. The technology could be in the form of gamification of the curriculum to make the students interact more. According to Armier Jr. et al ( 2016 ) they state, “Gamification incorporates game-elements in non-gaming situations to enhance student engagement and desired behavior” (p.1). The more the lessons seemed like a game, the more they seemed to be engaged. According to Parsons et al. (2011) they state that “These measures have predominantly focused on quantitative data such as attendance” (p.5). The data point that correlates the days of technology integration to a number of students who were absent seemed to show a strong correlation of more days of technology integration to fewer absences, to fewer days of technology integration to more absences was clearly evident in the data. This can imply that there is a strong correlation between the number of days that technology is integrated and student engagement on a daily basis. According to Banitt et al. ( 2013 ) they state that “Due to the fact that students today are digital natives, they often seem bored with traditional lessons and pedagogical techniques, presumably in part because of the lack of technology access and integration in the classroom” (p.2). Teachers must update their teaching style to accommodate today’s learners. Limitations of the Study Upon the inception of this correlational research study, the limitations of this study were not immediately apparent. Despite the enormous amount of previous research studies on this topic, there were very specific limitations that included my own collection of quantitative data. I had a small window of time to collect the data and analyze the data to find a correlation. The window of time that was allotted was approximately 1–2 months. Another limitation of this correlational study was the reach of the people to be surveyed. The goal was to reach power was 100 surveys, but the actual number that was collected was 17. This will not make a well-represented target population. This was one of the main limitations of this research study. Another one of the main limitations of this correlational study is getting the surveys back from the participants in a timely fashion. Originally, 50 surveys were sent out to educators at Excellence in Leadership Academy, and only 10 were completed and returned. 10 additional surveys were sent out to a list of educators who were currently in the profession of education but were not employed at Excellence in Leadership Academy. This was a major limitation for this small correlational study. Conclusion To summarize the research study. The objective of the study was to survey current educators and some administrators to find out the climate of their classrooms and schools. Various types of demographics were surveyed, including years of experience, gender, familiarity with technology, what kind of technology was used in the classroom, and the number of times per week technology was integrated into the educator’s content curriculum and the number of absences per day. Another variable that was measured was the familiarity of using a learning management system to facilitate the educator’s content curriculum in the classroom. If they were familiar with learning management systems, then it was also noted what type of learning management system was used, such as Canvas LMS, Google Classroom, Blackboard, or Schoology. According to Jaafar et al. ( 2021 ), they stated that “One of the most vital elements that contributes to academic success is the relationship that develops between the teacher and the student in the classroom” (p. 197). Although technology may bridge the gap between student engagement through technology, we must not forget that there has to be a strong teacher-student relationship to foster engagement through technology. The goal of the research study was to find a general correlation between the integration of technology into the classroom and to find the correlation or connection to student engagement. Definition of Terms Pre-k3- is for students who are the age of 3 who wish to attend pre-kindergarten. Quantitative data - statistical data that is collected to create an analysis. Google Classroom- is a blended learning management system that is used to facilitate curriculum two students and also allow student teacher collaboration through various methods. Blackboard- is a learning management system with a virtual environment that is used to facilitate curriculum with less visual content. Schoology- is a learning management system that allows for social networking or collaboration of teachers and students. Canvas LMS- here's a learning management system that is predominantly used in higher education but can also be used to facilitate curriculum and collaboration for students who are in K-12. Correlation- a mutual relationship or connection between two or more things. Quantitative- relating to, measuring, or measured by the quantity of something rather than its quality. Learning Management System- is a software application or web-based technology used to plan, implement, and assess a specific learning process. Declarations Funding and/or Conflicts of interest/Competing interests The author affirms that there are no known conflicts of interest associated with this publication. No financial, personal, or professional affiliations have influenced the design, execution, interpretation, or reporting of this research. The study was conducted independently without any sponsorship, grants, or involvement from organizations or entities that may benefit from its findings. The author has no financial interests or relationships that could be perceived to have influenced the outcomes of this study. All work presented is original and free from any external bias or competing interest. Ethical Approval This study was conducted in accordance with the ethical standards of The University of Texas Rio Grande Valley. Institutional review determined that the study met ethical requirements for research involving human participants. Consent to Participate Informed written consent to participate in this study was obtained from all participants. For participants under 18 years of age, consent was obtained from a parent or legal guardian. Consent to Publish Consent to publish anonymized findings and participant responses from this study was obtained from all participants. Data Availability The datasets generated and analyzed during the current study are not publicly available due to participant confidentiality but are available from the corresponding author on reasonable request. Corresponding Author Jose Hinojosa Jr. (corresponding author) Email: [email protected] References Armier Jr, D. D., Shepherd, C. E., & Skrabut, S. (2016). Using game elements to increase student engagement in course assignments. College Teaching , 64 (2), 64-72. Banitt, J., Theis, S., & Van Leeuwe, L. (2013). The effects of technology integration on student engagement. Bond, M and Bedenlier, S. 2019. Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework. Journal of Interactive Media in Education, 2019(1): 11, pp. 1–14. DOI: https://doi.org/10.5334/jime.528 D'Angelo, C. (2018). The impact of technology: Student engagement and success. Technology and the Curriculum: Summer 2018. Gunuc, S. (2021). Testing campus-class-technology theory in student engagement: a large sample path analysis. Journal of College Student Retention: Research, Theory & Practice, 1521025121995939. Howley, A., Wood, L., & Hough, B. (2011). Rural elementary school teachers' technology integration. Journal of Research in Rural Education, 26. Jaafar, I., Statti, A., Torres, K. M., & Pedersen, J. M. (2021). Technology integration and the teacher-student relationship. In Fostering Meaningful Learning Experiences Through Student Engagement (pp. 196-213). IGI Global. Lowther, D. L., Inan, F. A., Daniel Strahl, J., & Ross, S. M. (2008). Does technology integration “work” when key barriers are removed?. Educational Media International, 45(3), 195-213. Parsons, J., & Taylor, L. (2011). Improving student engagement. Current issues in education, 14(1). Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International journal of educational technology in higher education, 14(1), 1-28 Swayne, J. M. (2017). Staying connected: measuring the impact of 1: 1 technology integration on student engagement and achievement at the middle level (Doctoral dissertation, Concordia University (Oregon)). Additional Declarations No competing interests reported. Supplementary Files Appendices.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6975968","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":503240125,"identity":"3d7f60b0-3326-4a5e-94a5-b066aa62e39d","order_by":0,"name":"Jose Hinojosa 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there is a correlation between technology integration in the classroom and student engagement during instructional time. According to Schindler et al. (2017), they state \u0026ldquo;Our review aims to address existing gaps in the student engagement literature and seeks to determine whether student engagement models should be expanded to include technology\u0026rdquo; (p.3). This research study will help determine whether or not technology integration implemented by the teacher has a direct correlation with student engagement during facilitation of curriculum in classrooms ranging from Pre-K 3 all the way to Graduate School educators or professors. The data that will be used in this correlational study is mostly quantitative data, supported by a small portion of qualitative data to support the research. This study will help formulate a picture that precisely indicates, with quantitative statistical data, if there is a correlation between technology integration and student engagement in the classroom during instructional time.\u003c/p\u003e\n\n\u003ch3\u003eThe Research Problem\u003c/h3\u003e\n\u003cp\u003eDuring the genesis of the COVID-19 pandemic year of 2019-2020, many educators learned very quickly that technology was no longer a luxury but a necessity in the classroom because of the suspension of face-to-face classes due to the highly contagious COVID-19 virus. Many educators were left wondering how long they would be out of their everyday routine of facilitating their content curriculum in the classroom. Little did we know that it would be anywhere from 6 to 8 months until anyone would be allowed back in a physical classroom during the 2020-2021 calendar school year. Many school districts elected to facilitate instruction via remote instruction through various learning management systems, ranging from Google Classroom, Schoology, Canvas, and even Blackboard. This presented a very unique problem for the everyday educator who was used to the routine of facilitating curriculum in a face-to-face environment. We soon learned that technology would play an enormous role from the COVID-19 pandemic of 2019-2020 all the way to the present day. We soon understood that technology went from being viewed as a luxury to being viewed as a necessity and plays a vital role in the everyday facilitation of curriculum for new and veteran educators at every level of education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePurpose of the Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe purpose of this research study is to identify if there is a correlation between technology integration in various media by the teacher or professor and student engagement in the classroom with their peers and the teacher or professor. In order for this research study to be effective, quantitative data from teachers at a small charter school in Mission, TX called Excellence in Leadership Academy will be collected via a series of two Google forms questionnaires that will allow quantitative data to be collected to make a basis and rationale to support a correlation between technology integration in the classroom and the correlation to student engagement. The data that is used for this research study will allow for a better understanding between technology integration and its correlation to student engagement so that new and veteran educators may have a strong argument for the use of technology during their instructional time to maximize their students\u0026rsquo; engagement on a daily basis for their content area. According to Schindler et al. (2017), the article states, \u0026ldquo;We also focused on student engagement as the dependent variable of interest because it encompasses many different aspects of the teaching and learning process\u0026rdquo; (p.2).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjectives\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe main objective or goal of this research study is to find a direct correlation between teachers who properly integrate many different types of technology, ranging from Google Classroom, Gimkit, Padlet, Zoom, Microsoft Teams, and many others, to identify a strong connection to students\u0026rsquo; academic engagement because of these dependent variables. The next objective will also identify many other key aspects that lead to educators integrating or not integrating technology in their facilitation of curriculum in various content areas. The tertiary objective will be to collect the demographics of each educator who is participating in this series of surveys. \u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIndicators of Student Engagement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn order for an educator to identify student engagement, we must first understand the definition of student engagement is. There are three basic understandings of what defines student engagement. One of the first definitions of student engagement is through the definition of cognitive engagement through the use of technology. Cognitive engagement through the use of technology can be defined in many different forms or fashions. Some examples of cognitive engagement through the use of technology can be the identifying factor of being focused, along with having a period of sustained concentration. This indicator can be justified through the use of a software medium that creates focus and concentration. The use of gamification through the use of technology for the purpose of student engagement is a common strategy for newer teachers because of the connection that students can make through the use of game-like activities, which makes learning the content less like school and more like a game, which therefore creates excitement and engagement.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cp\u003eLiterature for this research study was abundant and relevant to this research study. Many recent studies were made available to the public because of the relevance of the topic. Literature for the topic of technology integration and student engagement was readily available because of the COVID-19 pandemic and the importance of this research. It was and is important to educators and administrators across the world. Any research that can provide insight into this topic is important because this topic is relevant, and any information and techniques that can be implemented in the classroom are needed immediately, considering that students have a hard time focusing in the classroom. According to Banitt et al. (2013) they state, \u0026ldquo;Due to the fact that students today are digital natives, they often seem bored with traditional lessons and pedagogical techniques, presumably in part because of the lack of technology access and integration in the classroom\u0026rdquo; (p.2). The point can be made that many lessons can be outdated, just like the pedagogy of many educators, and therefore are out of touch with the trend of today\u0026rsquo;s learners. According to Banitt et al. (2013) they state that \u0026ldquo;Besides general engagement increases, studies show gaming to be a powerful motivator for students\u0026rdquo; (p.4). The literature was very straightforward and led the study in the direction of technology integration and student engagement through gamification. According to Banitt et al. (2013) they state that \u0026ldquo;Part of the 7\u0026frac12; hours per day teenagers spend consuming media includes time for video gaming, both on consoles like Xbox and PlayStation but also mobile devices like cell phones and iPads\u0026rdquo; (p.4).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent and Confidentiality\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIt was of the utmost importance that the participants of the research study were reassured that their names or identities would not be revealed. Permission was asked for and granted by the superintendent of the school, which gave me the freedom to conduct the research as long as it did not interfere with the instructional time of the students or teachers. A copy of the permission and confidentiality forms is in the appendices A-C.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe targeted population for this research study was current teachers or professors in the field of education. The Purposive selecting modality was used for this research study to expedite the process of delivering the Google Forms surveys and receiving the responses from the target population in a swift time.\u003c/p\u003e\n\u003cp\u003eDuring this correlational research study, the participants had to be chosen very precisely because of the specificity of the research study. The population of this study had to be very specific in nature. The participants were chosen through the purposive sampling method. The justification for using this sampling method originated from the familiarity with the target population and the fact that there would be some immediate surveys that would be completed and returned with confidence and reliability.\u003c/p\u003e"},{"header":"Materials","content":"\u003cp\u003eThe required materials for this research study for the intended participants were very few. The survey for the participants was made available to them via email. The survey came in the form of a Google form for easy access and the familiarity factor. Some other participants received the survey via text message and were able to open the survey through their smartphone, and were able to complete it through this medium. The survey was made available to all participants in the research study, even though some participants did not have a Google account.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that will be collected for this research study will be collected through a series of Google Forms questionnaires to collect pertinent quantitative statistical data. The data that will be collected will be mainly from pre-k3 teachers through 8\u003csup\u003eth\u003c/sup\u003e-grade teachers from a public charter school in Mission, TX, called Excellence in Leadership Academy. Supplemental data collection will come from contacts outside of this public charter school that it pertinent to this research project. For this research study to be carried out in the appropriate amount of time allotted proper procedures had to be taken in order to reach the data collection goal. Because of the time constraints and the ongoing COVID-19 pandemic, the quantitative data had to be hastily but carefully collected via an online survey questionnaire through the use of Google Forms.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInstrumentation \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe quantitative data that was being collected for this correlational research study was on a voluntary basis and was promised on the basis of anonymity. Emails were used to identify each educator who participated in this correlational study, but also to allow the receipt of the second survey from the series of technology integration in the classroom and its correlation to student engagement.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eTechnology integration in the classroom is an essential modality that should be utilized to maximize facilitation and curriculum for the students. According to Swayne (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), she states that \u0026ldquo;the availability of new innovative technologies, coupled with the evolution of the digital learner, requires teachers and educational leaders to not only integrate technology but also evaluate the level at which it is integrated\u0026rdquo; (p.4).\u003c/p\u003e\u003cp\u003eDuring this correlational research study, a purpose of sampling survey was sent out to a small charter school in Mission, TX called Excellence in Leadership Academy to survey if technology was integrated into the classroom and if so, how it affects student engagement.\u003c/p\u003e\u003cp\u003eThe following are the findings that were collected and analyzed to identify the correlation between technology integration into the classroom and student engagement during instructional time.\u003c/p\u003e\u003cp\u003eThe first result using descriptive statistics revealed that:\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRow Labels\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCount of What is your Gender?\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eGrand Total\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e17\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe next result came from the number of years each educator had in field of education.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe next finding came from the variable of which area of education they taught.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRow Labels\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCount of What grade do you teach?\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6th-8th Grade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9th-12th Grade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePre-K3\u0026ndash;5th Grade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUndergraduate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eGrand Total\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e17\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eIt was important to know how educators might initially connect with their students through a learning management system (LMS) to start the process of creating engagement. The following revealed that the majority of educators who participated in this correlational research used Google Classroom as their primary learning management system (LMS).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabc\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRow Labels\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCount of What kind of learning management system (LMS) do you use?\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBlackboard\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGoogle Classroom\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNot Applicable\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSchoology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eGrand Total\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e17\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFindings also revealed that there was not one specific technology that was integrated but there were several used in unison to better engage students in the classroom.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabd\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRow Labels\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCount of What type of technology do you integrate into your classroom?\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGimkit;Google Classroom;Microsoft Teams;Other\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGimkit;Google Classroom;Other\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGimkit;Google Classroom;Padlet;Zoom;Microsoft Teams;Other\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGoogle Classroom;Microsoft Teams;Other\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGoogle Classroom;Other\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGoogle Classroom;Padlet;Zoom;Other\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGoogle Classroom;Zoom;Microsoft Teams\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOther\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuizizz;Gimkit;Google Classroom;Microsoft Teams;Other\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuizizz;Gimkit;Google Classroom;Padlet;Zoom;Microsoft Teams\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuizizz;Google Classroom;Other\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuizizz;Google Classroom;Padlet;Other\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuizizz;Google Classroom;Padlet;Zoom;Microsoft Teams;Other\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuizizz;Google Classroom;Zoom\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eGrand Total\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e17\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe results also showed that less students were also absent on the days that technology was integrated in the classroom lesson of the at respective day.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabe\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRow Labels\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAmount of days that students were absent on the days technology was integrated into the classroom lesson.\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5 days of technology integration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eO absences\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4 days of technology integration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u0026ndash;2 absences\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3 days of technology integration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2\u0026ndash;3 absences\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2 days of technology integration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u0026ndash;5 absences\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1 days of technology integration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u0026ndash;6 absences\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe following is an analysis of the number of times each educator that participated in the survey used technology in the classroom to engage students. Descriptive statistics was used complete this analysis of the 17 people that participated in the correlation research study.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabf\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003e\u003cem\u003eHow many times a week do you integrate technology into your classroom?\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4.82352941\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStandard Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.09530501\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMedian\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMode\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStandard Deviation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.39295262\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSample Variance\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.15441176\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eKurtosis\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1.66530612\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSkewness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e-1.8662131\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRange\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMinimum\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMaximum\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSum\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e82\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCount\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis research study was also a gateway to future research studies at Excellence in Leadership Academy, in which technologies, specifically software, were the most effective in response to intervention students, to better target their growth in mathematics and reading in the middle school grades of 6th \u0026minus;\u0026thinsp;8th grade. There will also be a study to identify whether using one form of technology for intervention will benefit the student, versus using various types of software would better suit the student for maximal academic growth throughout the school year.\u003c/p\u003e\u003cp\u003e\u003cb\u003eImplications\u003c/b\u003e\u003c/p\u003e\u003cp\u003eBased on the results from the survey that was administered to the participants of the research study, we can clearly see that fewer students were absent throughout the school year. This is an implication that can be linked to a more engaging class because of technology integration in the classroom. The technology could be in the form of gamification of the curriculum to make the students interact more. According to Armier Jr. et al (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) they state, \u0026ldquo;Gamification incorporates game-elements in non-gaming situations to enhance student engagement and desired behavior\u0026rdquo; (p.1). The more the lessons seemed like a game, the more they seemed to be engaged. According to Parsons et al. (2011) they state that \u0026ldquo;These measures have predominantly focused on quantitative data such as attendance\u0026rdquo; (p.5). The data point that correlates the days of technology integration to a number of students who were absent seemed to show a strong correlation of more days of technology integration to fewer absences, to fewer days of technology integration to more absences was clearly evident in the data. This can imply that there is a strong correlation between the number of days that technology is integrated and student engagement on a daily basis. According to Banitt et al. (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) they state that \u0026ldquo;Due to the fact that students today are digital natives, they often seem bored with traditional lessons and pedagogical techniques, presumably in part because of the lack of technology access and integration in the classroom\u0026rdquo; (p.2). Teachers must update their teaching style to accommodate today\u0026rsquo;s learners.\u003c/p\u003e\u003cp\u003e\u003cb\u003eLimitations of the Study\u003c/b\u003e\u003c/p\u003e\u003cp\u003eUpon the inception of this correlational research study, the limitations of this study were not immediately apparent. Despite the enormous amount of previous research studies on this topic, there were very specific limitations that included my own collection of quantitative data. I had a small window of time to collect the data and analyze the data to find a correlation. The window of time that was allotted was approximately 1\u0026ndash;2 months. Another limitation of this correlational study was the reach of the people to be surveyed. The goal was to reach power was 100 surveys, but the actual number that was collected was 17. This will not make a well-represented target population. This was one of the main limitations of this research study. Another one of the main limitations of this correlational study is getting the surveys back from the participants in a timely fashion. Originally, 50 surveys were sent out to educators at Excellence in Leadership Academy, and only 10 were completed and returned. 10 additional surveys were sent out to a list of educators who were currently in the profession of education but were not employed at Excellence in Leadership Academy. This was a major limitation for this small correlational study.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eTo summarize the research study. The objective of the study was to survey current educators and some administrators to find out the climate of their classrooms and schools. Various types of demographics were surveyed, including years of experience, gender, familiarity with technology, what kind of technology was used in the classroom, and the number of times per week technology was integrated into the educator\u0026rsquo;s content curriculum and the number of absences per day. Another variable that was measured was the familiarity of using a learning management system to facilitate the educator\u0026rsquo;s content curriculum in the classroom. If they were familiar with learning management systems, then it was also noted what type of learning management system was used, such as Canvas LMS, Google Classroom, Blackboard, or Schoology. According to Jaafar et al. (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), they stated that \u0026ldquo;One of the most vital elements that contributes to academic success is the relationship that develops between the teacher and the student in the classroom\u0026rdquo; (p. 197). Although technology may bridge the gap between student engagement through technology, we must not forget that there has to be a strong teacher-student relationship to foster engagement through technology. The goal of the research study was to find a general correlation between the integration of technology into the classroom and to find the correlation or connection to student engagement.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eDefinition of Terms\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePre-k3-\u003c/strong\u003e is for students who are the age of 3 who wish to attend pre-kindergarten.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQuantitative data\u003c/strong\u003e- statistical data that is collected to create an analysis.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eGoogle Classroom-\u0026nbsp;\u003c/strong\u003eis a blended learning management system that is used to facilitate curriculum two students and also allow student teacher collaboration through various methods.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eBlackboard-\u0026nbsp;\u003c/strong\u003eis a learning management system with a virtual environment that is used to facilitate curriculum with less visual content.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSchoology-\u0026nbsp;\u003c/strong\u003eis a learning management system that allows for social networking or collaboration of teachers and students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCanvas LMS-\u0026nbsp;\u003c/strong\u003ehere\u0026apos;s a learning management system that is predominantly used in higher education but can also be used to facilitate curriculum and collaboration for students who are in K-12.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCorrelation-\u003c/strong\u003e a mutual relationship or connection between two or more things.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eQuantitative-\u003c/strong\u003e relating to, measuring, or measured by the quantity of something rather than its quality.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning Management System-\u0026nbsp;\u003c/strong\u003eis a software application or web-based technology used to plan, implement, and assess a specific learning process.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding and/or Conflicts of interest/Competing interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author affirms that there are no known conflicts of interest associated with this publication. No financial, personal, or professional affiliations have influenced the design, execution, interpretation, or reporting of this research. The study was conducted independently without any sponsorship, grants, or involvement from organizations or entities that may benefit from its findings. The author has no financial interests or relationships that could be perceived to have influenced the outcomes of this study. All work presented is original and free from any external bias or competing interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with the ethical standards of The University of Texas Rio Grande Valley. Institutional review determined that the study met ethical requirements for research involving human participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed written consent to participate in this study was obtained from all participants. For participants under 18 years of age, consent was obtained from a parent or legal guardian.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConsent to publish anonymized findings and participant responses from this study was obtained from all participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and analyzed during the current study are not publicly available due to participant confidentiality but are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCorresponding Author\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eJose Hinojosa Jr. (corresponding author)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEmail:\u0026nbsp;\u003c/strong\u003e\u003cstrong\[email protected]\u003c/strong\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eArmier Jr, D. D., Shepherd, C. E., \u0026amp; Skrabut, S. (2016). Using game elements to increase student engagement in course assignments. \u003cem\u003eCollege Teaching\u003c/em\u003e, \u003cem\u003e64\u003c/em\u003e(2), 64-72.\u003c/li\u003e\n\u003cli\u003eBanitt, J., Theis, S., \u0026amp; Van Leeuwe, L. (2013). The effects of technology integration on student engagement.\u003c/li\u003e\n\u003cli\u003eBond, M and Bedenlier, S. 2019. Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework. Journal of Interactive Media in Education, 2019(1): 11, pp.\u0026thinsp;1\u0026ndash;14. DOI: https://doi.org/10.5334/jime.528\u003c/li\u003e\n\u003cli\u003eD\u0026apos;Angelo, C. (2018). The impact of technology: Student engagement and success. Technology and the Curriculum: Summer 2018.\u003c/li\u003e\n\u003cli\u003eGunuc, S. (2021). Testing campus-class-technology theory in student engagement: a large sample path analysis. Journal of College Student Retention: Research, Theory \u0026amp; Practice, 1521025121995939.\u003c/li\u003e\n\u003cli\u003eHowley, A., Wood, L., \u0026amp; Hough, B. (2011). Rural elementary school teachers\u0026apos; technology integration. Journal of Research in Rural Education, 26.\u003c/li\u003e\n\u003cli\u003eJaafar, I., Statti, A., Torres, K. M., \u0026amp; Pedersen, J. M. (2021). Technology integration and the teacher-student relationship. In Fostering Meaningful Learning Experiences Through Student Engagement (pp. 196-213). IGI Global.\u003c/li\u003e\n\u003cli\u003eLowther, D. L., Inan, F. A., Daniel Strahl, J., \u0026amp; Ross, S. M. (2008). Does technology integration \u0026ldquo;work\u0026rdquo; when key barriers are removed?. Educational Media International, 45(3), 195-213.\u003c/li\u003e\n\u003cli\u003eParsons, J., \u0026amp; Taylor, L. (2011). Improving student engagement. Current issues in education, 14(1).\u003c/li\u003e\n\u003cli\u003eSchindler, L. A., Burkholder, G. J., Morad, O. A., \u0026amp; Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International journal of educational technology in higher education, 14(1), 1-28\u003c/li\u003e\n\u003cli\u003eSwayne, J. M. (2017). Staying connected: measuring the impact of 1: 1 technology integration on student engagement and achievement at the middle level (Doctoral dissertation, Concordia University (Oregon)).\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"EdTech, Technology, Teachers, Integration, Quantitative Research, Correlation, student engagement, Gamification","lastPublishedDoi":"10.21203/rs.3.rs-6975968/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6975968/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe purpose of this research study is to investigate whether educators incorporate technology into their teaching practices, and if so, whether this contributes to higher levels of student engagement. The research will take place at a small charter school in Mission, TX, called Excellence in Leadership Academy, along with supplemental teacher input via online survey. This correlational research study will include Pre-K3-8th grade teachers from Excellence in Leadership Academy, along with supplemental data and analysis from additional educators ranging from 9th grade all the way to graduate school. This study will determine if a correlation exists between technology integration in the classroom and student engagement in the classroom during instructional time. The purposive sampling method will be used for the target population in this correlational study.\u003c/p\u003e","manuscriptTitle":"Technology Integration in the Classroom and Its Correlation to Student Engagement","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-21 15:09:39","doi":"10.21203/rs.3.rs-6975968/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"2da9e8e7-f00d-4cf9-9aa7-08169ce684a8","owner":[],"postedDate":"August 21st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-12-17T08:10:11+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-21 15:09:39","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6975968","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6975968","identity":"rs-6975968","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}