My grand grid by Amanda Rios

My grand grid by Amanda Rios https://padlet.com/amandarios3/8tgyd3aj3ffq Non-Experimental Quantitative Design By: Mitch, Sally, and Amanda en-us 2019-03-20 01:15:37 UTC 2019-03-21 11:24:19 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png Topic amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343136521 The impact of prolonged individual digital learning technology on intrinsic motivation for ADHD elementary school learners.]]> 2019-03-20 01:16:58 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343136521 Background amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343136748 Research Purpose: With an increasing focus, adoption, and integration of technology within learning environments and especially as a learning tool, it is necessary to ensure that negative side-effects of leveraging technology are understood, weighed, and actively mitigated. With factors including increased screen time, gamification, and rewards, does this have an effect on intrinsic motivation development? More specifically, does increased use of technology decrease intrinsic motivation for ADHD students? ]]> 2019-03-20 01:17:59 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343136748 Research Question amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343136985 Does increased individual digital learning technology use for ADHD elementary students contribute to the reduction of intrinsic motivation? ]]> 2019-03-20 01:19:04 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343136985 Research Problem: amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343137161 Does the prolonged use of individual digital learning technology increase decrease intrinsic motivation for ADHD diagnosed elementary students. ]]> 2019-03-20 01:19:55 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343137161 Target Population and Sample amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343137392 ADHD elementary students from a public school district. Five nearby elementary schools will be selected. The goal is to have at least 100 students participate to increase the significance of the study.

]]> 2019-03-20 01:20:46 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343137392 Research design: amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343137538 A longitudinal and cross-sectional non-experimental quantitative design using pre, mid, and post tests will be used. From each of the five schools, one third grade and one fifth grade classroom's ADHD students will be selected. The sample population will include 5 third grade classes' ADHD students (approximately 50 students) and 5 fifth grade classes's ADHD students (approximately 50 students) for a total of 100 students. The tests will be given at the beginning of the school year, midterm, and at the end of the school year.

]]> 2019-03-20 01:21:25 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343137538 Data Collection Procedures and Setting: amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343137852 A standardized motivational assessment (e.g. the motivation assessment scale) will be given through the website using a tablet or computer. It will be collected for both 3rd grade and 5th grade ADHD students three times over the school year (beginning, midterm, and end). Correlational analysis will be used to see if prolonged use (over time) will show a negative correlation to intrinsic motivation. Additionally, over time, the 3rd and 5th grade populations will be compared.

]]> 2019-03-20 01:22:36 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343137852 Threats to Internal and External Validity amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343138115 With the non-experimental longitudinal study, the population set was not set was not selected at random or manually selected to be representative of the population as a whole (external validity). Additionally, without random selection or random assignment and without a control group, the reliability and transferability of the results to speak to the target population or the population as a whole may be limited. Also, without controlling, controlling for, or measuring the amount of individual digital technology use, except for general classroom and home use over time, it is hard to make any causal claims.

]]> 2019-03-20 01:23:41 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343138115 References amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343138811

Al-Faouri, A. H. A. (2011). Investigating the impact of emotional intelligence on technology learning. International Journal of Engineering & Technology, 11(3), 58-78.

Brand, L., & Bester, G. (2013). The effect of technology on learner attention and achievement in the classroom. South African Journal of Education, 33(2), 1-15.

Ho, Y., Cheung, M., & Chan, A. (2003). Music training improves verbal but not visual memory: Cross-sectional and longitudinal explorations in children. Neuropsychology, 17(3), 439-50.

Reed, P., & Reay, E. (2015). Relationship between levels of problematic internet usage and motivation to study in university students. Higher Education : The International Journal of Higher Education Research,70(4), 711-723. doi:10.1007/s10734-015-9862-1 DQ 6

]]> 2019-03-20 01:26:18 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343138811 amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343153900 2019-03-20 02:46:40 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343153900 amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343154302 2019-03-20 02:50:24 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343154302 amandarios3 https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343155374 2019-03-20 02:58:15 UTC https://padlet.com/amandarios3/8tgyd3aj3ffq/wish/343155374