Engaging Digital Natives in the Middle Grades

• In Event: The Impact of Middle-Level Classroom Instructional Strategies

Abstract

Middle schoolers increasingly are drawn to 21st century technologies (Rideout, Foehr & Roberts, 2010), yet many schools do not meet the growing technological needs of students (Bushweller, 2006). The purpose of this research was to examine students’ perceptions of the role of a technology-rich learning environment in their schooling lives. This study applied a qualitative, multi-site, case study approach (Stake, 1995). Student perceptions at three technology-rich schools were accessed through Google forms, interviews and focus groups. Student work was collected, in the form of digital data, including photo stories, digital movies, podcasting, and Web portals. Findings included students’ appreciation for collaboration, construction, efficiency and organization. Concerns and challenges, including issues of equity and access, were also documented.

Authors

• John M. Downes, The University of Vermont

• Penny A. Bishop, The University of Vermont