Digitally Curious: A Qualitative Case Study of Students’ Demonstrations of Curiosity in a Technology-Rich Learning Environment

• In Event: Roundtable Session 67
  In Roundtable Session: Technology, Instruction, Cognition and Learning SIG Roundtable 2: Issues in Technology, Instruction, Cognition, and Learning

Abstract

Curiosity is an important construct for educators as it is connected with knowledge and higher-order thinking, goal-oriented behavior, motivation, and persistence and negatively correlated with boredom and anxiety. However, no studies existed exploring curiosity in a technology-rich learning environment. This study sought to identify and examine whether students demonstrate curiosity in a sixth grade mathematics classroom with technology-integrated learning and if so, how and why. A case study methodology was used with 13 students purposefully selected from a Title I sixth grade class to participate. Data were collected from semi-structured interviews. A total of 60 codes and four categories were identified. Three themes emerged: 1) digital play; 2) welcome and unwelcome scaffolds; and 3) action is power; power follows ideas.

Authors

• Julie McLeod, University of North Texas

• Mary Jo Dondlinger, Richland College of the Dallas County Community College District

• Sheri Vasinda, Oklahoma State University - Stillwater