To begin my simple research this week I reviewed my Week 9 post and chose the databases and keywords that I thought would be the most productive.  Rightfully so one database, Education Source, had a much larger return on all of the searches that I conducted.  The three keywords that I decided to go with for this database were, Educational Technology, Technology Integration, and Classroom Technology.  In all three searches I did not add any restrictions or operators to limit the results of the search. 

Each term produced a large amount of results, Educational Technology was the broadest return with 97,985 results.  Following this was the term Technology Integration with 54,453 results, with Classroom Technology having the fewest at 7,364 returns.  The information from this database using the keyword Educational Technology was so intensive and productive that my first two article citations below are from this search.

The next database that I chose to use was Applied Science and Technology.  I chose this database in week nine because my initial searching appeared to be productive.  This week with broader parameters, I assumed the return would be even larger.  I was wrong.  While I did find useful articles and research, the amount was significantly lower than that of the Education Source database. 

I replaced one of my keywords from above with the term Digital Learning, but this only provided 152 results.  The term Educational Technology had the highest results at 1,370, with Classroom Technology being last at only 69 results.  While the results were small, I did find some interesting articles and chose my last two citations from these searches.

TÜREL, Y. K., & DOKUMACI, Ö. (2022). Use of media and technology, academic procrastination, and academic achievement in adolescence. Participatory Educational Research, 9(2), 481–497. https://doi-org.ezproxy.fhsu.edu/10.17275/per.22.50.9.2.  

This study provides conclusive results of direct relation between high school students Media and Technology Usage and Academic Procrastination Behavior, furthering the findings of previous studies focusing on university students, that increased duration of daily average internet and technology usage directly increased Academic Procrastination Behavior.  The authors are both respected scholars for the Turkish Ministry of National Education.  The study used the convenience sampling standards to collect results from over 1,200 middle and high school students in eastern Turkey and provided quantitative research and presented their findings to a peer-reviewed journal.  The Participatory Educational Research Journal is an open access journal that publishes peer reviewed articles and is a source of respected research internationally.  This article is useful and insightful when considering the topic of Educational technology and its effects on students and the ability to learn when such technology is present.

References

TÜREL, Y. K., & DOKUMACI, Ö. (2022). Use of media and technology, academic procrastination, and academic achievement in adolescence. Participatory Educational Research, 9(2), 481–497. https://doi-org.ezproxy.fhsu.edu/10.17275/per.22.50.9.2

Tondeur, J., Petko, D., Christensen, R., Drossel, K., Starkey, L., Knezek, G., & Schmidt-Crawford, D. A. (2021). Quality criteria for conceptual technology integration models in education: bridging research and practice. Educational Technology Research & Development, 69(4), 2187–2208. https://doi-org.ezproxy.fhsu.edu/10.1007/s11423-020-09911-0

Miranda Veiga, F. J., & Valente de Andrade, A. M. (2021). Critical Success Factors in Accepting Technology in the Classroom. International Journal of Emerging Technologies in Learning, 16(18), 4–22. https://doi-org.ezproxy.fhsu.edu/10.3991/ijet.v16i18.23159

Hiltz, S. R., & Turoff, M. (2005). Education Goes Digital: The Evolution of Online Learning and the Revolution in Higher Education. Communications of the ACM, 48(10), 59–64. https://doi-org.ezproxy.fhsu.edu/10.1145/1089107.1089139