Date of Award

Fall 10-18-2017

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Brandy A. Kamm, Ph.D.

Second Advisor

Ralph Spraker, Ph.D.

Third Advisor

Latrice Alagbala, Ph.D.


Knowing how technologies impact student engagement and achievement is vital. The present study validated and added to the existing knowledge in determining to what extent specific levels of technology integration impact student engagement. It also addressed how specific levels of technology integration impact student achievement in middle level English Language/Arts and mathematics classrooms using 1:1 tablet technology. The descriptive study with statistical analysis provided quantitative evidence to educational leaders on the extent to which increasing levels of technology integration can increase student engagement. This evidence was generated using classroom observation data and Fisher’s exact cross-tabulation analysis. The study also provided conclusions on technology integration levels impact on achievement in middle schools struggling to meet proficiency as measured by state-mandated summative assessment, by comparing technology integration levels from classroom observations, to summative assessment results. Although no statistical significance between technology integration levels and levels of student engagement observed, there were observable positive effects of higher levels of technology integration increasing student engagement. Further, no observable relationship was found between technology integration levels and summative assessment scores.