Understanding the Teaching and Learning Process in a 6th Grade Classroom that is Completely Infused with Technology

Because technology is pervasive throughout society and in many schools across America, a high priority has been placed on the infusion of technology in classroom teaching. The National Council for the Accreditation of Teacher Education (NCATE) has supported this infusion by developing technology standards stating that teachers should be educated in the use of technologies and in the process of instruction, assessment, and professional development. Increasingly, technology is viewed as a means of providing opportunities for teachers to teach, assess, and design instruction while providing learners with new ways to acquire knowledge.

A growing number of researchers regard the computer not merely as an aid for writing and communicating, but as a tool for facilitating and supporting the active use of language, socialization, dialogue, higher order thinking, and problem-solving (Langer, 1986). Studies of teachers incorporating technology in their teaching have found changes in teacher practices and student behavior. For example, teachers have experienced higher levels of student expectations, have the ability to present material in more complex ways, their planning has become more student-centered and individualized, and their education approach has shifted from one of knowledge transfer to one of knowledge building (Faison, 1996). In addition, students in technology-infused classrooms tend to be more enthusiastic, motivated, and have increased self-esteem (Faison, 1996).

The main focus of this study is to better understand the teaching and learning process in a 6 th grade classroom completely infused with technology—a "paperless" classroom—by analyzing the practices, behaviors, and perceptions of one teacher and 16 students. Specifically, this study will be guided by the following research questions: (1) In what ways are teacher practices and perceptions impacted and influenced by the infusion of technology in a classroom? (2) What are students' perceptions of teaching and learning in a "paperless" classroom? (3) In what ways does technology accommodate the diverse learning styles of students? (4) What are the most effective teaching and learning processes in the "paperless" classroom? and (5) How does the infusion of technology impact interpersonal/social relationships in the classroom?