The Effect of Technology Infusion on At-Risk High School Students’ Motivation to Learn

Abstract

By examining at-risk high school students’ perceptions of their motivation when using instructional technologies, this study hopes to offer a better understanding of the link between students’ perceptions of their motivation to learn and the road blocks that impede motivation. Additionally, this study seeks to bring to light the frequently overlooked perspective of students who are often marginalized, unsuccessful, and in danger of failure. Student interviews and survey data provide insight about the degree to which at-risk high school students feel that instructional technologies help contribute to or hinder their academic success. The survey tool, classroom observations, and student interviews specifically reveal how feelings of autonomy, extrinsic and intrinsic goal orientation, and task value are related to increased motivation among at-risk students and how certain management practices and road blocks can impede success. Additionally, the data collected were used to better understand what role the perceived value of digital literacy as a 21st Century job skill plays in motivating at-risk high school students when using technology in the classroom. Implications for teachers, administrators, and policy makers, as well as suggestions for further research are also presented