Efficacy of Using Digital Technology in the Classroom

Nina B Eduljee, Antony Girlando


The purpose of this study was to examine the efficacy of using digital technology in the classroom.  The sample composed of 64 undergraduate business majors.  Students completed surveys regarding the use of educational technology (iPad, voice reader of the textbook, videoconferencing, screen sharing, and multiple screens), perceived effectiveness of educational technology during the semester, as well as level of agreement with nine statements about technology use.  The results indicated that a majority of students used their iPad “often” or “very often”, and over 60 percent had “never” used the voice reader during the semester.  In terms of perceived efficacy, over 70 percent of the students indicated the iPad and multiple screens were “effective” or “very effective.” Students also agreed/strongly agreed that digital technology made their classes more interesting, allowed for better use of their time, allowed them to use new study strategies, enhanced their learning, allowed for more feedback from the instructor, and was not a distraction in the classroom. Implications of the results are discussed.


Digital technology, iPad, perceived efficacy, undergraduate students

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