Using Technology in Secondary Education to Support Engagement and Learning: Students’ Perspectives

When examining the use of technology in secondary school classes, students’ perspectives have been little investigated in the scientific literature, notwithstanding the importance of their perceptions on how technology benefits their engagement and learning. The objective of this study was to investigate how secondary school students perceive the use of technology in their classes and how it supports their engagement and learning, as well as related success factors. The study followed a descriptive and qualitative research design, through semi-structured individual interviews with 40 students enrolled in 16 different secondary schools in Quebec (Canada). Data were analyzed using a general inductive approach with the aim of meeting the overall objective of this study, while categorizing the main uses of technology in secondary school classes according to the Interactive-Constructive-Active-Passive (ICAP) framework. Our findings suggest that there are technology uses promoting student engagement and learning in each mode of the ICAP framework, depending on the specific context. Students view technologies as tools whose usefulness depends on their respective affordances in different teaching and learning situations. The findings also suggest that students need to be educated in matters of digital technology and choices need to be provided regarding the use of technology or paper and pencil to overcome barriers to their engagement and learning.