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The impact of technology and teachers' perceptions of changes in student learning

, Gonzaga University, United States

Gonzaga University . Awarded


Today's cell phones are small computers in their own right, many having the capability of Internet searching and downloading information, exchanging data, taking and storing pictures, and its most popular function with the current generation of young people: text messaging. While on the surface it appears that text messaging has brought users together and improved communication, its effects on learning and social relationships are cause for concern. Personal interviews and online surveys conducted with over 100 educators present a real and sometimes disturbing look at new challenges in teaching and communicating with today's students. Reading and writing ability is declining, as well as the ability of maintaining personal relationships. Social presence theory, media richness theory, and Social information processing theory, as well as nonverbal communication, all play an active role in the new communication habits that are common with text messaging. The importance of understanding digital communication and teaching with technology is vital in order for our students to maintain a competitive edge in their educational success and relationships during their school years and beyond; but future success also depends on their ability to communicate thoughts and ideas beyond digital capabilities, even in today's fast-paced technologically-driven society. The findings within this study note the adaptability of educators as they face new challenges incorporating technology into education. Conversely, students are falling into a more silent type of communication; one that not only threatens to destroy their reading and writing ability within their school years and beyond, but one that could also seriously threaten their chances of creating and enjoying positive relationships.


Aggen, S.M. The impact of technology and teachers' perceptions of changes in student learning. Master's thesis, Gonzaga University. Retrieved January 25, 2021 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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