The how and how much of technology use in the classroom: A motivational approach to teachers' technology use

Abstract

Technology in the classroom can facilitate learning, but little is known about how the motivational climate set by teachers shapes its impacts on students. Informed by self‐determination theory, the current study explored technology use in English language classrooms to understand how autonomy‐supportive and structured teaching styles influenced positive outcomes of classroom technology use. Teachers (N = 101) reported on technology use and motivational styles, and students (N = 550) aged 9–16 years reported on basic psychological needs satisfaction (autonomy, relatedness and competence) and academic well‐being (interest and effort). Findings of nested models showed no direct benefits for the amount of technology use; more autonomous teaching style and low structure linked to students' need satisfaction and interest. Beyond these main effects, when teachers were more autonomous, using technology enhanced student need satisfaction and interest; the combination of both was most beneficial for these student outcomes. Counter to expectations, when teachers had low structure technology use enhanced their impact on students. Findings suggest that to optimize student well‐being and interest in learning, teachers benefit from combining autonomy‐supportive education styles and technology use.