Downloads & Free Reading Options - Results

Access to technology in classrooms and amongst adolescents is becoming increasingly common, but there is little research on the interplay between classroom technology and cognitive strategies or affective processes during adolescence. Many past studies have focused on the impacts of educational technology tools on student learning in the classroom. However, there is comparatively little rigorous research on the impacts of technology, including educational technology, on adolescent brain and cognitive development. This study hopes to investigate how an individual student’s use of tablets in the classroom relates to cognition, affect, and risk taking during the transition into adolescence, which coincides with middle school in the United States.