Date of Award

Summer 2020

Document Type

Open Access Dissertation


Educational Studies

First Advisor

Aisha Haynes

Second Advisor

Rhonda Jeffries


The purpose of this qualitative action research was to determine the effectiveness of a technology-based graphic organizer on student achievement, engagement, and motivation in writing. The study explored the usefulness of incorporating a mindmapping program, using Chromebooks to assist students when brainstorming ideas for a persuasive essay. Further, this study examined third-grade English language arts students’ perceptions of the use of technology to write persuasive essays using a specific writing prompt.

The teacher-researcher collected and recorded data on eight third-grade students over seven days. To identify and validate the study’s findings, field notes, student interviews, student reflective digital journals, surveys, and student artifacts were the data collection sources used by the teacher-researcher to measure student engagement and assess students’ perceptions.

Four themes emerged from the summative data analysis of qualitative data. The results revealed positive benefits between student achievement, engagement, and motivation and writing instruction when technology was integrated into the English language arts curriculum. The findings from this study offered a source of planning and action to enhance instructional practices in the English language arts curriculum. Further, these findings have the potential to benefit and inform educators of English language arts and instructional technology.