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The pervasive integration of technology into education promises enhanced learning experiences, but concerns linger about its potential to undermine student engagement and academic performance. This study investigates the complex relationship between technology use, engagement, and GPA in elementary and high school students.

We hypothesize that the increasing presence of technology in classrooms while offering pedagogical benefits, may inadvertently lead to decreased engagement and lower GPAs. This potential negative impact could be mediated by factors such as the type and frequency of technology used, teacher integration strategies, and individual student learning styles.

A longitudinal study will be conducted across diverse K-12 schools, tracking technology use, student engagement through observational and self-reported measures, and academic performance as measured by GPA for a representative sample of students. Quantitative analyses will assess the relationships between these variables while controlling for relevant demographic and socioeconomic factors. We anticipate the study to reveal nuanced findings highlighting both the potential benefits and drawbacks of technology in the classroom. The research will inform evidence-based recommendations for effective technology integration strategies in various educational settings by identifying the conditions under which technology promotes or hinders engagement and academic achievement. Ultimately, this study will contribute to a more comprehensive understanding of the complex interplay between technology, engagement, and academic success, paving the way for optimized learning environments that leverage the power of technology without sacrificing student engagement and performance.