Educational Technology Commons^™

Level Up Your Teaching: A Qualitative Analysis Of Teachers’ Perceptions On Gamification As A Tool For Learning, Bryant Wesley Lazenby

Dissertations

This qualitative study investigated K-12 teachers’ views about gamification as an instructional tool to increase student motivation, self-efficacy, and learning mastery. Kelly’s Curriculum Theory and Bandura’s Self-Efficacy Theory were used to investigate how gamified learning environments affect teacher practice and self-efficacy. Seventeen teachers participated in a researcher-designed Qualtrics survey that included both Likert-style and open-ended items. The researcher used descriptive statistics and thematic coding of responses, based on participants’ self-identified levels of gamification experience. The research produced three main findings, which showed that (1) Gamification motivates students through collaborative work, challenging tasks, and progress tracking systems, (2) Students build self-efficacy …

Enhancing English Literacy Through Task-Based Learning In A Technology-Integrated Classroom, Yueh-Tzu Chiang

Journal of English and Applied Linguistics

This study explored the impact of task-based teaching in a technology-enhanced environment, following the blended ladder model (Gravel et al., 2014), on second language (L2) learners’ English reading and writing skills. The study aimed to promote reading habits through extensive reading (ER), improve language skills via technology-assisted platforms (e.g., ZUVIO and Classdojo), and reduce writing anxiety. Two classes of 40 students each were divided into higher proficiency (HP) and lower proficiency (LP) groups for an eight-week intervention. Both classes participated in two interventions: self-selected reading materials with reading journals and task-based learning involving grammar, sentence structure, and authentic writing tasks …

Exploring Perceptions Of Generative Ai On Study Abroad Programming, Justin T. Sleppy

Capstone Collection

This study examines the perceptions and experiences of international education professionals regarding the integration of generative artificial intelligence (AI) in higher education. While AI offers new opportunities for enhancing learning, existing research highlights both potential benefits and ethical, environmental, and pedagogical concerns. Using a qualitative approach, this study explores how study abroad staff in the Claremont Consortium engage with and assess the implications of AI within international contexts. Guided by critical frameworks from Paulo Freire, the research situates AI within broader discussions of power, labor, and knowledge production. Findings indicate that sampled staff predominantly use AI for low-stakes tasks or …

Generative Ai And The Ignatian Pedagogical Paradigm, Nicole Reibe

Jesuit Higher Education: A Journal

A group of seven faculty members, the Digital Teaching Fellows (DTF), were formed in 2023 to explore issues related to generative AI at a Jesuit university in the United States. The group incorporated generative AI assignments into their courses and conducted a survey assessing students’ experiences with generative AI in the course. Drawing from both quantitative and qualitative analysis, the DTF reached two key conclusions. First, despite their reservations, students’ overall receptiveness to generative AI integration creates a fitting moment for thoughtful pedagogical innovation. Second, our findings reveal a critical gap between generative AI’s current implementation and its potential to …

Integrating Chatgpt In Teacher Education: Examining Early Childhood And Elementary Pre-Service Teachers’ Experiences In Ai-Assisted Math Lesson Planning, Hae Min Yu, Hyeseong Lee, Seung Kim

Education Department Faculty Articles

This study examines how pre-service teachers in early childhood education (ECE) and elementary education (ELE) integrate ChatGPT into mathematics lesson planning. Using a mixed-methods case study framed by the Technological Pedagogical Content Knowledge (TPACK) with Contextual Knowledge (XK) framework and AI literacy, we analyzed the experiences of 44 pre-service teachers (24 ECE, 20 ELE) in mathematics method courses at a university in the Midwestern United States. Data sources included pre- and post-assessments, documentation of ChatGPT interactions, lesson plans, and reflection papers. Findings reveal significant gains in participants’ knowledge of and confidence in using ChatGPT, with increased willingness to incorporate generative …

Needs Analysis: Ar As An Innovative Learning Media Solution For Elementary School Students, Rosfaniarti Rosfaniarti, Makmum Raharjo, Meilinda Meilinda

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This study aims to identify the need for the development of Augmented Reality (AR)-based learning media as an innovative solution in elementary school learning. The needs analysis method was conducted using a mixed methods approach through questionnaires and interviews with 103 students and 5 teachers. The data were analyzed descriptively and quantitatively to obtain a comprehensive picture of instructional needs. The results showed that student needs were in the high category, with a percentage of 80.64%-85.30%. The socio-cultural aspect was the highest need (85.30%), followed by the pedagogical and technical aspects, while the cognitive aspect had the lowest value (80.64%). …

Elementary Teachers’ Use Of Sphero Robots To Teach Computational Thinking, Marquita Jackson

Walden Dissertations and Doctoral Studies

The power of play has often been used in K–5 classrooms, but it has not always been implemented as a way to teach computational thinking skills. The use of educational robots such as Sphero have been explored, but not with young learners. The research problem addressed through this study was the lack of understanding of K–5 teachers’ experiences in using Sphero robots to teach computational thinking. The purpose of this basic qualitative study was to explore K-5 teachers’ experiences in implementing Sphero robot activities and specifically to teach computational thinking. The conceptual framework included Magana’s T3 model and Angeli’s computational …

School And District Leaders’ Understanding Of Technology Organizations’ Cyber Business Practices, Jayejaye Johnson

Journal of Educational Research and Practice

Educational technology (EdTech) interoperability throughout cyberspace provides the financial opportunity to collect and sell student privacy information in digital learning environments, challenging school leaders to govern schools and keep children safe. School leaders provide the resources, funding, planning, decision making, and administration for EdTech cybersecurity practices and policies, yet little is known about what public school leaders understand. A quantitative study was designed using primary data collected from an online survey. Four research questions guided this study: What are the differences in cybersecurity practices and policy response scores (1) between male and female school leaders; (2) among leaders with different …

Developing Accessible Narrative-Based Stem Learning Software For K-6 Braille Display Users, Dylan Ravel, Daniel Tsivkovski, Brandon Foley, Maryam Etezad, Franceli Cibrian, Ariel Han, Rajeev Joshi

Student Scholar Symposium Abstracts and Posters

This research develops a free, accessible web application that enables K-6 students who are blind or visually impaired (BVI) to learn STEM concepts using refreshable braille displays. Currently, most online learning tools are not designed for BVI students, creating a significant educational barrier.

The application interfaces with commercial braille displays and uses narrative-based learning to make STEM content approachable and engaging. By presenting material as interactive stories, students can connect with concepts while developing braille reading skills. The curriculum design prioritizes accessibility through the Accessible Rich Internet Applications (ARIA) standards and screen reader support.

The goal is to provide BVI …

A Curriculum For Teaching English-Speaking Fluency, Jue Xia

Master's Projects and Capstones

This field project intends to apply theories of second language acquisition to practical implementations. The purpose of this project is to design a curriculum that teaches speaking fluency to low level English literacy English as a Second Language (ESL) learners. The theoretical frameworks it uses are Stephen Krashen’s Input Hypothesis Theory (Brown 2014, p.288), Barry McLaughlin’s Attention-Processing Model (Brown 2014, p.292), Lev Vigotsky’s Sociocultural Theory (Brown 2014, p.295). Fink’s (2003) Integrated Course Design model gives important insights when designing the curriculum. In the project, the author developed three themed units to teach speaking skills. In each unit, three modules are …

Navigating The Intersection: Black Women’S Leadership Journey In Educational Technology, Monika Davis

Dissertations

Despite the significant underrepresentation of Black women in district-level leadership for public school districts, diversity in educational technology leadership has been recognized as essential for student success. This phenomenographic study investigated the experiences and perceptions of Black women in district-level educational technology leadership roles within public school districts across the United States. The study addressed two research questions about how these leaders perceive and interpret the intersectional challenges of race, gender, and technology, as well as the variations in their experiences. Using two questionnaires and in-depth semi-structured interviews with seven Black female educational technology leaders, the study explored their lived …

Educators’ Perspectives, Practices, And Implications Of Ai In Education For A Title I Middle School, Melanie N. Garland

Dissertations

This study examines educators’ perspectives, instructional practices, and the perceived implications of artificial intelligence (AI) integration within a Title I school context. As AI technologies become more embedded in educational settings, it is essential to understand how teachers in under resourced environments engage with these tools. The research explores how educators perceive the benefits and challenges of AI, the extent of its integration into their pedagogy, and the broader implications for access, particularly for subgroups such as students with disabilities (SWD) and English language learners (ELLs), as well as student engagement and instructional effectiveness. A qualitative case study methodology was …

Exploring Generative Artificial Intelligence (Genai) And Developing Ai Competencies Through Joint Media Engagement In Family Settings, Tolulope Famaye

All Dissertations

As generative AI (GenAI) becomes increasingly prevalent, institutions seek to understand how students can explore AI in classrooms and develop AI literacy. However, little is known about how, families use these Large Language Models (LLMs) at home and how such engagement supports the development of foundational AI literacy skills. This study examines family engagement with generative AI to understand how AI competencies develops outside formal classrooms and to provide insights for designing contextually relevant AI learning experiences in schools. The study employs a single case study design, integrating quantitative analysis, thematic analysis, and quantitative ethnography to examine and analyze data …

Marginalized Pre-Service Teachers’ Digital Competence: An Exploration Of Epistemic Beliefs And Lived Experiences, Jerolyn Rose Brown

STEMPS Theses & Dissertations

Amid growing calls for equity in teacher education, this dissertation investigates how digital competence and epistemological beliefs interact within the lived experiences of marginalized pre-service teachers (mPSTs), also referenced as teacher candidates, whose racial and ethnic identities often position them at the periphery of dominant educational narratives. Anchored in critical narrative inquiry (Pino Gavidia & Adu, 2022) and framed by the DigCompEdu digital competence model (Redecker & Punie, 2017), the study employs a multimethod approach, integrating quantitative data from the SELFIEforTEACHERS self-assessment tool (Economou, 2023) with qualitative insights drawn from in-depth narrative interviews. The participant cohort consists of 50 marginalized …

Teachers Of Students With Visual Impairments (Tsvis) Assistive Technology (At) Competencies: An Update Study, Benjamin Kendall Lytle

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Assistive technology (AT) is essential for supporting access, independence, and learning among students with visual impairments. Teachers of students with visual impairments (TSVIs) are expected to integrate AT into instruction and ensure their students are prepared for academic, social, and workforce demands. The original list of 111 AT competencies for preservice TSVIs, developed by Smith et al. (2009), provided an important foundation but has not been revised despite significant technological advances over the past decade. Outdated competencies risk limiting teacher preparation programs and leaving educators underprepared to address the realities of today’s classrooms. A revised and streamlined competency framework is …

Toward Personalizing Quantum Computing Education: An Evolutionary Llm-Powered Approach, Iizalaarab Elhaimeur

Computer Science Theses & Dissertations

Quantum computing education faces significant challenges due to its complexity and the limitations of current tools. This thesis introduces a novel Intelligent Teaching Assistant for quantum computing education and details its evolutionary design process. The system combines a knowledge-graph-augmented architecture with two specialized LLM agents: a Teaching Agent for dynamic interaction and a Lesson Planning Agent for lesson generation. The system is designed to adapt to individual student needs, with interactions meticulously tracked and stored in a knowledge graph. This graph represents student actions, learning resources, and their relationships, aiming to enable reasoning about effective learning pathways. We describe the …

Factors Influencing Teacher Professional Autonomy And Career Satisfaction: The Effects Of Unrealistic Professional Expectations Surrounding Student-Centered And Technology Implementation Tropes, Karla Gabriela Lopez

Theses and Dissertations

The research problem is to investigate to what extent unrealistic professional expectations stemming from a predominant emphasis on the tropes of student-centeredness and technology integration impact teachers’ experiences of professional autonomy and career satisfaction. The purpose of this study is to find out what factors impact teacher autonomy and career satisfaction while also considering how teachers can be effectively supported to improve these areas. Utilizing a narrative inquiry approach, this qualitative study will be held in the Rio Grande Valley and will analyze interviews of both current teachers and teachers who have recently left the profession. Therefore, this study will …

A Study Of Preferred Modality Of Education And Perceptions Of Academic Success Of Post 9/11 Student Veterans, Jason R. Wakefield

Theses and Dissertations

Veterans are pursuing higher education at increasing rates due to the benefits available upon separation or retirement from military service. Many choose online programs for flexibility, while others prefer traditional, in-person instruction. Regardless of modality, student veterans often face significant challenges completing their degrees. “When student veterans first enter college, they must transition to the overwhelming, independent, and fast-paced lifestyle of a college student” (Semer & Harmening, 2015). While online learning may contribute to these difficulties, other factors also hinder success.

Colleges and universities continue to explore why student veterans struggle to complete their programs, yet underlying issues may distort …

Bridging The Digital Divide: Enhancing Digital Literacy In Florida's Ged® Education Program, Nicole Howard-Rice

Graduate Student Dissertations, Theses, Capstones, and Portfolios

This dissertation addressed the critical need for mandated digital literacy courses in Florida's General Educational Development (GED®) programs. As digital skills become increasingly essential for success in education, employment, and daily life, GED® recipients often face significant disadvantages due to a lack of digital proficiency. The findings revealed positive results between digital literacy and employability, emphasizing the transformative potential of integrating digital skills training into GED® curricula. The research highlighted the barriers to acquiring digital skills faced by adult learners, including limited access to technology, varying skill levels, and insufficient instructional support. This study advocated for curriculum updates that align …

Aged 539 Graduate Internship Report- Mount Whitney High School, Matthew C. Medeiros

Agricultural Education: Graduate Internship Reports

This project reviews the Mount Whitney High School Agricultural Education Program. Through evaluation of our program's needs, there was a lack of chapter promotion outside of social media. A chapter website was created to highlight Classroom, FFA, and SAE opportunities available to students in our program.