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Digital Immigrant Teachers’ Technology Integration And In-Service Professional Development: An Interpretative Phenomenological Analysis, Michael William Peck

Doctoral Dissertations and Projects

The purpose of this interpretative phenomenological analysis (IPA) research study was to describe and interpret the digital integration learning experiences of digital immigrant teachers at a southeastern United States school system. Digital immigrant teachers represent a large segment of the teachers in American classrooms. Digital immigrant teachers desire to be effective educators in today’s digital technology-rich classrooms, yet they have struggled due to a lack of technological knowledge and with knowing how to effectively integrate digital tools in their practices. Theories that guided this study were constructivism and Mishra and Koehler’s TPACK, a conceptual knowledge framework that considers technological knowledge …