Instructional Media Design Commons^™

Exploring Rural Elementary Teachers’ Integration Of The Beyond Textbooks Framework, Yolanda Noriega

Walden Dissertations and Doctoral Studies

Elementary school teachers at a rural school district in southeastern Arizona integrated the Beyond Textbooks framework in their classroom instruction related to academic achievement; however, exploring how rural elementary teachers integrated Beyond Textbooks in classroom instruction had yet to be investigated. This basic qualitative project study aimed to explore rural elementary teachers’ integration of Beyond Textbooks as related to student academic achievement. Guided by David Kolb’s experiential learning theory of learning from experience, the research question explored how rural elementary teachers integrated Beyond Textbooks in classroom instruction to improve student academic achievement. Due to the Covid-19 pandemic at the time …

Teachers’ Attitudes, Beliefs, And Confidence Levels And Technology Integration In Urban Schools, Renée Rousey

Walden Dissertations and Doctoral Studies

Many K–12 schools do not exploit the advantages of technology, despite the influx of equipment that can enhance pedagogy and student success. A gap exists in the literature about the extent to which urban teachers’ perceptions influence technology use in the classroom. The purpose of this qualitative study was to explore the ABCs of K–12 teachers regarding technology integration in their classrooms. Rogers’ diffusion of innovation theory and the technological pedagogical content knowledge model were the frameworks for this study. The research questions examined teachers’ intrinsic factors that impact the integration of technology in the urban classroom and the perceptions …

Special Education Teachers' Experiences Integrating Mobile Devices In Their Classroom, Regina Malz

Walden Dissertations and Doctoral Studies

The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobile tablets. This study was a qualitative multiple case study involving the interview …

Influence Of Mathematics Teachers' Technology Use On Secondary Students' Motivation, Attitude, And Achievement In Nigeria, Denise Uzoma Ejoh

Walden Dissertations and Doctoral Studies

Students in Nigeria are not finishing school with the math skills needed for gainful employment and economic self-reliance, possibly due to a lack of technology use in math classes. Specifically, the influence of technology use in math classrooms on students' motivation, attitude, and math achievement in Nigeria was not well understood. Guided by the technological, pedagogical, and content knowledge (TPACK) theoretical framework, the purpose of this ex post facto, causal-comparative study was to compare the differences in student motivation, attitude, and achievement scores between students in math classrooms with low technology use and students in classrooms with high technology use …

Teachers' Perceptions Of A One-To-One Teacher Laptop Program And Teacher Technology Efficacy, Johnson Kulangara Jacob

Walden Dissertations and Doctoral Studies

Schools all over the world are embracing technology because they view technology as a catalyst to improve teaching and learning, leading to further investment in technology initiatives for school improvement. The 1:1 teacher laptop program is one such initiative that continues to gain interest and momentum. Despite widespread adoption, teachers continue to face challenges with the use of technology. Furthermore, while research has indicated that teacher technology efficacy is a significant enabling factor for technology use, there is limited evidence for how the 1:1 teacher laptop program has influenced teacher technology efficacy. The purpose of this qualitative pragmatic study was …

Teachers' Perceptions Of A One-To-One Teacher Laptop Program And Teacher Technology Efficacy, Johnson Kulangara Jacob

Walden Dissertations and Doctoral Studies

Schools all over the world are embracing technology because they view technology as a catalyst to improve teaching and learning, leading to further investment in technology initiatives for school improvement. The 1:1 teacher laptop program is one such initiative that continues to gain interest and momentum. Despite widespread adoption, teachers continue to face challenges with the use of technology. Furthermore, while research has indicated that teacher technology efficacy is a significant enabling factor for technology use, there is limited evidence for how the 1:1 teacher laptop program has influenced teacher technology efficacy. The purpose of this qualitative pragmatic study was …

Examination Of Teachers' Perceived Technological Pedagogical Content Knowledge And Its Relationship To Lesson Design, Jocelyn Mcdonald

Walden Dissertations and Doctoral Studies

School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments were used to collect data on 117 in-service teachers in a large, urban school district with a 1-to-1 technology initiative. A …

Middle School Teachers' Technology Integration, Andrea Noonan

Walden Dissertations and Doctoral Studies

Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual framework to guide the study. This study focused on exploration of current teacher practice in regard to technology integration …

Professional Development For One-To-One Mobile Technology Programs, Leann Martin Morris

Walden Dissertations and Doctoral Studies

One-to-one mobile technology integration is the goal of increasing numbers of school districts each year, and many factors exist to consider when measuring success. The research problem for this qualitative study focused on one of the critical components for measuring success: the need for effective teacher professional development. The purpose of this study was to examine (a) principles and practices to facilitate the integration of one-to-one mobile technologies into professional learning experiences, and (b) the perceptions of technology instructional coaches regarding changes in teachers' practice and attitudes following professional development. The conceptual framework included Knowles's theory of andragogy and Koehler …

Overcoming Pedagogical, Social/Cultural, And Attitudinal Barriers To Technology Integration In K-5 Schools, Lisa Durff

Walden Dissertations and Doctoral Studies

Technology engages and increases academic achievement for K-5 students, but teachers face attitudinal, social/cultural, and pedagogical barriers when they integrate technology for student learning. Although some teachers overcome these barriers, it remains unclear how they do so. The purpose of this qualitative multiple case study was to analyze the attitudes and behaviors of 3 groups to determine how some teachers successfully overcame barriers to technology integration. The conceptual framework included Bandura's social cognitive theory and Ertmer's theory on second order barriers to technology integration. Participants were drawn from each of 3 schools in the northeastern United States. Data included interviews …

Technology Integration By General Education Teachers Of English Language Learners, Marie Simone Anglin

Walden Dissertations and Doctoral Studies

There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female participants in this qualitative interview study were required to have experience (a) as …

Technology-Based Professional Development For Teaching And Learning In K-12 Classrooms, Nijia Byrd

Walden Dissertations and Doctoral Studies

In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of technology-based professional development and its effect on self-efficacy. Guided by Piaget's constructivist theory, this study was based on the perspective that teachers often construct knowledge rather than gain it. Guiding questions explore the experiences teachers have had with technology integration in daily teaching practices, their self-perceived competency level and self-efficacy regarding technology, their attitudes …

Teacher Perceptions And Attitudes Of Classroom Technology Integration Related To Ipad Training, Theresa Marie Pepe

Walden Dissertations and Doctoral Studies

While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads in the classroom. Participants were 7 teachers from a small, suburban, Catholic K-8 school …

Technology Integration: A Community Of Practice To Support Learning, Claudette W. Stone

Walden Dissertations and Doctoral Studies

Abstract This qualitative case study examined teachers' perceptions that contributed to a lack of

technology integration in their K-8 classrooms. The purpose of the study was to determine why teachers of a K-8 and K-5 school underused or failed to integrate technology to support learning. The theoretical framework for this study was provided by Dewey's constructivist theory, Lave and Wenger's situated learning theory and communities of practice, and Kolb's experiential learning theory principles of teaching and learning. The research questions addressed teachers' perceptions of technology integration as a curriculum strategy and teachers' perceptions of how technology affected professional practices to …

Middle School Mathematics Teachers' Perspective Of Technology Integration: A Qualitative Case Study, Patricia Coleman

Walden Dissertations and Doctoral Studies

Many studies have documented that technology integration increases summative assessment scores, yet many teachers do not integrate technology in their teaching. The purpose of this qualitative study was to discover the extent to which middle school mathematics educators are or are not integrating technology in a school district where summative scores were below mathematics state benchmarks. Guided by instructional constructivism and the technology acceptance model, this case study examined how teachers perceived advantages and barriers to mathematics instruction that uses technology. Five of the nine mathematics teachers at the middle school volunteered to participate in a semi-structured interview and be …

Exploring Teacher Perceptions Of Blended Learning, Jill I. Sorbie

Walden Dissertations and Doctoral Studies

Although research supports the blended learning methodology as a way to personalize and engage students, research also documents the widespread hesitation among educators when it comes to embracing technology. District leaders believe that such is the case in an upper Midwest school district where all high school students are provided devices, yet these leaders note that few teachers are fully exploiting the tools. Framed by the connectivism and social constructivism theories, this qualitative case study focused on teachers' views of blended learning, its influence on their teaching practices, and how they see it helping students to learn. The guiding research …

Implementing Technology For Science Classrooms In São Tomé And Príncipe, Maria Dolores Rodrigues Jardim

Walden Dissertations and Doctoral Studies

This qualitative bounded case study was designed to understand how technology integration in schools could be addressed in a first-wave country. The integration of educational technology in São Tomé and Príncipe (STP), a first-wave agricultural civilization, can narrow the divide between STP and third-wave information age societies. The conceptual framework was based on theories of change, learning, and context. Toffler’s wave theory described how societies changed while Fullan’s change theory examined how the people might change. Roger’s diffusion of innovations addressed how processes change. Bandura, Vygotsky, and Siemen provided the framework for the learning within the model of change. Finally, …

Professional Development For The Use Of Ipads In Instruction, Daphne Marie Poore

Walden Dissertations and Doctoral Studies

Elementary teachers at a school in the southeastern United States received iPads and iPad training to improve teaching and learning in the content subject areas. Despite the iPad training provided by district technology personnel, teachers expressed a need for more content-specific training. Teachers need adequate and appropriate professional development to assist in preparing integrated computer-based technology instruction to increase student academic achievement. The purpose of this qualitative bounded case study was to explore the descriptions of 10 purposely selected 4th and 5th grade teachers who used iPads in content subjects and 1 instructional technology facilitator who provided district iPad training …

Improving Educational Technology Integration In The Classroom, Nicole Elizabeth Yemothy

Walden Dissertations and Doctoral Studies

Teachers' ability to integrate technology is a topic of growing concern given the importance of technology and 21st century skills readiness in both academics and the global society of 2014. This study investigated the technology integration barriers that educators faced, the training the educators received, and support needs of educators at a large, prominent, 30-year old international school located in Central America offering grades Pre-K 3 to 12. The social learning theory of Bandura, the constructivist theories of Piaget and Dewey, and the technology constructionism of Papert provided the theoretical framework. The research questions focused on understanding technology integration by …

Secondary School Teachers' Perceptions Of The Integration Of Laptops In The Classroom, Alfreda Justice Smith

Walden Dissertations and Doctoral Studies

The district under study performed in the lowest academic growth percentage of the state for 5 consecutive years. Although the district received funding for technology resources, effective technology use in the classroom continued to be lacking. The purpose of this case study was to explore the perceptions of teachers at the middle and high school under study in integrating and enhancing instructional technology practices in a 1-to-1 classroom through professional development. In the 1-to-1 classroom, each student was assigned an individual laptop. The framework guiding the study was constructivist instructional methods that promoted best practices for student-centered technology integrated classrooms. …

Impact Of Technology Interventions On Student Achievement In Rural Nigerian Schools, Aderonke Abosede Bello

Walden Dissertations and Doctoral Studies

Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated …