Date of Conferral



Doctor of Education (Ed.D.)




Lori Kasarsky


Elementary School Teachersâ?? Perceptions of the Process of Integrating Technology


Diana J. Thompson

MA, Armstrong Atlantic State University, 2007

BS, Armstrong Atlantic State University, 2005

Doctoral Study Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Walden University

August 2015

Administrators in a rural K-5 school district provided leadership, technical assistance, and technology resources to increase teachersâ?? use of technology to improve student achievement. Despite these efforts, teachers incorporated technology on a limited basis and some teachers reported they were unprepared to integrate technology. The purpose of this qualitative bounded case study was to examine teaching practices and teachersâ?? perceptions of technology integration in their daily lessons. The conceptual framework for this study included technology integration and constructivism, a theory based on observation and scientific study about how people learn. A purposeful sample of 10 K-5 teachers who integrated technology in instruction volunteered to participate in interviews and classroom observations, and provided lesson plans for document review. Qualitative data were analyzed using open coding to identify patterns and themes. Based on the findings, teachers used instructional videos and PowerPoint-guided lessons in daily instruction, and they used technology to monitor student progress weekly or biweekly. Teachers expressed a need for ongoing professional development in technology integration to enhance instruction, and they requested more time to collaborate with colleagues to develop technology-integrated lessons. It is recommended that K-5 teachers receive easily accessible onsite professional development to learn strategies and methods to integrate technology in the classroom. These endeavors may contribute to positive social change by restructuring the current district technology-based professional development models to support teachersâ?? integration of technology to improve student instruction.