Date of Conferral
9-16-2026
Date of Award
September 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Amy Adcock
Abstract
The problem that was addressed through this study was the inconsistent integration of student-centered technology among elementary teachers in an urban school district in the southeastern United States. Grounded in the technological pedagogical content knowledge framework, the purpose of this study was to explore teachers’ perspectives on the factors influencing their integration of student-centered technology. Using a basic qualitative design, semistructured interviews were conducted with 10 experienced certified K–5 teachers with at least 1 year of experience integrating technology into the curriculum. Data were analyzed through two-cycle inductive coding and thematic analysis resulting in six themes: teachers (1) demonstrated foundational understanding of student-centered technology integration, although depth varied; (2) had varied technology integration levels ranging from basic technology use to strategic practices supporting differentiation, collaboration, and student autonomy; (3) valued continuous, collaborative, classroom-connected professional learning but experienced fragmented or tool-focused training; (4) had varied integration based on access, institutional constraints, student readiness, teacher confidence, and time limitations; (5) perceived student-centered technology as most beneficial when it increased engagement, supported differentiation, and helped students demonstrate learning; and (6) demonstrated emerging innovation through experimentation, creativity, collaboration, and student autonomy, although contextual barriers limited consistency. Based on these results, a professional development program was developed to strengthen teachers’ knowledge, skills, and confidence in implementing student-centered technology. The potential for positive social change is that advanced teacher skills might improve student learning opportunities.
Recommended Citation
Bell, Kiyana Janise, "Teachers’ Perspectives on Student-Centered Technology Integration" (2026). Walden Dissertations and Doctoral Studies. 20818.
https://scholarworks.waldenu.edu/dissertations/20818
