Date of Conferral
2016
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Jennifer R. Seymour
Abstract
Research has confirmed the benefits of incorporating technology, such as course websites, within public school classrooms to enhance student learning. However, many teachers do not incorporate technology or class websites. The purpose of this case study was to investigate technology integration within classroom websites to enhance student learning. Guided by the theory of constructivism, the concerns-based adoption model, and the technological pedagogical content knowledge framework, the research questions focused on teachers' perceptions of how a classroom website influences teaching practices and the key benefits of technology integration. Data were collected from 12 certified teachers in 2 middle schools who were identified as utilizing well-developed websites in their instruction. Interviews and websites were used to collect data, which were coded using inductive analysis of categories recorded on a matrix and reviewed for common themes. The participants indicated that technology integration within a classroom website benefited teaching practices and enhanced student learning through communication, personalized learning, and the development of 21st-century skills. The findings from this study were used to create a 3-day professional development for the local district to provide technology integration support for middle school teachers. Implications for social change include helping educators integrate technology through the development and use of classroom websites to enhance student learning.
Recommended Citation
Mau, Deborah, "A Case Study of Middle Schools Teachers' Perceptions of the Use of Classroom Websites" (2016). Walden Dissertations and Doctoral Studies. 2218.
https://scholarworks.waldenu.edu/dissertations/2218
