Date of Conferral



Doctor of Education (Ed.D.)




David Falvo


Despite the rapid expansion of mobile technologies in K-12 schools, recent research has shown that many teachers are ill prepared to take advantage of these new tools. This study was designed to address the problem of lack of effective iPad integration in primary classrooms at an international school in South Korea. The purpose of this case study was to examine primary teachers' perceptions of the implementation of an iPad initiative begun in 2012. Framed by Koehler and Mishra's technological pedagogical content knowledge model (TPACK), the study was guided by research questions that involved teachers' perceptions of the barriers, challenges, and successes regarding iPad implementation in the primary classroom. A purposeful sample of 5 K-2 teachers who use iPads in the classroom was chosen. The case study design entailed semi-structured interviews, classroom observations of each participant, and examination of teachers' lesson plans. Data were coded and analyzed using inductive analysis based on components of a conceptual logic model. Credibility and trustworthiness were ensured through member checking and triangulation of data. Results showed lack of experience, collegial support, and iPad-specific training as barriers and future preparation for teachers as a challenge. Successes were demonstrated through formative assessments and digital portfolios. The resulting project was a comprehensive professional development plan to provide primary teachers with the knowledge and skills to implement technology in the classroom and ongoing support to develop a professional technology learning network. In terms of broad social change, this research and project might provide insight to better prepare educators to make the best use of integrated learning technologies for efficient and effective teaching and learning in classrooms.