Date of Conferral



Doctor of Education (Ed.D.)




Kathleen Hargiss


Despite the availability of technological resources, the number of teachers integrating and using technology innovatively in the classroom is unknown. This qualitative investigation explored teachers' perceptions of proficiency in the use of computer technology in the classroom. Self-determination theory assisted the examination of motivation as decisions are made to integrate technology into the classroom curriculum. The research questions addressed the self-determination of teachers, decision making processes to integrate technology, and perceived technology competence. A qualitative, multiple case study design was used to explore the views of 10 technology-using elementary teachers in the use of technology in the classroom. These participants were interviewed, participated in a focus group, and submitted an integrated technology lesson plan. Data were analyzed using the constant comparative method. The results showed that teachers were found to be efficacious when incorporating technology into the curriculum and believed their actions could produce the desired results despite their technological skill level. Teachers were found to be self-determined and motivated to integrate technology; however, innovative practice was not evident while existing practice conformed to the instructional norms of the school. Implications for positive social change include allowing teachers to study current beliefs and practice, reflecting on best practices when integrating technology, and identifying technological innovation to enhance the learning of their own students. Recommendations include providing opportunities through professional development initiatives in which teachers and administrators alike study practice in collaborative ways, take ownership of instructional decisions, and take risks while integrating technology.