Date of Conferral

2023

Degree

Ph.D.

School

Education

Advisor

Gladys Arome

Abstract

In the K-12 classrooms, science teachers are increasingly using digital interactive textbooks to improve instruction. However, limited research exists on the Title I science educators’ experiences with digital interactive texts in Title I middle schools. The purpose of this qualitative study was to explore the perceptions of these Title I science teachers in middle schools tasked with integrating digital interactive textbooks. This study was guided through the lens of Fuller’s stages of concern, a component of the Concerns Based Adoption Model (CBAM). Adopting basic qualitative methodology, purposeful sampling was employed to recruit nine Title I middle school science teachers through social media networks. The participants met the criteria of teaching science for 2 years in a Title1 middle school. They participated in the interviews and journaling that focused on the teachers’ shared experiences with digital interactive textbooks and professional development. The data analysis consisted of using spreadsheets and Atlas.ti software to upload and analyze the interviews and participant journals. The data were coded with line-by-line coding and analyzed to extract common themes. Key results showed that consistent professional development offerings and mentoring is beneficial to developing the technological skills of the Title I science educators when integrating digital interactive technologies. It is recommended that a well-planned structure be introduced to provide new knowledge and guidance related to the technological skills of the teachers. The study contributes to positive social change by helping enable science teachers to employ educational technologies and instructional practices in the classroom that can facilitate improving student engagement and learning.

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