Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Glenn Penny

Abstract

Educational organizations have experienced a transition from traditional to digital, online, or blended learning instructional platforms. Scholarly literature lacks research studies pertaining to the perceptions of kindergarten–12th-grade (K–12) teachers regarding professional development (PD) to support use of instructional technology. The purpose of this basic qualitative study was to investigate K–12 teachers’ perceptions of PD that supports the use of instructional technology. The conceptual framework for this study was Puentedura’s substitution, augmentation, modification, and redefinition model. Research questions were designed to explore K–12 teachers’ perceptions of PD to support the use of instructional technology. Participants included nine K–12 teachers who participated in PD to support the use of instructional technology; experienced a transition from a traditional to a digital, online, or blended learning platform; and were located in a school setting in the United States. Participants were selected through purposive selection. Data were collected using semistructured interviews and coded to identify key words and emergent themes. Findings indicated that K–12 teachers perceive their implementation of PD to support instructional technology as essential instruction across all platforms but desired more training; teachers viewed the PD as baseline information and stressed the importance of ongoing, job-embedded PD to remain current with technological advances. This study may be of considerable influence with school districts to foster positive social change in PD practices to support instructional technology integration and to possibly alter the design of current PD to include follow-up sessions.

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