Date of Conferral



Doctor of Education (Ed.D.)




Donna Brackin


Researchers have indicated that educators integrate technology based on their perspectives. Despite the increased expectation for educators to integrate technology into the daily academic environment, there has not been a significant improvement in outcomes in the critical area of literacy. In this basic qualitative study, the research questions were designed to explore second- and third-grade educators’ perspectives on the challenges they face when integrating technology and how technology implementation influences literacy outcomes. A total of eight purposefully selected participants, educators who had taught second or third grade within the last 3 years with 2 to 3 years of experience teaching literacy and who are responsible for actively integrating technology, were interviewed. The conceptual framework for the study was grounded in social constructivism and Vygotsky’s more knowledgeable other learning environment. Thematic coding was used to analyze collected data. Educators’ perspectives revealed that external barriers hinder academic progress. Educator confidence plays a deciding role in integration and implementation. Using interview questions rooted within the constructs of the chosen framework, the insight gained from educators may promote enhanced student achievement outcomes through greater understanding based on educators’ perspectives on technology integration, and implementation in the literacy classroom promoting positive social change. As positive influences are noted in the early years, the noted improvements may increase learning and earning potential for youth locally, nationally, and globally. The findings garnered from this study may influence populations beyond the foundational years.