Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Paul Kasunich

Abstract

There is a growing demand for schools to be digitalized in the fourth industrial revolution, yet many teachers do not use digital tools in their pedagogical practices. Primary school principals have experienced challenges in motivating teachers to use digital tools in curriculum delivery in a rural quality education circle (QEC). The purpose of this study was to explore principals’ perceptions about the challenges experienced with using digital tools in curriculum delivery and the organizational supports needed for utilization in instruction by primary teachers in a rural QEC in Jamaica. The technological, pedagogical, and content knowledge (TPACK) framework was used in the study. It emphasized how teachers' TPACK influence their technology integration practices. Two research questions were used to probe the challenges experienced in the QEC and the support provided for technology integration. Eleven primary school principals, most with more than 4 years’ experience, participated. Data from semistructured interviews were coded and analyzed inductively and deductively to identify themes. The results indicated that barriers such as teachers’ lack of TPACK understanding, lack of necessary resources for instruction, and teachers’ negative attitudes towards technology integration prevented routine use of digital tools. Continuous training and instructional support for teachers and principals and necessary digital tools were highlighted as required support systems. A professional development program for the teachers and principals in the QEC using the tenets of TPACK was developed. This professional development may affect positive social change by enabling educators within the QEC to improve technology integration, which may lead to greater academic achievement for students and improved pedagogical skills for teachers.

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