Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Lindsay Gilbertson

Abstract

Social studies instruction is vital to connecting students to the world and learning 21st- century skills needed for college and careers. Teachers’ knowledge and skills are essential for effective technology integration in instruction. The purpose of this qualitative exploratory case study was to explore the perspectives of teachers in an urban elementary school district on the use of instructional technology in terms of the potential for properly integrating technology in studies instruction. Roger’s Diffusion of Innovations theory was the conceptual framework that guided this study. The research questions focused on teachers’ interpretations of their knowledge of laptop computers, their communication channels, and organizational support in their endeavors to integrate technology in social studies instruction. A purposeful sample of 10 4th -6th- grade social studies teachers was chosen to participate in the study. Qualitative data were compiled through one-on-one interviews and school-related district-approved documents. The constant comparative method and thematic coding were used to analyze the data. Results indicated that technology engagement was present but not a priority in social studies content instruction. Participants expressed the need for collaborative training in technology integration practices for social studies instruction. Based on the findings, a 3-day professional development training was devised to introduce an embedded practice that provides daily collaboration, modeling, and feedback to address teachers’ needs in technology integration in social studies instruction. Positive social change may provide educators with daily embedded collaborative exchanges and effective strategies to enhance student learning in social studies instruction.

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