Date of Conferral







Heng-Yu Ku


Abstract Despite the availability of technology for instruction, veteran science, technology, engineering, and mathematics (STEM) teachers are still reluctant to incorporate recent technologies, such as tablets, into the classroom. This qualitative case study was conducted to explore the perceptions of eight middle and high school veteran STEM teachers integrating tablets into the classroom. This study focused on how veteran STEM teachers viewed the integration of tablets into the school, the challenges experienced when integrating tablets into the classroom, and the opportunities that experienced STEM teachers observed when integrating tablets into the classroom based on the technological pedagogical content knowledge (TPACK) conceptual framework. The data were collected through teachers’ technology-infused lesson plan paradigms, semi-structured telephone interviews, and Zoom audio-recorded interviews. Four female participants, Grades 8, 10, and 12, were in the United States, and three male and one female participant, Grades 10 and 12, were in the UAE. The study found that teachers perceived several challenges and opportunities when using tablets in the classroom. Additionally, the results indicated a lack of training and support for teachers. Even though a comprehensive understanding of how some technology teachers use these tools to plan and implement instruction, the number of tablets used by veteran middle and high school STEM teachers still needs to be improved. As a result of this study, the problems caused by a lack of tablet use in the classroom have been identified as well as solutions and opportunities to promote social change.