Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary D. Hallums

Abstract

Digital technology is used in elementary classrooms; however, there is a gap in practice regarding elementary school teachers’ perceptions of integration of digital technology into the instructional curriculum in the study district. The problem that was addressed through this study was elementary school teachers are reporting challenges with the integration of technology into the instructional curriculum. The purpose of this basic qualitative study was to explore elementary school teachers’ perceptions regarding the integration of digital technology into the instructional curriculum. The analysis, design, development, implementation, and evaluation (ADDIE model) and Hallinger and Murphy’s instructional leadership model, involving evaluation, supervision, and coordination of instruction and the school curriculum, were used as the conceptual framework. Using a basic qualitative design, elementary school teachers’ perceptions regarding the integration of digital technology into the instructional curriculum were explored. Data were collected using semistructured interviews of 12 elementary school teachers who met the selection criteria of (a) holding a teaching degree, (b) having experience integrating technology into the curriculum, and (c) having a minimum 3 of years of teaching experience. Data were analyzed using a priori and open coding to identify codes, categories, and themes. Themes emerged on (a) vision and goal for technology integration, (b) technology integration, and (c) needed support for technology integration. The findings may inform district stakeholders about the needs of teachers to integrate digital technology into the instructional curriculum, thereby strengthening the delivery of instruction, resulting in improved student performance.

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