Date of Conferral

5-5-2025

Date of Award

May 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Ioan Ionas

Abstract

The problem addressed in this study is the teacher-reported increase in behavioral problems among students with attention-deficit hyperactivity disorder (ADHD) since a mandated introduction of educational technology in the classroom aimed at improving student performance. Using the PICRAT (passive, interactive, creative, replacement, amplification, transformation) describes the impact of technology on a teacher's previous practice model as the conceptual scaffold, this study was conducted to explore teachers’ experiences integrating educational technology and any corresponding student behavioral changes in classrooms that include students with ADHD. Following a basic qualitative design, data were collected through semistructured interviews, using a self-designed interview protocol, with eight elementary instructors with firsthand experience teaching students with ADHD. Data were thematically analyzed using a priori, open, and axial coding. The resulting themes corresponded to (a) types of technology implemented and how they supported student needs, (b) behavioral shifts observed during technology use, and (c) strategies for managing ADHD-related behaviors in tech-enhanced classrooms. While the technology benefits students with ADHD, they are distracted by content availability and resist the transition back to traditional learning. Teachers indicate a need for balance, clear guidelines for device use, customized individual strategies, the usefulness of a rewards system, and better management of transitions to and from device use. The findings have implications for social change by supporting more intentional and inclusive technology practices that consider the unique needs of students with ADHD. Thereby it brings it back full circle to better prepared and happy teachers, which could render students better learners and more comfortable in the classroom.

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