Date of Conferral

8-8-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Anissa Harris

Abstract

The problem that was addressed through this study was that Grade 3–5 mathematics teachers in Chicago suburban elementary schools (CSES) faced challenges integrating digital learning tools (DLTs) to support student achievement after the COVID-19 pandemic forced a rapid transition to technology-based instruction. The purpose of this qualitative study was to explore CSES Grade 3-5 teachers’ experiences using DLTs in mathematics instruction. Guided by the technological pedagogical content knowledge framework, two research questions explored how teachers used DLTs in instruction, and what resources or supports were needed for effective implementation. For this basic qualitative design, 15 certified Grade 3–5 teachers, who taught mathematics before and after the pandemic and used instructional DLTs, participated in semistructured interviews. Data were thematically analyzed using a priori, open, and axial coding with four themes emerging: navigating DLTs was a consistent challenge, peer collaboration enhanced DLT integration, and targeted professional development e as well as leadership support for strengthening technology integration and use were both needed. While teachers indicated that using DLTs stimulated student engagement and personalization, implementation was hindered by inconsistent access, limited training, and frequent changes in tools. The findings were used to create a white paper recommending practical, ongoing professional development; consistent access to digital resources; and sustained leadership to overcome integration barriers. This study may promote positive social change by guiding initiatives that empower teachers, reduce digital inequities, and improve mathematics instruction for elementary students, particularly in under-resourced school communities with more limited access to technology and support.

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