Date of Conferral

2-5-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Katherine Garlough

Abstract

The problem addressed in this study is that middle school teachers in Georgia Middle School Districts (GMSD, a pseudonym) face challenges integrating technology into their teaching. Guided by Mishra and Koehler’s technological pedagogical content knowledge framework, the purpose of this qualitative study was to explore teachers' perceptions of successes, challenges, and support needed to effectively integrate technology into their teaching at GMSD. For this basic qualitative design, semistructured interviews were conducted with 11 middle school teachers who were purposively selected by emailing all GMSD teachers. Through Braun and Clarke’s thematic analysis, the following themes emerged: GMSD teachers have (1) no protected planning time to implement technology; (2) not collaborated with peers (3) not had their individual needs met through formal professional training, (4) often limited technology use during facilitated learning to minimize student distractions, (5) not had the technology use evaluated for continuous improvement, and (6) had backup plans in place for use when technology failed. Findings for the research supported a professional development project on middle school teachers’ use of technology. The implications for positive social change are centered on improved student learning and educational equity. By supporting teachers and administrators with effective strategies for technology integration, this study promotes more engaging, differentiated, and accessible instruction. As a result, students benefit from increased engagement, stronger digital literacy skills, reduced achievement gaps, and improved readiness for success in a technology driven society.

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