Date of Conferral

4-7-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Heather Caldwell

Abstract

The problem explored in this study was that during the COVID-19 pandemic, teachers began using new or existing technology for which they were unprepared. Framed by Davis’ technology acceptance model (TAM), the purpose of this basic qualitative study was to examine the experiences of middle school teachers’ technology use during and after the pandemic, including their perceived usefulness of the technology in their classrooms, their intended use of the technology moving forward, and what support they may need from administration to continue using technology consistently. Data was collected through interviews with 10 teachers who taught during and after the COVID-19 pandemic in a midwestern middle school. Inductive coding was used to reveal patterns and themes, which were that teachers: used specific technologies to engage students and address learning challenges; faced challenges using technology to meet student and family needs during virtual learning; struggled with mandated technology during the pandemic; many adapted it afterward and, would like technology-focused professional development and clear administrative support. Based on these findings, a white paper was developed to address teachers’ needs for better integrating technology into their classrooms because effective technology use in classrooms can increase student engagement. The findings may promote positive social change at the local level if school administrators use the recommendations to support teachers in using classroom technology to engage all students in learning, which, in turn, might increase learning, student engagement and academic outcomes.

Download

Share

 
COinS