Date of Conferral

8-21-2026

Date of Award

August 2026

Degree

Ph.D.

School

Education

Advisor

Caroline Crawford

Abstract

The problem that was addressed through this study is the gap in literature on Title I middle school mathematics classroom teachers’ perspectives on student digital distractions related to teacher technological-pedagogical knowledge (TPK) interactions in knowledge spaces. Grounded in the technology pedagogical content knowledge framework, the purpose of this basic qualitative study was to explore Title I middle school mathematics teachers’ perspectives on student digital distractions related to teacher TPK interactions in the Southeastern Coastal United States. Data were collected through semistructured interviews with six teachers and analyzed through two coding cycles and three analytical stages. Even though the results must be interpreted with caution, as data saturation was not achieved, the following themes emerged: Teachers’ perspectives on student digital distractions are influence by their integration, effective use of technology, and mitigation of digital distractions; their application of technological vigilance and aspiration to strengthen their technological knowledge; and their cultivation of learning environments, management of students’ efforts, and navigation of external influences. The findings imply that digital distractions are constant when technology is accessible, but manageable through physical and digital monitoring; however, it is impossible to eliminate them. The implications for positive social change are that mitigating digital distractions might lead to improve mathematics instruction which, in turn, might increase student engagement and learning in Title I middle schools.

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