Date of Conferral







Ana A. Donaldson


Students are not adequately prepared to contribute to the workforce or engage in global citizenship in the 21st century. Research indicates proper education of students cannot be accomplished without teachers' acceptance of technology in the classroom, engagement in effective professional development, and ability to transform their curricula. Although there is an abundance of research supporting the use of technology in the classroom, little research has examined how to incorporate the technology into student-centered learning. The research questions in this study examined teachers' use and acceptance of technology in the classroom and how teachers incorporate technology to meet the 21st century learning skills requirements. This qualitative case study used Bandura's social cognitive theory and the Partnership for 21st Century Learning Framework. The purposeful sample included 6 participants teaching in Grades 9-12. Data were gathered using a selection survey, interviews, and course documents. The data analysis included the organization of participant responses and development of 6 primary themes. The results indicated that a high level of technology self-efficacy drove these teachers' integration of technology into student-centered activities that built 21st century learning skills. The results also showed a lack of effective professional development provided to teachers that focused on incorporating technology into the curriculum. These findings are significant for educators to understand how to meet the learning needs of their students. Implications for positive change include providing educators with knowledge and understanding of the importance to design professional development opportunities for teachers that not only teach how to use the technologies available to them but to also teach how to effectively incorporate that technology into the learning process.