Date of Conferral
Doctor of Education (Ed.D.)
Abstract This qualitative case study examined teachers' perceptions that contributed to a lack of
technology integration in their K-8 classrooms. The purpose of the study was to determine why teachers of a K-8 and K-5 school underused or failed to integrate technology to support learning. The theoretical framework for this study was provided by Dewey's constructivist theory, Lave and Wenger's situated learning theory and communities of practice, and Kolb's experiential learning theory principles of teaching and learning. The research questions addressed teachers' perceptions of technology integration as a curriculum strategy and teachers' perceptions of how technology affected professional practices to improve student performance in Grades 3 through 8. A purposeful sample of 8 certified teachers who used technology in their classrooms was selected to participate in the study. The participants represented a range of grades in 2 schools located in an economically disadvantaged sector of an urban school district. Qualitative data were collected through one-on-one interviews, classroom observations, and use of technology questionnaires. Data were transcribed, coded, and grouped into categories and themes focused on: (a) progressive technology usage, (b) competency in technology education, and (c) assertiveness towards computer techniques. Participants articulated the need for technical acuity, collaboration, and continuous professional growth activities to integrate technology as a curriculum element. Findings from this study were used to establish a 3 day professional development plan to provide training on technology integration to local K-8 teachers. Social change can be achieved by increasing the level of technology integration to enhance K-8 instruction.
Stone, Claudette W., "Technology Integration: A Community of Practice to Support Learning" (2016). Walden Dissertations and Doctoral Studies. 2891.