Date of Conferral
Doctor of Education (Ed.D.)
Elementary educators at the urban elementary school in this study struggled with technology-enhanced literacy pedagogy to increase student success. The purpose of this case study was to examine the extent to which educators built relationships between technology and teaching to improve student success. The study was guided by Venkatesh's unified theory of acceptance which was used to examine how educators accept and use technology in literacy instruction. The research questions examined teachers' perceptions of how they can build better relationships with technology and teaching to enhance student literacy success and their perceptions of administrative and district support services to enhance instructional practices. Data collection occurred through interviews of 12 participants at the school under study chosen based on age, gender, teaching experience, and teaching credentials. Information was coded and themes were identified. A result of thematic analysis was generally that ongoing professional development is important and it should be implemented to help classroom educators strengthen those relationships between technology and teaching in the school. The findings also indicated that educators needed more professional development opportunities and time to see more in-house demonstrations of technology incorporated into teaching. A 3-day professional development project was developed that presented opportunities for teachers to collaborate, react to demonstrations, and plan lessons utilizing new ideas learned. This project and findings of the study may allow school leaders to see the benefits of participatory professional development and empower teachers to have increased relationships with technology and literacy instruction to enhance learning for students.
Coward-Vaughn, Valerie, "Elementary Teachers' Experiences Integrating Technology with Literacy Instruction" (2018). Walden Dissertations and Doctoral Studies. 4915.