Date of Conferral
Doctor of Education (Ed.D.)
Dr. Chris S. Cale
In a southeastern U.S. school district, it was unknown how teachers integrated technology into their classroom teaching in the science, technology, engineering, and mathematics (STEM) curriculum. Teachers should be knowledgeable of their content, pedagogy of the content, and delivery instruction to improve students' learning outcomes. The purpose of this bounded qualitative case study was to examine how teachers integrated technology into their teaching to improve science students' learning outcomes. Mishra and Koehler's and Shulman's theories of technology, pedagogy, and content knowledge served as the conceptual framework. Purposeful sampling was used to select 12 certified science teachers, with at least 1 year of teaching experience, who had access to instructional technologies and taught STEM-related content. Data were collected through teachers' lesson plans and semistructured interviews. Typological analysis was used to code and summarize data into emerging themes. Teachers used computers, projectors, and mobile computer carts as instructional tools and sources to help students learn. Additionally, poor Internet connection, lack of access to district web-based science sites, interactive Smart boards, and digital projectors, and obsolete and slow-running computers were barriers to teaching and learning. Based on the findings, a 3-day professional development project was developed to improve teachers' knowledge and technology use in the STEM curriculum. This endeavor may contribute to positive social change when district administrators provide STEM teachers with technology tools and training to improve science instruction and optimal learning outcomes for students.
Mentor Jr., Mentor, "High School Science Teachers' Perspectives on Their Technology Knowledge, Content, and Pedagogy" (2019). Walden Dissertations and Doctoral Studies. 7237.