Date of Conferral
While much is known about individual influences on teacher technology use, there is a lack of research explaining the overlapping factors of pedagogy, attitude, and environment that intersect to influence teachersâ decisions to use student-centered technology. The purpose of this qualitative interpretive descriptive study was to examine how the intersection of these factors influenced the student-centered technology practices of 14 third through fifth grade teachers in faith-based schools across the United States. The studyâs conceptual framework was built on both social cognitive theory and first- and second-order barriers to technology use. Data were collected through virtual interviews with participants who were using student-centered technology. Data were analyzed using structural and pattern coding of emergent themes. Key findings revealed that students emerged as a key point of intersection that influenced student-centered technology use in three areas: pedagogical, attitudinal, and environmental. Student technological readiness allowed for high level pedagogical implementation of student-centered technology, yet teacher attitudes revealed concerns regarding the amount of time and manner in which students used screens at home, resulting in pedagogical decisions by teachers to limit screen time and student-centered technological experiences at school. Environmental influences unique to nonpublic faith-based schools were also discussed. This study has the potential to expand and deepen scholarly understanding of factors that intersect to influence teachersâ decisions to use technology in student-centered practices. Such practices could improve professional development programing, empower teachers, and elevate learning for all students.
Opfer, Shanna Renae, "Pedagogical, Attitudinal, and Environmental Influences on Student-Centered Technology Practices of Elementary Teachers" (2020). Walden Dissertations and Doctoral Studies. 9212.