Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Heather Caldwell

Abstract

The appropriate and effective use of one-to-one devices, such as iPads, in elementary classrooms is a growing concern in education due to a lack of understanding of how teachers use this technology. The problem addressed in this qualitative case study was a lack of knowledge of elementary teachers' instructional practices and perceived self-efficacy in using one-to-one devices in a Northern Virginia school. The purpose of this study was to explore elementary teachers' instructional practices and perceived self-efficacy with one-to-one devices. Mishra and Koehler's technological pedagogical content knowledge (TPACK) framework, which describes the interaction of educational technology, pedagogy, and content to produce effective technology integration, and Bandura's concept of self-efficacy, defined as individuals' confidence in their ability to accomplish a given task, framed this study. Research questions were used to explore how teacher instructional practices and self-efficacy were perceived to affect participants' ability to integrate technology. A purposive sample of 8 teachers with access to one-to-one devices participated in observations and semistructured interviews. Data were analyzed using thematic analyses, and a priori, in vivo, and axial coding. Results indicated that self-efficacy affected technology integration and that teachers desired professional development to improve their skills, grow as individuals, and support student learning. From these findings, a 21-hour professional development was created to address teacher self-efficacy and technology integration. This study contributes to positive social change informing plans for professional development, school-based training, and onsite technical support.

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