Date of Conferral
Doctor of Education (Ed.D.)
The local K-12 school problem addressed in this study was teachers' underutilization of instructional technology (IT) to improve teaching and student learning. The purpose of this study was to explore teachers' current use of IT, as well as their perceptions of barriers to using IT in classrooms. The technology acceptance model guided the study by emphasizing the importance of perceived ease of use, usefulness, and attitudes in understanding teachers' perceptions about integrating IT. The research questions focused on teachers' perceptions of their knowledge of how to use IT, barriers to using IT and how it is currently implemented. Using a qualitative case study design, data were collected through interviews and classroom observations of 10 teacher participants. The data were coded using open, axial, and descriptive coding strategies and analyzed for common themes. The findings showed that, in spite of teachers' positive attitudes towards technology, they encountered various obstacles, such as a lack of knowledge and training that hindered them from properly integrating technology. Based on the findings, a 3-day teacher training session was designed to enhance their knowledge of IT and to support students' learning. The study may contribute to positive social change by expanding the literature on factors that hinder teachers' use of IT and by using professional development training to increase teachers' knowledge and skills so that they can implement IT strategies, engage in collaborative planning, and apply the flipped classroom strategy to overcome some of the barriers they encounter.
El Shafei, Radwa, "Perceptions of Teachers' Regarding Barriers to Using Instructional Technology in Egyptian Schools" (2020). Walden Dissertations and Doctoral Studies. 9353.