Date of Conferral







Jennifer L. Courduff


Despite the growing trend of technology-enhanced learning (TEL) tools being integrated into pedagogy, there have been challenges preventing the transformation of pedagogy. This has included limited research on understanding why the increase in TEL integration has not resulted in movement from replacing to transforming pedagogy. The purpose of this qualitative explanatory single case study was to determine why teachers integrating TEL tools and applications have not done so in a way that transforms how teaching and learning occur. The conceptual framework of replacement, amplification, and transformation was used to examine levels of integration in this study. Participants were seven teachers of 7th-12th grades at a school in the Midwest. Data sources included 1-to-1 interviews, a focus group interview, and follow-up interviews. Data analysis included open and axial coding and transforming codes into categories and themes. Findings showed that what impedes movement from replacement to transforming pedagogy include seamless use, compatibility, lack of formal professional development, and a teacher-centered point of view with integrating TEL tools and applications. Findings also showed new ways of collaborating with the integration of TEL tools, including applications. The collaboration exhibited a level of transformation where traditional methods of pedagogy moved from teacher-centered to student-centered practices. This research can contribute to a positive social change by informing teachers and administrators of the challenges that limit the integration of TEL tools and applications