Date of Conferral
This study addressed the problem of whether elementary school teachers are consistently implementing the International Society for Technology in Education (ISTE) standards in their pedagogical practices of teaching science. It was evident that half of all teachers in the United States do not consistently implement technology into their instruction. The purpose of this study was to understand elementary school teachers’ perceptions about how teachers are using the three selected ISTE standards during their pedagogical practices when teaching elementary science in order to maximize learning. The technology acceptance model was the conceptual framework used in this study. The research questions focused on the perceptions of teachers pertaining to the implementation of the selected ISTE standards to maximize student learning in science and how they are innovating their science instruction. The study was conducted within the general qualitative framework because elementary school teacher perceptions were the basis for the study. Data were collected through individual interviews with a selected sample of 11 teachers and a review of their lesson plans. Interviews were conducted and coded for common emergent themes. The findings indicated that the participants found the select ISTE standards to be essential when teaching science as well as many innovative practices to maximize student learning. Participants also shared the resources necessary to implement the innovative technology to maximize student learning. Understanding what technologies teachers perceive to be useful and innovative can improve science instruction methods and promote social change for students, schools, and communities by maximizing student science achievement.
McCoy, Rochelle Anne, "Implementation of International Society for Technology in Education Standards in Elementary School Teachers’ Pedagogical Science Practices" (2021). Walden Dissertations and Doctoral Studies. 9974.