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Dissertation/Thesis Abstract

Middle School Teachers' Acceptance and Use of Edmodo to Sustain Networked Collaboration
by Brent, Howard Jehu, Ph.D., Walden University, 2019, 181; 13862679
Abstract (Summary)

Although some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students’ organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.

Indexing (document details)
Advisor: Courduff, Jennifer
Commitee: Hyder, Narjis, Mohammed, Shereeza
School: Walden University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 80/08(E), Dissertation Abstracts International
Subjects: Middle School education, Educational technology
Keywords: Edmodo, K-12 online collaboration, Social media use in k-12 classrooms, Student-centered instruction, Technology integration, Web 2.0 tools
Publication Number: 13862679
ISBN: 978-1-392-07454-1
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