Dissertation/Thesis Abstract

A Phenomenological Study of Teachers Who Participate in a 1:1 Computing Device Program
by Caminiti, Nicholas P., Ed.D., Wilkes University, 2019, 131; 27670513
Abstract (Summary)

Computer technology has become an influential tool for changing teaching and learning strategies in the classroom. Computers can enhance teachers’ instructional strategies, but teachers’ intrinsic and extrinsic beliefs about technology significantly affect their abilities to integrate technology into the classroom. Although many advances have been made in technology integration, many investigators have reported low levels of technology integration by teachers. The purpose of this study was to explore the lived experiences of teachers who participated in a 1:1 computing device program that provided each student with a Chromebook laptop computer. Semi-structured face-to-face interviews of a purposive sample of five teachers taking part in the 1:1 computing device program provided data for subsequent qualitative phenomenological analysis. This study used the technological, pedagogical, and content knowledge (TPACK) framework as a foundation for analysis of the data from the interviews. The findings from this study will provide school administrators with important information regarding teacher professional development when integrating technology into the classroom.

Indexing (document details)
Advisor: Mao, Jin Joy
Commitee: Cooper, Lori, Reinert, Paul, Frantz-Fry, Karen, Sutton, Dawn
School: Wilkes University
Department: Educational Leadership
School Location: United States -- Pennsylvania
Source: DAI-A 81/10(E), Dissertation Abstracts International
Subjects: Educational technology
Keywords: 1:1 computing device program
Publication Number: 27670513
ISBN: 9798607301965
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