Despite years of access to digital tools, researchers still struggle to describe and understand high-value integrated technology practices and their influences in the elementary classroom. This dissertation study examines how three teachers’ practice of high-value technology integration influenced both students’ experience and the teachers’ lived experience in elementary mathematics classrooms. The study collected qualitative data in the form of artifact analysis, classroom observation, teacher questionnaires, and teacher interviews. Findings suggest that the teachers’ technology integration positively influenced the student and teacher experiences. Student choice, voice and ownership, strongly focused on goals, influenced the student experience, while the influence on the teachers’ lived experience was a deepening sense of freedom to experiment with non-traditional teacher practices and to teach in a manner that was meaningful to the teacher. The study provides educators and administrators with an example of meaningful teacher technology integration practices that positively influence the student and teacher experience.
|Commitee:||Pickup, Austin, Lange, Robert|
|Department:||Leadership in Curriculum and Instruction, K-12 Learning|
|School Location:||United States -- Illinois|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Elementary education, Mathematics education|
|Keywords:||Elementary, Freedom, High-value technology, T3 framework, Teacher experience, Technology integration|
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