Dissertation/Thesis Abstract

Teacher Freedom and Student Ownership in the Classroom: Integrating High-Value Technology in the Elementary Mathematics Classroom
by Kressin, Leslie, Ed.D., Aurora University, 2020, 179; 27829141
Abstract (Summary)

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.

Indexing (document details)
Advisor: Heybach, Jessica
Commitee: Pickup, Austin, Lange, Robert
School: Aurora University
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
Publication Number: 27829141
ISBN: 9798662448452
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