This dissertation investigates the teachers’ use of features in Google Classroom and the factors influencing their integration, using the Technology Acceptance Model (TAM) as the theoretical framework. Learning management systems like Google Classroom are commonplace in modern classrooms. A significant gap remains in understanding whether educators move beyond basic administrative functions to use features that support higher-order pedagogical goals, such as collaboration and differentiation. This study used a quantitative-based survey that sampled pre-pandemic K-12 educators, which examined external variables such as demographic, professional, training, and technology use, along with TAM constructs – perceived usefulness, perceived ease of use, social influence, and their effect on teachers’ use of Google Classroom features. Factor analysis grouped 13 features into four groups that categorically aligned with Puentedura’s (2006) SAMR model. Path analysis showed relationships between the constructs and the first three levels of the SAMR model (substitution, augmentation, modification), but no relationships were found between variables or constructs that predicted the use of the highest SAMR level, redefinition. Results showed that teachers move up the SAMR ladder sequentially. Teachers tend not to use advanced features until they feel supported in basic use, find Google Classroom easy to manage, and have easy access to help and training. Professional development should apply these findings by providing access to training and provide support sequentially through the constructs, so they can climb the SAMR ladder and eventually use the higher pedagogical features of Google Classroom.
","abstract_html":"<p>This dissertation investigates the teachers’ use of features in Google Classroom and the factors influencing their integration, using the Technology Acceptance Model (TAM) as the theoretical framework. Learning management systems like Google Classroom are commonplace in modern classrooms. A significant gap remains in understanding whether educators move beyond basic administrative functions to use features that support higher-order pedagogical goals, such as collaboration and differentiation. This study used a quantitative-based survey that sampled pre-pandemic K-12 educators, which examined external variables such as demographic, professional, training, and technology use, along with TAM constructs – perceived usefulness, perceived ease of use, social influence, and their effect on teachers’ use of Google Classroom features. Factor analysis grouped 13 features into four groups that categorically aligned with Puentedura’s (2006) SAMR model. Path analysis showed relationships between the constructs and the first three levels of the SAMR model (substitution, augmentation, modification), but no relationships were found between variables or constructs that predicted the use of the highest SAMR level, redefinition. Results showed that teachers move up the SAMR ladder sequentially. Teachers tend not to use advanced features until they feel supported in basic use, find Google Classroom easy to manage, and have easy access to help and training. Professional development should apply these findings by providing access to training and provide support sequentially through the constructs, so they can climb the SAMR ladder and eventually use the higher pedagogical features of Google Classroom.</p>","abstract_has_math":false,"creators":["Hodgin, David"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["June Hilton","Thomas Luschei"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:17Z","subjects":["Google Classroom","Technology Acceptance Model","Educational Technology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/1047","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["June Hilton","Thomas Luschei"]},{"key":"dc:creator","label":"Author","values":["Hodgin, David"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-05-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Google Classroom","Technology Acceptance Model","Educational Technology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/1047"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation investigates the teachers’ use of features in Google Classroom and the factors influencing their integration, using the Technology Acceptance Model (TAM) as the theoretical framework. Learning management systems like Google Classroom are commonplace in modern classrooms. A significant gap remains in understanding whether educators move beyond basic administrative functions to use features that support higher-order pedagogical goals, such as collaboration and differentiation. This study used a quantitative-based survey that sampled pre-pandemic K-12 educators, which examined external variables such as demographic, professional, training, and technology use, along with TAM constructs – perceived usefulness, perceived ease of use, social influence, and their effect on teachers’ use of Google Classroom features. Factor analysis grouped 13 features into four groups that categorically aligned with Puentedura’s (2006) SAMR model. Path analysis showed relationships between the constructs and the first three levels of the SAMR model (substitution, augmentation, modification), but no relationships were found between variables or constructs that predicted the use of the highest SAMR level, redefinition. Results showed that teachers move up the SAMR ladder sequentially. Teachers tend not to use advanced features until they feel supported in basic use, find Google Classroom easy to manage, and have easy access to help and training. Professional development should apply these findings by providing access to training and provide support sequentially through the constructs, so they can climb the SAMR ladder and eventually use the higher pedagogical features of Google Classroom.
"]},{"key":"dc:title","label":"Title","values":["Teacher's Use of Google Classroom"]}]}],"canonical_facts":{"dc:contributor":["June Hilton","Thomas Luschei"],"dc:creator":["Hodgin, David"],"dc:date.available":["2026-05-11T07:00:00Z"],"dc:description.abstract":["This dissertation investigates the teachers’ use of features in Google Classroom and the factors influencing their integration, using the Technology Acceptance Model (TAM) as the theoretical framework. Learning management systems like Google Classroom are commonplace in modern classrooms. A significant gap remains in understanding whether educators move beyond basic administrative functions to use features that support higher-order pedagogical goals, such as collaboration and differentiation. This study used a quantitative-based survey that sampled pre-pandemic K-12 educators, which examined external variables such as demographic, professional, training, and technology use, along with TAM constructs – perceived usefulness, perceived ease of use, social influence, and their effect on teachers’ use of Google Classroom features. Factor analysis grouped 13 features into four groups that categorically aligned with Puentedura’s (2006) SAMR model. Path analysis showed relationships between the constructs and the first three levels of the SAMR model (substitution, augmentation, modification), but no relationships were found between variables or constructs that predicted the use of the highest SAMR level, redefinition. Results showed that teachers move up the SAMR ladder sequentially. Teachers tend not to use advanced features until they feel supported in basic use, find Google Classroom easy to manage, and have easy access to help and training. Professional development should apply these findings by providing access to training and provide support sequentially through the constructs, so they can climb the SAMR ladder and eventually use the higher pedagogical features of Google Classroom.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/1047"],"dc:subject":["Google Classroom","Technology Acceptance Model","Educational Technology"],"dc:title":["Teacher's Use of Google Classroom"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:17Z"}