Secondary Mathematics Teachers’ Experiences with Technology Integration in a One-to-One School District During Face-to-Face and Remote Instruction: A Phenomenography

<p>The purpose of this phenomenographic study was to acquire a better understanding of the lived experiences of 12 secondary mathematics teachers who integrated one-to-one technology into their classrooms as part of a district-wide one-to-one technology initiative. Transcripts from semi-structured interviews were analyzed to elicit and describe different ways in which secondary mathematics teachers experienced the phenomenon. Data analysis showed teachers experienced technology integration in classrooms based on their attitude towards using technology. Those who expressed positive attitudes used technology to support modeling mathematics, differentiate learning, problem-solving, expedite grading, and provide instant feedback to students. Those who did not have positive attitudes refrained from using technology unless they had to. The results will be useful for educators, teacher educators, instructional and technology coaches, administrators, and district leaders to understand the phenomenon of one-to-one technology integration through the actual experiences of the secondary mathematics teachers, improve instructional technology practices in the classrooms, identify the need for effective professional development based on the teachers’ experiences specific to the content area they work with, and to develop district-wide policies regarding technology integration in the classrooms. Recommendations for future research suggested including larger sample size across different grade levels and content areas and looking more closely into how the external variables affected the teachers’ acceptance to one-to-one technology.</p>

Name thesis:degree_name

Doctor of Education in Instructional Technology

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Instructional Technology

Year

2021

Author dc:creator

• Kalariparambil, Safna

Contributors dc:contributor

• Dr. David Glassmeyer
• Dr. Anissa Vega

• phenomenography
• one-to-one
• technology acceptance model
• instructional technology
• Educational Technology

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/instruceddoc_etd/13

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:instruceddoc_etd-1014