This study examined the perceptions and knowledge of generational cohorts (Baby Boomer, Generation X, and/or Millennials) of elementary (K-5) educators regarding the use of technology for teaching and learning. The remarkable pace of the transition to digital-age learning environments has made it challenging for schools to build sustainable, program-wide systems for the purposeful use of educational technology during instruction (Stevens & South, 2016). This underscores the need for schools to prepare staff from every generational cohort to be confident, experienced, and ready to lead with technology in their classrooms (Stevens & South, 2016). The first research question was how do generational cohorts (Baby Boomer, Generation X, and/or Millennials) of K-5 Elementary educators use technology during teaching and learning experiences with students? The second research question was what perceptions do generational cohorts (Baby Boomer, Generation X, and/or Millennials) of K-5 elementary educators have regarding technology integration for teaching and learning? Fourteen K-5 Elementary teachers completed an online survey that measured constructs of TPACK and perceptions of technology integration. A simple analysis of variance (ANOVA) was used to determine if there were any statistically significant differences between the knowledge and perceptions of generational cohorts of K-5 elementary teachers. A correlational analysis was used to determine if there were any statistically significant relationships between constructs of TPACK and technology integration. Statistical analysis found significant differences between multiple generations at work and moderate-strong positive relationships between constructs of TPACK and perceptions of technology integration. Nevertheless, based on the findings of this study, Administrators should draw upon four generalized competencies in order to support all generations at work and accommodate and cope with rapid and continuous technological change, generate creative and innovative solutions for technological problems, act through technological knowledge both effectively and efficiently, and assess technology and its involvement with everyday life in the school community (Gagel, 1997).
","abstract_html":"<p>This study examined the perceptions and knowledge of generational cohorts (Baby Boomer, Generation X, and/or Millennials) of elementary (K-5) educators regarding the use of technology for teaching and learning. The remarkable pace of the transition to digital-age learning environments has made it challenging for schools to build sustainable, program-wide systems for the purposeful use of educational technology during instruction (Stevens & South, 2016). This underscores the need for schools to prepare staff from every generational cohort to be confident, experienced, and ready to lead with technology in their classrooms (Stevens & South, 2016). The first research question was how do generational cohorts (Baby Boomer, Generation X, and/or Millennials) of K-5 Elementary educators use technology during teaching and learning experiences with students? The second research question was what perceptions do generational cohorts (Baby Boomer, Generation X, and/or Millennials) of K-5 elementary educators have regarding technology integration for teaching and learning? Fourteen K-5 Elementary teachers completed an online survey that measured constructs of TPACK and perceptions of technology integration. A simple analysis of variance (ANOVA) was used to determine if there were any statistically significant differences between the knowledge and perceptions of generational cohorts of K-5 elementary teachers. A correlational analysis was used to determine if there were any statistically significant relationships between constructs of TPACK and technology integration. Statistical analysis found significant differences between multiple generations at work and moderate-strong positive relationships between constructs of TPACK and perceptions of technology integration. Nevertheless, based on the findings of this study, Administrators should draw upon four generalized competencies in order to support all generations at work and accommodate and cope with rapid and continuous technological change, generate creative and innovative solutions for technological problems, act through technological knowledge both effectively and efficiently, and assess technology and its involvement with everyday life in the school community (Gagel, 1997).</p>","abstract_has_math":false,"creators":["Fodor, Zachary A."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ella Benson","Heather Wilmot","Phil Collins"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-08-01T07:00:00Z","date_published":"2018-08-01T07:00:00Z","updated_at":"2026-07-24T05:21:18Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/175","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ella Benson","Heather Wilmot","Phil Collins"]},{"key":"dc:creator","label":"Author","values":["Fodor, Zachary A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-09-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/175"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the perceptions and knowledge of generational cohorts (Baby Boomer, Generation X, and/or Millennials) of elementary (K-5) educators regarding the use of technology for teaching and learning. The remarkable pace of the transition to digital-age learning environments has made it challenging for schools to build sustainable, program-wide systems for the purposeful use of educational technology during instruction (Stevens & South, 2016). This underscores the need for schools to prepare staff from every generational cohort to be confident, experienced, and ready to lead with technology in their classrooms (Stevens & South, 2016). The first research question was how do generational cohorts (Baby Boomer, Generation X, and/or Millennials) of K-5 Elementary educators use technology during teaching and learning experiences with students? The second research question was what perceptions do generational cohorts (Baby Boomer, Generation X, and/or Millennials) of K-5 elementary educators have regarding technology integration for teaching and learning? Fourteen K-5 Elementary teachers completed an online survey that measured constructs of TPACK and perceptions of technology integration. A simple analysis of variance (ANOVA) was used to determine if there were any statistically significant differences between the knowledge and perceptions of generational cohorts of K-5 elementary teachers. A correlational analysis was used to determine if there were any statistically significant relationships between constructs of TPACK and technology integration. Statistical analysis found significant differences between multiple generations at work and moderate-strong positive relationships between constructs of TPACK and perceptions of technology integration. Nevertheless, based on the findings of this study, Administrators should draw upon four generalized competencies in order to support all generations at work and accommodate and cope with rapid and continuous technological change, generate creative and innovative solutions for technological problems, act through technological knowledge both effectively and efficiently, and assess technology and its involvement with everyday life in the school community (Gagel, 1997).
"]},{"key":"dc:title","label":"Title","values":["The Knowledge And Perceptions Of Generational Cohorts Of K-5 Elementary Educators Who Use Technology For Teaching And Learning"]}]}],"canonical_facts":{"dc:contributor":["Ella Benson","Heather Wilmot","Phil Collins"],"dc:creator":["Fodor, Zachary A."],"dc:date.available":["2018-09-11T07:00:00Z"],"dc:description.abstract":["This study examined the perceptions and knowledge of generational cohorts (Baby Boomer, Generation X, and/or Millennials) of elementary (K-5) educators regarding the use of technology for teaching and learning. The remarkable pace of the transition to digital-age learning environments has made it challenging for schools to build sustainable, program-wide systems for the purposeful use of educational technology during instruction (Stevens & South, 2016). This underscores the need for schools to prepare staff from every generational cohort to be confident, experienced, and ready to lead with technology in their classrooms (Stevens & South, 2016). The first research question was how do generational cohorts (Baby Boomer, Generation X, and/or Millennials) of K-5 Elementary educators use technology during teaching and learning experiences with students? The second research question was what perceptions do generational cohorts (Baby Boomer, Generation X, and/or Millennials) of K-5 elementary educators have regarding technology integration for teaching and learning? Fourteen K-5 Elementary teachers completed an online survey that measured constructs of TPACK and perceptions of technology integration. A simple analysis of variance (ANOVA) was used to determine if there were any statistically significant differences between the knowledge and perceptions of generational cohorts of K-5 elementary teachers. A correlational analysis was used to determine if there were any statistically significant relationships between constructs of TPACK and technology integration. Statistical analysis found significant differences between multiple generations at work and moderate-strong positive relationships between constructs of TPACK and perceptions of technology integration. Nevertheless, based on the findings of this study, Administrators should draw upon four generalized competencies in order to support all generations at work and accommodate and cope with rapid and continuous technological change, generate creative and innovative solutions for technological problems, act through technological knowledge both effectively and efficiently, and assess technology and its involvement with everyday life in the school community (Gagel, 1997).
"],"dc:identifier":["https://dune.une.edu/theses/175"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"],"dc:title":["The Knowledge And Perceptions Of Generational Cohorts Of K-5 Elementary Educators Who Use Technology For Teaching And Learning"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:18Z"}