Middle School Teachers’ Perceptions Of The Integration Of Technology Into Pedagogy

<p>The aim of this qualitative exploratory case study was to examine middle school teachers’ perceptions of the integration of technology into pedagogy. Data collection occurred from analyzing middle school teacher’s experiences, observations, and motivation following a technological implementation initiative into pedagogy. The evaluation of the study data included the analysis of surveys and interpretation of in-depth interviews of teachers. A pedagogical focus on teacher integration of technology supported by the self-determination theory as the research study’s theoretical framework examining human motivation was appropriated to the case study. As educational leaders face significant challenges in understanding the impact of teachers’ perceptions of the integration of technology into pedagogy, this study provides insight into confronting those difficulties. Though the case study, three emergent themes surfaced that included the importance of collaborative professional development, quality of student engagement, and teacher motivation to use technology. The findings may be useful to educational change agents who can use the case study to assist in understanding the importance of acknowledging the perception of teachers and the need for providing opportunities for teachers to engage in focused professional developments.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2019

Author dc:creator

• Gerez, Joe George

Contributors dc:contributor

• Michelle Collay
• Jacqueline Lookabaugh
• Alexis Barile

• engagement
• middle school
• motivation
• professional development
• self-determination theory
• teachers’ perceptions
• technology integration
• technology pedagogy
• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Educational Methods
• Junior High, Intermediate, Middle School Education and Teaching

Repository record dc:identifier

https://dune.une.edu/theses/229

OAI identifier oai:identifier

oai:dune.une.edu:theses-1228