Crawford, E. L. (2024).  Middle school teachers’ perceptions of using Google Classroom with integrated apps (Publication No. 15356) [Doctoral dissertation, Walden University]. Walden Dissertations and Doctoral Studies.
https://scholarworks.waldenu.edu/dissertations/15356

Abstract:

“The problem addressed through this qualitative study was that middle school teachers in a suburban public school district in the southern United States were inconsistently using Google Classroom in their classrooms. At the project site, middle school teachers were creating a blended learning environment; however, administrators expected them to integrate other educational apps such as Quizizz and Nearpod when using Google Classroom. The purpose of this basic qualitative study was to explore middle school teachers’ perceptions about the support that would help them use Google Classroom consistently while integrating other productivity apps such as Quizizz and Nearpod at a suburban public school district in the southern United States. The conceptual basis was the technological pedagogical content knowledge (TPACK) framework. Two research questions guided the study, asking what middle school teachers’ perceptions are about the support that would help them (a) use Google Classroom in the blended environment and (b) integrate specific productivity apps, such as Quizizz and Nearpod, in the blended environment. The basic qualitative design involved interviews with 10 middle school teachers. Data were analyzed through an inductive process of coding to develop themes. Teachers expressed a need for professional development and on-on-one modeling and troubleshooting assistance when using Google Classroom and productivity apps. Three days of professional development curriculum was created to support teachers’ use of Google Classroom and productivity apps, with the hope that teachers’ increased use may lead to improved student outcomes and experience.”