Aldred, A. E. (2020). Technology usage in the elementary classroom: A case study of teacher professional development and intentions for learning (Publication No. 27741950) [Doctoral dissertation, Northeastern University]. ProQuest Dissertations and Theses Global. https://doi.org/10.17760/D20350257

Abstract:

“The expectations of teachers today have been greatly impacted by the ample number of technological devices and applications that are available for student learning. Programs on computers can be utilized to individualize math and reading topics based on students’ academic levels. Technology can be used across the board within the different academic areas but the main factor on whether that is happening in the schools is the depth of knowledge educators have in using technology in their classrooms and how to incorporate it within their lessons with students. The overarching questions that drove this study were: “How are educator’s incorporating technology into their classroom? How do educators describe their development in learning how to use educational technology? In order to gain more insight into this phenomenon, seven teachers, including general and special education, in an elementary school in central New Jersey shared their experiences of their technology integration within their classrooms as well as how they continue to develop their own technology skills. A Case Study approach was used to capture the depth of each participant’s direct experiences. Throughout this study, four themes emerged: 1) 21st century technology instructional needs, 2) different levels of teacher technology knowledge, 3) lack of student technology knowledge, and 4) training and professional development needs. While these findings compare directly with the literature, there is also an opportunity for teachers to enhance their instructional strategies to match 21st century learning skills.”