Date
7-2020
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Russell Yocum
Keywords
Learning by Design, One-to-One Technology, Technological Pedagogical Content Knowledge (TPACK)
Disciplines
Curriculum and Instruction | Education
Recommended Citation
Cline-Caulder, Louise Marie, "A Phenomenology of Teachers' Experiences Using One-to-One Technology in Rural North Carolina Middle Schools" (2020). Doctoral Dissertations and Projects. 2600.
https://digitalcommons.liberty.edu/doctoral/2600
Abstract
The purpose of this transcendental phenomenological study is to describe the experiences of middle school teachers using one-to-one technology in schools in rural North Carolina. The guiding theory, Technological Pedagogical Content Knowledge (TPACK), is a framework for interweaving technology, pedagogy, and content knowledge. The 12 participants in this study were middle school teachers from three schools in a rural North Carolina school district. The central research question for this study is: how do middle school teachers describe their daily experiences using one-to-one technology in schools in rural North Carolina. The supporting questions posed were: how do participants describe their self-efficacy regarding technology, their experiences regarding technology and its integration with pedagogy, their experiences regarding technology and its integration with the content they teach, how do participants describe the challenges and benefits of having one-to-one technology in the classroom, and how do participants describe the professional development opportunities they have or desire to have regarding the use of one-to-one technology in the classroom. Data collection methods included conducting interviews, generating focus group discussions, and an open-ended questionnaire. Data analysis procedures used were phenomenological reduction, imaginative variation, and a synthesis of textural and structural descriptions. Triangulation of data using interviews, focus groups, and questionnaires was used to establish credibility. Dependability was confirmed through epoche, member checks, and peer reviews. Rich thick descriptions of the participants’ experiences using one-to-one technology in the classroom increased transferability.
