Date

9-2020

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

David Vacchi

Keywords

Title I, Technology Integration, Central Florida, Transcendental Phenomenology, Qualitative

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this transcendental phenomenology was to describe the experiences of teachers’ educational technology use in Title I elementary schools in Central Florida. The central research question in this study was: How do Title I elementary teachers in Central Florida describe their experiences utilizing educational technology in the classroom? The theoretical foundation for this study was grounded in Bandura’s social cognitive theory, more specifically, teacher self-efficacy, which is a significant component of social cognitive theory. The design of this study was a transcendental phenomenology, a qualitative model that is most appropriate since I sought to make meaning from the descriptions of teachers’ use of educational technology in the Title I classroom. The sample consisted of 15 teachers from Title I schools across Central Florida. I collected data using in-depth personal interviews, focus groups, and journal prompts. The data was analyzed through phenomenological reduction. Findings from this study revealed how the Title I teachers utilized technology in their elementary classrooms to prepare their students for college or careers. The research revealed the importance of technology training and administrative support for teachers to be able to integrate technology into their classroom curriculum effectively. Recommendations for future research include expanding the study to comprise more Title I schools and exploring the effects of remote learning for students should the need arise for distance learning. Keywords: Title I schools, educational technology, technology integration, transcendental phenomenology, pedagogy, self-efficacy

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