A Collective Case Study of Middle School Teachers' Experiences Using Chromebooks Instead of Textbooks in the Classroom
School of Education
Doctor of Education in Curriculum & Instruction (EdD)
Chromebooks, Information Processing, Active Learning, Learning Channels, Pedagogical Changes
Eimer, Holly Diane, "A Collective Case Study of Middle School Teachers' Experiences Using Chromebooks Instead of Textbooks in the Classroom" (2021). Doctoral Dissertations and Projects. 2898.
The purpose of this collective case study was to understand the classroom experiences using Chromebooks in place of textbooks among middle school teachers in the Central County School System (pseudonym). The central research question that guided the study asked, How do middle school teachers in Central County experience using Chromebooks instead of traditional textbooks for instructional purposes in the classroom? For this research, the use of Chromebooks was generally defined as reading for learning purposes. The theory that guided this study was the cognitive theory of multimedia learning. The participants were 15 sixth through eighth grade public-school core content teachers. Data collection included individual semi-structured interviews, focus group interviews, and participant journaling. A questionnaire was used to purposefully select participants. All interviews were recorded and transcribed by the researcher. The interviews and journal entries were analyzed through significant statements resulting in common themes that included the need for learner preference, differentiation, and balance, as well as the importance of quality applications, factors influencing learning, and observed benefits and concerns.