Date

6-2022

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Matthew Ozolnieks

Keywords

Technology, Mathematics, Curriculum, Education, Instruction, and Experiences

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this phenomenological study is to describe how premillennial teachers at East Orange Public School (EOPS, a pseudonym) respond to technology-rich curriculum. Twelve elementary school premillennial teachers will participate in the study focused on one central research question and three sub-questions: (a) What is the lived experience of elementary teachers implementing technology-rich mathematics curriculum? (b)How do elementary school teachers perceive their preparedness for teaching in a classroom where technology-rich math curriculum has been implemented? (c)How do elementary school teachers describe their transitions from a premillennial curriculum to a millennial curriculum where it has been implemented? (d) How do premillennial elementary school teachers generate and disseminate cooperative ideas among colleagues about implementing technology-rich math curriculum into the classroom curriculum? This study will utilize the theoretical framework of Weiss’s theory of change. Purposeful sampling will be used to identify urban elementary school teachers who have taught for at least three years after completing the teacher preparation program. Data will be collected using interviews from 12 premillennial teachers with at least three years of teaching experience. Data collection will include individual interviews and the three focus group interviews which will be audio-recorded, transcribed, and coded. Data will also be collected via reflective journal prompts. Data analysis will consist of within-case analysis and descriptive coding, organizing, and synthesizing of emerging themes. Trustworthiness will be addressed through triangulation and member checks.

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