Date
7-31-2023
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Vonda Beavers
Keywords
relationships, grading, feedback, one-to-one technology, 21st century technology, Vygotsky’s theory of learning, phenomenology
Disciplines
Educational Leadership
Recommended Citation
Magee, Robert Christopher, "The Experiences of Teachers Providing Feedback Using One-to-One Technology on Teacher-Student Relationships: A Phenomenological Study" (2023). Doctoral Dissertations and Projects. 4638.
https://digitalcommons.liberty.edu/doctoral/4638
Abstract
The purpose of this transcendental phenomenological study was to describe teacher perceptions of teacher-student relationships while using one-to-one technology to provide feedback. The theory guiding this study was Vygotsky’s theory of learning as it describes learning as a social process. A transcendental phenomenological design was used for this study with a social constructivist worldview as the study sought to understand the perceptions of teachers within the one-to-one learning environment and their relationships with students when providing feedback using one-to-one technology. The central question for this study was: How do teachers describe relationships with students while using one-to-one technology to provide feedback? Data collection included triangulation through individual interviews, focus groups, and journal prompts. Ten to fifteen participants were selected on a criterion basis from a sampling pool at a mid-western middle school. Through the collection and analysis of data, the themes that were identified were (a) efficiency in teaching and learning, (b) positive relationships, and (c) interactive assessments.
