Date
4-17-2024
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Shanna Nicole Baker
Keywords
Instructional Technology, Implementation, Qualitative, Instructional Strategies, Adult Learning Theory, Andragogy
Disciplines
Education
Recommended Citation
Smith, Caledon A. P., "A Transcendental Phenomenological Study of the Experiences of Secondary Teachers' Rapid Implementation of New Instructional Technology during COVID-19 Pandemic" (2024). Doctoral Dissertations and Projects. 5315.
https://digitalcommons.liberty.edu/doctoral/5315
Abstract
The purpose of this transcendental phenomenological study was to understand the lived experience of secondary teachers’ rapid implementation of new instructional technology during the COVID-19 pandemic for faculty located in an urban area in southeast Georgia. The central research question for this study is: What are the experiences of secondary teachers who have participated in the rapid implementation of instructional technology during the COVID-19 pandemic? The theory guiding this study is Knowles’s adult learning theory (1968), as it pertains to secondary teachers’ lived experiences with implementing instructional technology into their classroom routines and how they approached mastering the technology. Purposeful criterion-based sampling was be used to select 10-15 participants for this study. Data was collected through individual interviews, document analysis, and focus groups. Data was analyzed using Moustakas’ (1994) methods of phenomenological reduction of the data utilizing horizontalization, clustering of horizons into themes, and clustering themes into textural descriptions. The themes identified through data analysis were the significant challenges in adapting to new instructional technologies and the resilience displayed by educators in integrating these technologies into their teaching practices. Findings indicated that while teachers faced hurdles related to their beliefs, self-efficacy, and access to professional development, their ability to adapt and effectively use technology highlighted a need for personalized, flexible professional development programs aligned with adult learning principles. Implications for research suggest that understanding the long-term impact of these rapid technology integrations and developing strategies to maintain effective technology use post-pandemic are crucial. Recommendations for future research include further exploration of comprehensive support systems to overcome barriers to technology integration and foster continuous learning and adaptation.
