Date

6-16-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Jerry Pitts

Keywords

hermeneutic phenomenology, digital divide, technology integration, equitable education, racial disparities, connectivity, digital literacy, technology access

Disciplines

Education | Philosophy

Abstract

The purpose of this hermeneutic phenomenology study was to interpret the lived experience of K-12 teachers and the role of technology integration in shaping academic performance. The theory guiding this study was Bronfenbrenner's theory, which described how important the environments surrounding the individual were in affecting development. The central research question guiding this study was, "How do K-12 teachers interpret their lived experiences with technology integration and its role in shaping academic performance?" Participants in the study included K-12 teachers from the southeastern United States with at least three years of experience integrating technology. The participants were selected using purposive sampling. Data was collected from select participants using discussion board prompts, semi-structured interviews, and focus group sessions. The analysis involved an immersive data reading, identifying meaning clusters, developing themes, and conducting interpretative analysis to uncover deeper meanings. The findings revealed that technology integration affected students' engagement, motivation, and cognitive processes, highlighting the psychological, emotional, and contextual dimensions of technology use in education. This hermeneutic phenomenological approach provided insight into the essence of students' experiences with technology, offering a holistic understanding of its role in shaping academic performance. The study informed educational policies and practices, enhancing students' learning experiences and academic performance.

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