Date
6-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Alex Boggs
Keywords
Instructional Technology, 1:1 Technology, Technology Professional Development
Disciplines
Education
Recommended Citation
Stephens, Christopher William, "The 1:1:1 School District: A Qualitative Study on the Teacher Experience of Utilizing Instructional Technology in a 1:1 School District with One Instructional Technology Professional to Deliver Technology Professional Development" (2025). Doctoral Dissertations and Projects. 7115.
https://digitalcommons.liberty.edu/doctoral/7115
Abstract
The purpose of this phenomenological study was to describe the experiences of teachers integrating instructional technology to improve student engagement and achievement in a 1:1 school district that lacks qualified professionals capable of delivering quality technology professional development opportunities for teachers working in school district x. The theory that guided this study was Bandura’s social-cognitive theory, as it explains the influence that social and environmental factors play on a person’s willingness to learn. This study centered around a central question, as well as two sub-questions. The central research question of this research was: What are the experiences of teachers in a 1:1 school district that lacks technology professional development opportunities, trying to utilize instructional technology effectively? The first sub-question was: What influence does the lack of quality and continuous technology professional development have on teacher utilization of instructional technology in school district x? The second sub-question was: What influence does the lack of quality and continuous professional development in technology have on teachers' ability to increase student engagement and achievement through the use of instructional technology? This phenomenological study utilized a questionnaire, individual interviews, and two focus group sessions to collect data from the 10 teachers who participated. These participants were identified using purposeful sampling. The data collected from these participants was used to identify common themes that were developed to describe the participants’ experience with the phenomenon in question. The data were also used to draw practical, empirical, and theoretical implications. Recommendations for further research were also identified.
