Date

3-10-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Janet Vosen

Keywords

Educational Technology, Technology Integration in Education, Technology Integration in Classrooms, Digital Learning, Digital Literacy, Technology and Student Learning, Classroom Technology Use, Instructional Technology, Curriculum and Instruction, Educational Technology (EdTech), Digital Learning Environments, Technology-Supported Learning, Technology-Mediated Instruction, Computer-Based Learning, Online Learning Platforms, Educational Software, Digital Instruction, Digital Assessment, Digital Tools in Education, Screens in Education, Screens in the Classroom, Screen Use in Education, Screen Time in Education, Screen-Based Technology (SBT), Screen-Based Learning, Screen Exposure in Education, Smart Screens, Smart Technology in Education, Teachers’ Lived Experiences, Teacher Perceptions of Technology, Teacher Perspectives on Technology, Teacher Technology Integration, Teacher Technology Practices, Teacher Decision-Making, Teacher Experiences with Technology, Teacher Narratives, Teacher Voice in Education Research, Student Learning Outcomes, Student Performance, Technology Impact on Learning, Elementary Education, Elementary Classrooms, Technology in Elementary Classrooms, Title I Schools, High-Needs Schools, Educational Equity, Digital Divide in Education, Technology Access in Schools, Technology Equity in Education, Educational Technology Policy, Technology Implementation in Schools, Technology Policy in Education, Sociocultural Learning Theory, Vygotsky, Zone of Proximal Development (ZPD), Social Constructivism in Education, Teacher-Mediated Learning, Qualitative Educational Research, Transcendental Phenomenology, Phenomenological Research in Education, Qualitative Research in Education

Disciplines

Educational Assessment, Evaluation, and Research | Elementary Education

Abstract

The researcher explored Title I elementary school teachers’ lived experiences in addressing the challenges and benefits of screen based technology (SBT) use in classroom spaces. Guided by Vygotsky’s (1978) sociocultural learning theory, a transcendental phenomenological approach was utilized by the researcher to explore the unique nuances of different learning spaces, buildings, and educational contexts. As SBT has become indispensable to modern education practitioners, teachers must balance the benefits to student learning with screen fatigue, reduced interpersonal interaction, and access disparities. The central research question states: How do Title I elementary school teachers describe their lived experiences in addressing SBT use in the classroom on student performance? By focusing on teachers’ narratives, the study’s findings lean toward SBT multimedia content delivery, strengths, and opportunities to grow strong and sustainable practices grounded in modern and practical pedagogy for educator practitioners. The findings of this study provide a base for developing solid policy regarding SBT in the classroom to maximize the benefits to students. Participants were recruited and selected using purposive sampling, and data were collected and analyzed according to Moustakas’ (1994) transcendental phenomenological approach through horizontalization by first coding and identifying themes through one semi-structured interview, journal entry, and survey. The researcher engaged in reflexive journaling and member checking to strengthen internal validity and trustworthiness. The research study results reveal that teachers value intentional, teacher-mediated SBT practice that prioritizes hands-on, interpersonal interactions. The results offer implications for instructional practice and future policy development.

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