Teachers’ Construction of Technology Integration Practices Within a Technology Supported Environment
2019-07
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Teachers’ Construction of Technology Integration Practices Within a Technology Supported Environment
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2019-07
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Students have more access to technology, but teachers have identified “ineffective professional development” as an obstacle to integrating technology into classrooms (Schoology, 2017). This interpretative case study responds to the need to change current technology integration professional development practices by building upon teachers’ lived experiences. I foreground the voices of teachers who are doing the learning in order to inform the design of professional development. The study took place in a small, first-ring, suburban district with five teachers who taught in a 1:1 setting. I collected participant artifacts, interview data, and field observations and subsequently analyzed the data through coding and three-dimensional narrative inquiry space. The following research questions framed the focus of the study: 1) How do teachers construct technology integration practices in a technology supported environment? 2) What informs teachers’ technology integration practices? 3) What are the practices of secondary teachers related to tech integration? The findings indicate that four factors inform teachers’ technology integration practices: values and beliefs, narrative authority, knowledge of and access to resources, and narrative knowledge. The study also suggests that teachers enacted technology integration practices along a process-oriented and product-oriented spectrum. Taking these two findings into account, I developed the Pinwheel Framework in order to explain how teachers constructed their technology integration practices. This research shifts the conversation from designing technology integration professional development for teachers (a product-oriented approach) towards using teachers’ lived experiences as part of technology integration professional development practices (a process-oriented approach).
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University of Minnesota Ph.D. dissertation. July 2019. Major: Education, Curriculum and Instruction. Advisor: J.B. Mayo. 1 computer file (PDF); ix, 150 pages.
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Chang, Yeng. (2019). Teachers’ Construction of Technology Integration Practices Within a Technology Supported Environment. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/206679.
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