Instructional Technology Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/20.500.12520/40
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Item Open Access Elementary Teachers' Perceptions of Educational Technologies on English Language Learners: A Qualitative Descriptive Case Study(2025-01) Pino, TerryThe United States has witnessed a significant rise in English language learner (ELL) populations, particularly in the South and Midwest regions. The problem is that English language learners have disparities in academic achievement compared to their non-ELL peers in elementary schools in metro Atlanta, Georgia. The purpose of this qualitative case study was to explore elementary teachers’ perceptions of the role that educational technologies play in helping educators address curriculum gaps for ELL students. Grounded in constructivism and self-determination theories, this qualitative case study sought to understand teachers’ perspectives on the role of instructional technologies in bridging curriculum gaps for ELLs. Through semi-structured interviews with 20 elementary educators, the study delved into the efficacy of technology tools, applications, and best practices in language acquisition and achievement for ELLs. The themes identified through qualitative data analysis illuminated a multifaceted approach to integrating instructional technologies to support ELLs’ learning needs. This approach requires using instructional strategies, leveraging technology and assessments, and access to resources and professional development. The significance of this study lies in its potential to inform educators and policymakers about evidence-based practices for addressing the unique needs of ELLs. The study indicated the effective integration of instructional technology was a critical means for addressing challenges and barriers in the education of ELLs, emphasizing the importance of continuous professional development in this area. Recommendations were made for future educational practices, such as culturally responsible teaching, promoting equity and enhancing learning outcomes for diverse student populations.Item Open Access Teachers Perspective of Implementing Digital Communication Technology to Increase Family Engagement: A Basic Qualitative Study(2025-03) Marcus, LaurenMany families have obstacles that hinder them from engaging with their child’s school. Family engagement, however, has been found to increase student achievement. The problem is familial engagement may be impacted by how teachers communicate in middle schools in Northwest Georgia. While it has been established that familial engagement is imperative to student success, there is a gap in the literature on whether digital communication at the middle school level has increased or decreased familial involvement from the perspective of educators. The purpose of this basic qualitative study was to explore the perceptions of teachers on the impact of digital communications on familial engagement in middle schools in Northwest Georgia. The theoretical framework that was used to guide the research includes the technology acceptance model and ecological systems theory. The research questions were developed to investigate teacher perceptions of digital communication and its impact on family engagement. The target population was 209 teachers of grades sixth through eighth grade in a Northwest Georgia school district with a sample of 15 participants. A questionnaire was used as the data instrument conducted through Google Forms. Reflective thematic analysis model was utilized to analyze the data collected. Through this qualitative research analysis, four themes emerged from the data. These themes included families preferring digital communication, virtual meetings increased family involvement, improved consistency needed to continue to improve communication between families and teachers, and possible miscommunication is more likely through digital communication. Further recommendations include schools knowing and understanding the population of families and their needs and building positive relationships with families.Item Open Access Teachers’ Perceptions of Gamification for Second-Language Acquisition: An Exploratory Qualitative Case Study of Two International Schools in Greece(2024-10) Penna, Leighanne ElizabethGamification can be a useful education tool in second-language classrooms. The problem the study addressed was the limited information identifying best practices, uses, benefits, and challenges when utilizing gamification to support language acquisition. The purpose of this qualitative case study was to identify best practices from teachers’ perspectives in Greece regarding the use of gamification for language acquisition. The problematic aspect of the existing literature was the lack of holistic understanding as to why this gamification approach works and how gamification applies to different socio-cultural learning environments across various languages. Research questions sought instructional strategies, teacher perceptions, and usage of gamification in second-language classrooms. This qualitative case study delved into interviews and focus groups with 16 PreK–12 second-language teachers whom the Greek Ministry of Education approved at two private institutions in Greece. Interview and focus group data were analyzed, and themes were identified. The three research questions were answered by 10 final themes. The themes captured teachers’ perspectives on gamification in second-language classrooms. The themes describe how teachers use gamification tools and key aspects of such tools, how gamification supports language development, and the successes and challenges of gamification. Two theoretical frameworks were used to guide this study. Bloom’s taxonomy (BT), revised Bloom’s taxonomy (RBT), and Mayer’s cognitive theory of multimedia learning were combined to direct the literature review and aided in the analysis of the qualitative data obtained from the teachers. Specific recommendations were provided to improve gamification tools, their usage in second-language classrooms, and future research opportunities.Item Open Access A Quantitative Correlational Study Examining the Relationship between English Language Students’ Lexia PowerUp Usage and English Language Proficiency Scores on ACCESS(2024-12) Stuart, Melinda AbregoEnglish language (EL) students’ English language proficiency (ELP) scores directly impact a school district’s College and Career Ready Performance Index (CCRPI) score, measuring whether Georgia meets accountability requirements. English language proficiency for English language learners (ELLs) is measured by the ACCESS for ELLs assessment. The problem was high schools’ progress toward English language proficiency scores, which were determined by EL students’ scores on the ACCESS for ELLs assessment, dropped from 94.78 to 70.12 points between 2018 and 2023, respectively, in a small, rural school district in northwest Georgia. This study intended to fill a gap in the literature regarding how EL students’ usage correlates to ELP scores. The purpose of this quantitative correlational study was to examine if there is a relationship between Lexia PowerUp usage and English language proficiency scores on the ACCESS for ELLs assessment among high school EL students in a small, rural school district in northwest Georgia. The second language acquisition (SLA) and blended learning theories were the guiding theoretical framework. The research questions addressed the relationship between Lexia PowerUp usage, ELP scores, and performance band placement. For this quantitative correlational study, a purposive sampling method was used to select archival data for a sample size of 36 EL students from a population of 212. Spearman’s rho was used to determine the degree of relationship between two variables. It was determined there was no statistically significant relationship between the variables for both research questions. The outcome of this study may help the school district determine future implementation of educational technology to improve EL students’ ELP scores, potentially leading to positive social change.Item Open Access A Correlational Quantitative Inquiry Into the Factors Affecting the Integration of Instructional Technology in Jamaican K–12 Institutions(2024-12) Blake, JodianThe application of information and communication technology (ICT) to educational processes, dubbed instructional or educational technology (EdTech), efficiently increases learner outcomes by fostering student-centered learning, differentiation, and diversified learning techniques. While research has indicated varied benefits of EdTech to teaching and learning, studies in developing countries have shown low adoption and integration of EdTech with a modest impact on student learning. The problem is that Jamaican K–12 institutions are experiencing low levels of EdTech integration, resulting in suboptimal student performances. This quantitative correlational study aimed to investigate the low levels of EdTech integration in Jamaican K–12 institutions, resulting in suboptimal student performance. There is limited published research exploring the challenges surrounding EdTech integration in the Jamaican context. This study, guided by the diffusion of innovations theory (DOI) and the theory of reasoned action (TRA), investigates the degree to which a relationship exists between first-order factors, second-order factors, and EdTech integration in Jamaican K–12 institutions. Participants in the study included trained teachers from all educational regions working in primary and secondary public schools in Jamaica. Data from a purposive sample of 146 teachers were collected and analyzed from responses using the Boston USEIT teacher survey. Data analysis using Spearman’s correlation test indicated a significantly positive relationship between EdTech integration and first-order and second-order factors. Further research is recommended at the primary and tertiary levels and within rural institutions.Item Open Access Higher Education Instructors’ Social Media and Fandom Participation: A Basic Qualitative Study(2024-12) Dakanay, Rina C.The disruption caused by the COVID-19 pandemic created a shift in higher education to expand course delivery and pedagogical approaches to accommodate social media and digital storytelling tools. The problem was the absence of a social media and digital storytelling framework based on fandom to support collaborative learning in higher education or postsecondary classrooms. The purpose of this basic qualitative study was to explore United States-based higher education instructors’ perceptions of the influence of the fandom associated with the South Korean music group BTS, social media, and digital storytelling platforms to support collaborative learning. Two research questions investigated instructors’ perceptions and insights gained from their participation in the global fandom associated with BTS. The instructors’ knowledge and skills represented the specific literature gap. Connectivism and transformative learning theories formed the study’s theoretical framework to promote the awareness of fandom as the catalyst for collaborative learning and technical skills development. From two academic forums and online groups associated with the BTS fandom, a sample size of 15 higher education instructors provided perceptions, perceived skills gained, and benefits related to being a part of the fandom. A 14-item online questionnaire and virtual, semi-structured interview protocol were conducted to capture the data. Thematic inductive data analysis confirmed the BTS ARMY fandom as a model for collaborative learning, exhibited by skills gained and instructors’ perceptions of collaboration and learning. The BTS ARMY model can be applied to inform a detailed framework for collaborative learning in higher education.Item Open Access The Effects of Parametric 3-Dimensional Computer-Aided Design Software on High School Engineering Students' Achievement and Motivation: A Quantitative Causal-Comparative Research Study(2024-11) Pike, Marshall S.The projected number of engineering professionals will increase in the next decade. Implementing instructional technology to support engineering students in creating design solutions to authentic problems may lead to a more significant number of engineering graduates. The problem is knowing the extent to which parametric 3-dimensional computer-aided design (CAD) modeling software enhances student achievement and motivation in high school engineering programs, necessitating a look at how engineering programs use technology-based instructional aids to improve learning opportunities and motivate students in engineering courses. The purpose of this quantitative causal-comparative research study was to examine the impact of parametric 3-dimensional (CAD) modeling software on high school engineering students' achievement and motivation when implementing technology in the learning environment. The study was supported by a theoretical learning framework comprised of Piaget's constructivism and Siemens' connectivism learning models. Data were collected from 151 Project Lead the Way (PLTW) engineering students enrolled in the Introduction to Engineering (IED) course. A regression analysis using a parametric t-test for Pearson's correlation coefficient, Spearman's rho, crosstabulation, and chi-square was employed to analyze data for linearity between variables. Data on student motivation were collected using a 25-question SMQ-II questionnaire. Findings suggest stakeholders should implement software to enhance motivation and achievement. Recommendations for future research include studying instructional aids in engineering courses for enhanced student motivation and self-efficacy.Item Open Access Teachers’ Perceptions of Gamification in an Advanced Placement Computer Science Course: A Qualitative Study(2024-05) Wines, ShaneGamification is a teaching strategy often praised for its effectiveness in the classroom. The problem was the lack of information regarding teachers’ perceptions regarding gamification in high school Advanced Placement (AP) computer science courses. The purpose of this qualitative study was to explore the perceptions of computer science teachers using gamification as a strategy to improve instructional quality in a Maryland high school AP computer science course. The research questions for this study addressed a gap in the literature about the perceptions of teachers’ thoughts on using gamification in AP computer science. The theoretical framework of this study was grounded in two fundamental theories: connectivism learning theory and gamified learning theory. Key research questions explored teacher perceptions regarding gamification in high school AP computer science and teacher perceptions regarding the effects of gamification on instructional quality in Maryland AP computer science lessons. Through a basic qualitative methodology, 15 teacher participants were surveyed. All participants were current AP computer science teachers. Qualitative survey responses were coded using a six-step thematic analysis framework. Results indicated participants' belief that gamification has the potential to enhance student engagement and inclusivity through effective integration of gamification in a curriculum, emphasizing the importance of professional development and flexible teaching strategies. Findings from this study may help determine best practices for implementing gamification in high school AP computer science classes so instructional quality is improved.Item Open Access General Education Teachers’ Perceptions on Using iPads and Chromebooks to Support Students With Disabilities in Inclusive Classrooms: A Qualitative Exploratory Case Study(2024-10) Mukthipudi, SupreethiThe study explores teachers' perceptions of utilizing iPads and Chromebooks to serve students with disabilities in K–12 inclusion classrooms. Students with disabilities spend their school day alongside non-disabled classmates in general education classrooms. The problem is K–12 teachers lack personal competency in providing education using technology. The purpose of the qualitative exploratory case study was to explore the factors influencing teachers' perceptions toward adopting iPads and Chromebooks as assistive technology in inclusive classrooms for students with disabilities in South Carolina. Teachers' participation in digital learning and evaluation may be hampered by a lack of individual competency, technical expertise, negative acceptance toward technology, challenges in incorporating lessons with technology, and an absence of motivation. Bandura’s self-efficacy theory and technological pedagogical content knowledge (TPACK) provided the theoretical framework for this study. Three research questions were used to explore general education teachers ’experiences when using iPads and Chromebooks to support students with disabilities in inclusive classrooms, the challenges they have experienced, and how they have addressed those challenges. Purposeful sampling included 17 South Carolina K–12 general education teachers who served in inclusive classrooms and responded to a Facebook recruitment post for the study. Open-ended questionnaires and interviews were used to gather data. Multi-source triangulation promoted the study’s trustworthiness. Data were analyzed using six-step thematic analysis model. Findings related to the critical role of teachers as facilitators and decision-makers of mobile device implementation and the need for administrative and professional development support.Item Open Access The Effects of Universal Design for Learning: A Qualitative Exploratory Case Study of Closing the Achievement Gap(2024-09) Montano, MindyThe achievement gap among students in the United States still exists despite efforts through various educational reforms and curriculum frameworks. While studies have been published on closing the racial, gender, and economic achievement gaps, very little research exists on the achievement gap among students with disabilities and their nondisabled peers in inclusion classrooms. The problem is the continued achievement gap between special education students compared to their general education peers in inclusive classrooms. A potential digital-age solution to the problem is to combine the Universal Design for Learning (UDL) curriculum framework with a learning management system (LMS). The purpose of this qualitative case study was to describe the perceived benefits when pairing UDL with an LMS to improve students’ academic progress and engagement in the inclusion classroom. Gathering information based on the perceptions and thoughts of teachers set the foundation for selecting a qualitative exploratory case study to answer two research questions. Data from semistructured interviews, observations, and questionnaires were gathered to investigate the academic progress of middle and high school students when combining UDL and an LMS in inclusion classrooms. Interview and questionnaire data were gathered to explore the perceived educational benefits reported by instructors. Carl Rogers’ and Abraham Maslow’s humanistic learning theory, along with Stephen Downes’s and George Siemens’ connectivism learning theory, were the guiding theoretical framework for this study. Perceived benefits of pairing UDL with the LMS for students served in inclusion classrooms were (a) social learning, (b) active learning, and (c) accessible curriculum.Item Open Access Transforming Instructional Design: An Exploratory Case Study on Adapting for Today’s Changing Training Needs Within the Defense Industry(2024-09) Haglund, EricaPerspectives of instructional systems designers on how the instructional systems design (ISD) process functions and impacts military training were assessed in this study. The problem was foundational ISD models do not meet modern training needs and requirements for United States military personnel. The purpose of this qualitative exploratory case study was to understand why instructional design models do not meet training needs and requirements for U.S. military personnel. One gap in the literature was the lack of an ISD model or instructional practice that meets the needs of modern training. The study was grounded in the theoretical framework of instructional theory. How instructional systems designers describe training and the ISD process, how new training requirements are addressed, and how approaches to the integration of changes are adjudicated were addressed by the research questions. Purposive sampling was utilized to select the sample of 15 instructional systems designers within the defense industry with at least 1 year of experience. A questionnaire and a semi-structured interview protocol were used to gather the perspectives of participants. Data were analyzed using Braun and Clarke’s six-step thematic analysis process. The results of this study highlighted the stagnant state of ISD, process impediments, a new understanding of the learner, and a lack of technological advancements. Recommendations were made to further study purposeful integration of technology, assessment of the ISD process, and specific Department of Defense (DoD) branch practices for ISD.Item Open Access Career and Technical Education Teacher Perceptions of Employing eLearning to Teach Soft Skills: An Exploratory Case Study(2024-07) Blum, Amanda KayeWorldwide, and in all industries, leaders report deficiencies in the skills of the workforce. The problem is workers are leaving high school and higher education institutions without the soft skills necessary to experience success in the world of work. The purpose of this qualitative exploratory case study was to explore the perceptions of Career and Technical Education (CTE) instructors in Arkansas regarding why students are graduating high school and higher education programs without the necessary soft skills to be successful in the workplace. Literature shows which skills are missing and what barriers to improvement there may be but does not focus on the teacher’s perceptions of the reported gap and their feelings about using e-learning technologies to address the gap. Connectivism and experiential learning theory will be used to analyze and interpret the data gathered. The three research questions posed in the study focused on CTE teacher perceptions of graduate unpreparedness, academic practices in use to teach soft skills, and teacher willingness to use e-learning technology to close the gap. Using a qualitative exploratory case study, a population consisting of 15 CTE teachers at a two-year college in Arkansas was selected based on their experience in the CTE field and designing CTE curriculum. Data was collected through semi-structured interviews, content analysis, and field notes and analyzed using thematic analysis. Results indicated a lack of structured soft skills instruction and the tendency of instructors to focus on technology used for technical skills versus soft skills.Item Open Access Influence of Social Emotional Learning and Social Presence: A Qualitative Case Study(2024-02) Rivera-Santana, ValerieThe problem was the lack of SEL and social presence practices in online learning during the COVID-19 pandemic, which caused student engagement to decline. The purpose was to explore educator perceptions of how SEL social presence practices affect student engagement during the transition from traditional learning. Grounded in social constructivism and social presence theories, this study aimed to fill the gap in the literature review, emphasizing the need for further investigation into the combined effects of SEL instruction and social presence practices on student engagement. Key research questions were used to answer how educators perceive the impact of explicit SEL instruction and social presence practices on student engagement online. The study employed an intrinsic qualitative case study methodology, targeting educators teaching grades 5–12 from 2018–2022. A purposive criterion sampling method was utilized to select 15 educators who shifted from traditional to online teaching during the pandemic. The five analytic phases model for content analysis combined with open coding and in vivo coding identified patterns and themes in data collected from individual interviews and a focus group. Findings revealed two major themes: the necessity of SEL and social presence to enhance student engagement online and the challenges and opportunities in implementing SEL and social presence online. The conclusion was that these practices must be incorporated into virtual learning. Recommendations include changes to policies and practices such as training and parental involvement. Findings benefit learners, educators, policymakers, and researchers as they shape the future of engaging and effective online learning.Item Open Access Universal Design for Learning in Online Higher Education: A Qualitative Case Study in Jamaica(2024-03) Tatham-Brown, KereenHigher education institutions (HEIs) are challenged to create more inclusive and accessible content to ensure learner satisfaction in online learning environments due to increasing variability. The problem was the low course completion in online learning at a HEI in Jamaica. The purpose of this qualitative case study was to explore the perceptions of students and faculty members about the effects of Universal Design for Learning (UDL) strategies on students’ course completion in online learning at a HEI in rural Jamaica. Previous research showed a gap in UDL-related research in higher education online learning programs. Social constructivism theory and engagement theory guided the theoretical framework. Both approaches emphasize the importance of interaction and meaningful engagement for active learning. A qualitative instrumental case study design was used. The target population consisted of 60 faculty members and 700 students. The sample size included five faculty members and 20 students. The unit of analysis was a group of students and faculty members who had experienced online learning during the pandemic. Web-based questionnaires and online focus group interviews were used for data collection. Inductive data analysis procedures were employed to gather, sort, and compare data. Two research questions guided the study to explore the perceptions of students and faculty members. The findings revealed that students and faculty members positively perceived UDL strategies in the online learning environment, citing benefits like active learning and personalized instruction, urging policy alignment with UDL best practices.Item Open Access From Desks to Desktops: A Phenomenological Study of K-5 Teachers’ Experiences of Technology Use within Maryland Public Schools(2024-02) DeLisi, EllenEducational technology plays a role in most classrooms. Online education has permeated elementary school programs, offering technology-rich instruction. The problem is a digital use divide has been created because teachers who have transitioned from a traditional setting to a virtual setting may implement and use more technology tools in the classroom. Because online education at the primary level is fairly new, there is limited research on its design and delivery. The purpose of the study was to explore K-5 teachers’ experiences of technology use after transitioning from a traditional setting to a virtual setting within Maryland public schools. The key questions that guided the study focused on the experiences of technology use and perceptions of how technology use changed after transitioning from a traditional setting to a virtual setting within Maryland public schools. Through a qualitative phenomenology methodology, data were collected via eight semi-structured interviews and eight questionnaires completed by virtual teachers in Maryland public schools. Interview transcripts and questionnaire responses were coded using thematic analysis. Results indicated virtual teachers have students use technology to show their learning in creative ways through more or better hardware and numerous applications. Virtual teachers perceived that students were being prepared for the future and were benefiting from quality technology use. Findings can be used to better understand the benefits of technology use and create the infrastructure needed for better technology integration in traditional school settings. Keywords: 21st-century skills, digital use divide, educational technology, phenomenology, technology integration, virtual educationItem Open Access A Qualitative Case Study Exploring Teachers' Perceptions of Blended Learning and the Impact on Student Achievement(2024-02) Lloyd, BrennaTechnology's rapid development is changing how educators plan lessons and incorporate these digital resources into classrooms with the expectation of impacting student academic performance. The problem is that teachers need professional development related to blended learning implementation to improve student achievement in elementary (An, 2021; Hung et al., 2020; Lockee, 2021). The purpose of this qualitative study was to identify the professional development needed to implement best practice strategies in blended learning environments in third through fifth classrooms in a suburban school district in Northwest Atlanta, Georgia. Although previous research studies using diffusion of innovation and self-determination theory exist, the studies focus on teachers' perceptions of blended learning in secondary and postsecondary environments. Data were collected utilizing purposeful sampling to select 15 third to fifth-grade teachers. An open-ended question interview was used to collect the data. Thematic analysis suggested that teachers perceive blended learning professional development as beneficial to their instructional choices. Additionally, teachers expressed that the support received from onsite personnel was more meaningful than generalized professional development. The findings suggest teachers have positively impacted student achievement using blended learning best practices. The results addressed the gap in the literature and suggested that professional development in blended learning best practices impacts teachers' perceptions and instructional choices for students. Furthermore, targeted professional development benefited teacher pedagogy and improved student achievement.Item Open Access Educators' Perceptions on Digital Citizenship and Secondary Education: A Basic Qualitative Study(2024-02) Barton, KelseyNegative correspondence with online activity has become an increasing challenge within secondary school settings with the rapid increase in technology. The problem is that secondary educators face multiple challenges in digital citizenship, including a lack of professional training and curriculum support. A gap exists in the literature based on the lack of data collection on secondary educators' perceptions of digital citizenship training and curriculum. The purpose of this basic qualitative study was to explore the perspectives of secondary teachers in South Carolina regarding their experiences with the digital citizenship curriculum and how professional training affects their instruction and student learning. The research questions sought to understand the effect digital citizenship training has on instruction and student learning while also understanding the effects of integrating a digital citizenship curriculum on educators based in South Carolina. A basic qualitative study used purposive and snowball sampling to recruit 15 public secondary educators from social media platforms. Data collection occurred through semi-structured virtual interviews and was analyzed using Braun and Clarke’s thematic analysis. Results indicated the need for educators to receive supportive professional training to support student learning and instruction with digital citizenship and that most educators incorporate digital citizenship and see the negative impact that improper use of social media can have on students. Secondary educators will benefit from the research, and positive social change can occur by implementing digital citizenship instruction and professional training.Item Open Access Student Perceptions of Engagement with Secondary Mathematics in a Gamified, Standards-Based Grading System: A Basic Qualitative Study(2024-02) Bryant, AlbertIn the secondary school setting, student engagement with mathematics has been declining for various reasons and for a significant amount of time. Gamification and standards-based grading are strategies that have the potential to improve student engagement with mathematics. The problem was poor student engagement with classroom activities in secondary mathematics. The purpose of this basic qualitative study was to explore former students’ perceptions regarding the student engagement in teaching and learning activities they experienced with secondary mathematics content in the gamified, standards-based grading system at a rural high school in a midwestern state. This basic qualitative research study sought to fill a gap in the literature by investigating former student perceptions of their engagement with mathematics. Grounded in constructivist learning theory, this study reported student perceptions of their engagement. Fifteen to twenty-five former students from the population of 46 who have experienced gamified, standards-based grading in their high school math class were selected by voluntary response sampling. Participants in the study first answered an online questionnaire asking about their perceptions of their experiences and then completed an interview conducted and transcribed on Zoom. Participants indicated that the standards-based grading system positively impacted their engagement, improved their understanding of learning objectives, promoted self-regulation, and preferred the system over points-based grading systems. Most respondents enjoyed and were motivated by the gamified elements. The major recommendation of this study is that educators should explore and implement constructivist learning strategies, including gamification and standards-based grading in secondary education. Keywords: standards-based grading, gamification, mathematics, engagementItem Open Access Community-Based Problem Solving in STEM: A Qualitative Case Study of K-8 STEM Education(2024-01) Garneau, Kathy L. S.A theoretical framework grounded in constructionism and pragmatism theories supported research on learning by doing. This framework underpinned the purpose of this qualitative case study to explore how K-8 STEM teachers facilitated projects utilizing innovative technologies to solve community-based problems. The problem was a lack of connection between community- based problems with current standards and pedagogy designed to develop a globally competitive workforce. A gap in the literature existed for studies investigating the combination of community-based problems and innovative technology. In examining the problem, the qualitative case study used interviews with 15 STEM teachers in the Midwest United States. Qualitative data analysis software NVivo version 14.23.0 was used to code the interview data. The final analysis relied on a bottom-up approach with inductive reasoning to draw conclusions. The results demonstrated how teachers in STEM programs designed purposeful learning for students and resulted in five themes: STEM Habits of Mind, Lens of Empathy, Connecting Beyond the Classroom, Designing Purposeful Learning, and Innovative Solutions. Conclusions drawn from the results may inform STEM teachers’ pedagogical choices and future programming decisions. Using resources and experts outside the classroom could spark ideas and generate problems and solutions from different perspectives. Solving real-world problems for others moved students from skills-based learning with technology to a problem-solving focus, generating innovative solutions. Teachers learning from this research could harness technology's power for society's good by creating lessons that focus on empowering students to find solutions to current problems in their communities.Item Open Access A Quantitative Ex-Post Facto Causal-Comparative Study of Universal Design for Learning Engagement Strategies in Online Continuing Education Courses(2023-09) Gaines, SaraAn increase in online learning experiences emphasizes the importance of utilizing online continuing education opportunities for K–12 educator professional development. The problem was that Florida K–12 educators enrolled in online Professional Development Alternatives (PDA) courses have decreased completion rates. While public regulations require Universal Design for Learning (UDL) in classrooms, there is a gap in research analyzing the impact of UDL on K–12 educators enrolled in online professional development. Utilizing the Community of Inquiry (CoI) theory, the purpose of this study was to determine if a difference exists between the achievement of completers and non-completers among Florida K–12 educators who participated in a non-UDL PDA course and a UDL PDA course. One research question focused on the difference between PDA course completion rates for participants who did and did not receive UDL engagement strategies, with corresponding hypotheses. An ex-post facto causal-comparative design from a population of 509 educators used archival data from n = 125 educators enrolled in online PDA. A statistical analysis using the chi-square test of independence rejected the null hypothesis. This study provided statistically significant evidence to support rejecting the null hypothesis, recommendations include further research, including ongoing adult education, UDL, and true experimental research.