Instructional Technology Dissertations

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    Influence of Social Emotional Learning and Social Presence: A Qualitative Case Study
    (2024-02) Rivera-Santana, Valerie
    The 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.
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    Universal Design for Learning in Online Higher Education: A Qualitative Case Study in Jamaica
    (2024) Tatham-Brown, Kereen
    Higher 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.
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    From Desks to Desktops: A Phenomenological Study of K-5 Teachers’ Experiences of Technology Use within Maryland Public Schools
    (2024) DeLisi, Ellen
    Educational 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 education
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    A Qualitative Case Study Exploring Teachers' Perceptions of Blended Learning and the Impact on Student Achievement
    (2024-02-09) Lloyd, Brenna
    Technology'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.
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    Educators' Perceptions on Digital Citizenship and Secondary Education: A Basic Qualitative Study
    (2024-02-21) Barton, Kelsey
    Negative 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.
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    Student Perceptions of Engagement with Secondary Mathematics in a Gamified, Standards-Based Grading System: A Basic Qualitative Study
    (2024-02-14) Bryant, Albert
    In 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, engagement
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    Community-Based Problem Solving in STEM: A Qualitative Case Study of K-8 STEM Education
    (2024-01-26) 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.
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    Community-Based Problem Solving in STEM: A Qualitative Case Study of K-8 STEM Education
    (2024-01-26) 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.
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    A Quantitative Ex-Post Facto Causal-Comparative Study of Universal Design for Learning Engagement Strategies in Online Continuing Education Courses
    (2023-09) Gaines, Sara
    An 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.
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    The Digital Influence on Beginning Writers: A Basic Qualitative Study
    (2023) Dreyer, Victoria
    Writing is necessary for workplaces, and schools should equip students with basic proficiencies. The problem was primary students were not acquiring foundational writing skills. Foundational skills such as handwriting, spelling, punctuation, sentence construction, and typing should be effortless as students leave primary grades as the focus turns to developing and communicating ideas. Technology-integrated writing instruction and practice significantly impact student achievement and confidence but needed to be addressed in the literature when focusing instructional methods to close the achievement gap. The purpose of this basic qualitative study was to examine how writing practice using digital tools influenced beginning writers’ confidence in acquiring foundational writing skills. The study employed a basic qualitative methodology grounded in the self-efficacy element of social-cognitive learning theory and constructivism. It surveyed 17 global educators via an anonymous English questionnaire on Facebook's EduProtocols Community and Twitter's #twitterEd, probing their perceptions of technology's role in boosting beginner writers' skills and confidence. Data were manually coded and analyzed thematically. Key results indicated a positive impact on beginning writers' foundation skill acquisition when participating in digital writing practice. Recommended actions included fostering professional development around digital tool integration and promoting policy changes for effective technology incorporation in teaching methods.
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    Motivations to Implement Augmented Reality: A Qualitative Study of Utah Educators
    (2023) Burnham, Brian
    High school teachers generally do not use augmented reality (AR) in teaching, although empirical evidence suggests students experience positive learning outcomes from its use. The problem was a lack of clarity about what motivates high school teachers to use AR in classrooms at suburban high schools in northern Utah. The purpose of the research was to explore what motivates high school teachers to use AR in teaching and what support is needed for teachers to apply AR effectively in a classroom setting. Research Question 1 examined factors influencing teachers’ motivation to use AR as a teaching strategy. Research Question 2 explored the support needed by teachers to integrate the use of AR successfully into teaching practices. The theoretical foundation of the theory of planned behavior and the technology acceptance model helped establish a framework for exploring participants’ motivation regarding AR use. The qualitative methodology integrated a basic qualitative design to collect data from 17 teachers who volunteered to participate in virtual or in-person semistructured interviews. Interview data were transcribed and analyzed using qualitative coding and Braun and Clarke’s 2019 thematic approach. Results indicated most teachers lacked an accurate awareness of AR, viewed AR as advantageous for learning, expected barriers to using AR, expected leaders and peers to support the use of AR in school, and viewed training as a possible motivating factor for using AR as a teaching strategy. Education and industry leaders should increase teachers’ awareness of AR, understand and address teachers’ perceived barriers to AR use in the classroom, and provide training on the effective use of AR for learning.
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    Preparing Preservice Teachers with Technological Skills Through Virtual Field Experiences in North Carolina Educator Preparation Programs: A Qualitative Exploratory Case Study
    (2023-11) Chapman, Amanda
    The problem is many educator preparation programs (EPPs) in the U.S. may not be adequately using virtual field experiences (VFEs) to prepare their preservice teachers (PSTs) with the knowledge and skills needed for the future of learning in the Industrial Revolution (I.R.) 4.0. An examination of relevant literature identified five types of VFEs that could be used to provide PSTs with the technological skills needed for their future classrooms. Despite an increase in sporadic uses of VFEs due to the pandemic, there is a notable gap in research among state EPPs' use of VFEs. The purpose of this qualitative exploratory case study was to examine how North Carolina EPPs utilize the identified types of VFEs to prepare their PSTs with knowledge and experience using digital tools and innovative technologies. The study was conducted to utilize Kolb's experiential and Brown et al.'s situated cognition learning theories as the theoretical framework. Research questions focused on prevalence, types, and digital tools utilized in VFEs within North Carolina EPPs. Purposeful sampling was employed to select one field experience expert from each in-state public and private approved EPP in North Carolina. The qualitative case study comprised 16 participants, all of whom completed the questionnaire and 2 of whom participated in a semi-structured interview. The analysis involved coding the information for themes and interpretations, which revealed that despite the surge of VFE use during the pandemic, many EPPs have returned to traditional in-person field experiences, indicating the need for further research on VFE integration and use in EPPs. Keywords: A.R. (Augmented Reality), digital competence, digital tools, educator preparation programs, mixed reality, North Carolina, online teaching, preservice teachers, simulations, telepresence technologies, V.R. (Virtual Reality), videoconferencing, virtual field experiences
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    Teachers’ Use of Mobile Learning Tools Aligned with Technological Pedagogical and Content Knowledge (TPACK): A Quantitative Study
    (2023-07) Mohamed, Asmaa
    After COVID 19 pandemic started, United States public schools pursued alternative learning options. Schools began teaching virtually, so schools could reopen safely. Eventually, some schools preferred to continue with the virtual learning option and the face-to-face option with safety measures. The problem is that many teachers shifted from traditional to virtual teaching without proper training for the TPACK framework, which is the base for virtual learning. There is a gap in literature regarding the virtual teacher’s knowledge of the TPACK framework and their usage of mobile learning (M-Learning) tools. The purpose of this quantitative correlational study was to examine the virtual teachers’ TPACK framework knowledge (independent variable), and its relation to the use of M-Learning tools in virtual classes (dependent variable) in current virtual schools. Four elements of the TPACK theory, PK, PCK, TPK, and TCK, were examined to confirm the correlation between the elements and M- learning tools usage was functioned as the theoretical framework of the study and help address the four research questions. A sample population of 35 virtual teachers working during the academic 2022-23 school year were recruited for the study. Two electronic questionnaires were used to collect responses from participants and analyzed utilizing Kindal-Tau test. The results indicated a positive statistical correlation between M-learning tools usage levels and only one of the tested TPACK elements.
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    Teacher Perceptions of Technology in Algebra Classes: A Qualitative Exploratory Case Study
    (2023-02-15) Demirors, Ismail
    Teacher perceptions are crucial in integrating technology in high school algebra classes. The problem was the limited inclusion of technology in algebra classes because of the traditional approach to teaching algebra. There is a gap in the literature regarding the influences of teachers' fixed or growth mindsets on their perceptions. The purpose of this qualitative exploratory case study was to explore how teachers' mindsets influence their attitudes toward the inclusion of technology in high school algebra classes at one school district in New Jersey. Self-perception theory (SPT) and the technology acceptance model (TAM) were combined in the current study to analyze teacher mindset influences on their perceptions of integrating technology in high school algebra classes. Research questions sought to answer possible influences of teachers' mindsets on teacher perceptions of the inclusion of technology in high school algebra classes. The research design was a qualitative exploratory case study with a target population comprising 65 math teachers working for a New Jersey school district. Eighteen teachers who taught algebra were selected. NVivo, a qualitative data analysis software, was used to conduct a thematic analysis of data from focus groups and semi-structured interviews. The thematic analysis closely examined common themes, topics, and ideas. The findings revealed the influence of fixed and growth mindsets on teacher perceptions. While teachers with a fixed mindset perceived technology inclusion negatively, teachers with a growth mindset perceived technology inclusion positively. Educational leaders should improve professional developments that address mindsets.