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ERIC Number: ED568087
Record Type: Non-Journal
Publication Date: 2016
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-2197-8
Elementary Teachers' Experiences with Technology Professional Development and Using Technology in the Classroom: A Case Study
Grizzle, Pamela Lavon
ProQuest LLC, Ed.D. Dissertation, Northcentral University
In order for educators to prepare students for technology-enhanced learning educators must first be prepared. The digital divide and technology professional development are two factors impacting the depth at which technology is integrated into the classroom. The local problem addressed in this study was that the impact of technology professional development on the acquisition of digital literacy skills by educators and the implementation of technology in elementary classrooms was undetermined. The purpose of this qualitative single case study was two-fold: 1) to investigate the impact of current technology professional development provided by the school system on the acquisition of digital literacy skills by elementary educators and, 2) to explore what types of professional development educators believe are important for implementing technology in elementary classrooms. The study site was a small public school system in a rural farming community located in a southeastern state. The purposive quota sample for this study consisted of Kindergarten through fifth-grade educators teaching within the three elementary schools of the study site. The instruments for this study were a technology use eligibility screening assessment and electronic asynchronous qualitative email questionnaire. Results indicated professional development is minimally provided by the school district. Results also indicate educators desire longer, more in-depth professional development opportunities. Findings showed that educators have a desire to learn and implement technology but need training to do so. Recommendations include more extensive research in the area of technology professional development, including interviews of those providing training and an analysis of presentation materials as well educator lesson plans that include technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A