ERIC Number: ED642303
Record Type: Non-Journal
Publication Date: 2022
Pages: 171
Abstractor: As Provided
ISBN: 979-8-7806-2712-8
ISSN: N/A
EISSN: N/A
Second- and Third-Grade Educators' Perspectives on Technology Integration and Implementation in Early Childhood Literacy Classrooms
Renee Kenny
ProQuest LLC, Ed.D. Dissertation, Walden University
Researchers have indicated that educators integrate technology based on their perspectives. Despite the increased expectation for educators to integrate technology into the daily academic environment, there has not been a significant improvement in outcomes in the critical area of literacy. In this basic qualitative study, the research questions were designed to explore second- and third-grade educators' perspectives on the challenges they face when integrating technology and how technology implementation influences literacy outcomes. A total of eight purposefully selected participants, educators who had taught second or third grade within the last 3 years with 2 to 3 years of experience teaching literacy and who are responsible for actively integrating technology, were interviewed. The conceptual framework for the study was grounded in social constructivism and Vygotsky's more knowledgeable other learning environment. Thematic coding was used to analyze collected data. Educators' perspectives revealed that external barriers hinder academic progress. Educator confidence plays a deciding role in integration and implementation. Using interview questions rooted within the constructs of the chosen framework, the insight gained from educators may promote enhanced student achievement outcomes through greater understanding based on educators' perspectives on technology integration, and implementation in the literacy classroom promoting positive social change. As positive influences are noted in the early years, the noted improvements may increase learning and earning potential for youth locally, nationally, and globally. The findings garnered from this study may influence populations beyond the foundational years. [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: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Elementary School Teachers, Teacher Attitudes, Technology Integration, Emergent Literacy, Technology Uses in Education, Grade 2, Grade 3, Barriers, Teaching Experience, Literacy Education, Early Childhood Education
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A