Date of Award

Spring 2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Heather Schugar, Ph.D

Committee Member

Matthew Kruger-Ross, Ph.D

Committee Member

Jordan Schugar, Ph.D

Abstract

This single case study examines teachers’ beliefs and attitudes toward technology integration during the COVID-19 pandemic. The study focuses on how teachers’ beliefs have shifted since schools pivoted to virtual learning in March 2020 as a result of the COVID-19 pandemic, with many schools continuing some form of virtual learning, such as a hybrid model. The single case study design incorporated a survey instrument and semi-formal interviews during the two-phase study. The 20-question survey collected data on the participants’ demographics, teachers’ knowledge of technology integration, and their beliefs and perspectives on technology integration’s impact on student learning. The study participants were 13 full-time teachers and two administrators employed by the parochial high school since the 2019-2020 school year. The data collected from the semi-formal interviews were coded using first and second-cycle coding. A priori coding was used during the first-cycle coding with predetermined codes using the six components of TPACK. After first and second cycle coding, seven themes emerged. The first four major themes were: (a) training to integrate digital resources, (b) recounting the benefits of technology integration, (c) uncertainty if integrating technology increases, and (d) leveraging the power of technology that answered the first sub-question. The last four major themes were: (a) reflecting on integrating technology, (b) going back to pre-COVID-19 instructional practices, and (c) managing internet issues and other technology concerns which answered the second sub-question.

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