Date of Award

Summer 7-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Sherry DeVore

Second Advisor

Dr. Samantha Henderson

Third Advisor

Dr. Phillip Guy

Abstract

This study focused on the perceptions of students and teachers regarding the use of instructional technology in the classroom. Participants in this study were from three school districts with student populations between 500-1,000 students in the southwest region of Missouri. Students were given a survey to determine a self-assessment of their own abilities to use certain technologies for learning purposes. Their teachers were given a correlated survey; however, teachers were asked to assess their students’ abilities to use certain technologies for learning purposes. A Mann-Whitney U test was conducted on the results of the surveys to determine if there was a statistical difference between the students’ and teachers’ responses. No statistical difference was calculated between students’ perceptions and teachers’ perceptions of students’ abilities to use instructional technology. Further, interviews were conducted with teachers to determine their perceptions of many aspects of the use of instructional technology, including the following: perceptions of teacher training regarding instructional technology, including preservice teacher training and professional development; pedagogical models teachers employ when using instructional technology; and barriers to the effective implementation of instructional technology in their respective classrooms. Findings revealed, overall, teachers think training regarding the use of instructional technology needs to be strengthened at both the preservice level and the professional development level. Further, teachers reported barriers to effective use of technology include a lack of viable equipment. Teachers were generally unfamiliar with pedagogical models regarding instructional technology.

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