Date of Award

8-2022

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Dr. Robyne Elder

Second Advisor

Dr. Roger Nasser

Third Advisor

Dr. Robert Steffes

Abstract

Technology in the educational setting has evolved drastically over the last few decades and continues to currently evolve. As technology advances, best practices for teaching and learning, standardized testing, and curriculum also must evolve. The purpose of this study aimed to fill the gap of the lack of research regarding the possible differences in academic achievement data, pre- and post-Google Chromebooks usage. The researcher investigated educators’ and administrators’ perceptions of technology by conducting inperson interviews at the conclusion of the two-year study. The analysis of qualitative data, gathered from all interviews and researcher journal entries, fell into various thematic categories, including simplified delivery of instruction, tailored individual learning, and collaboration with peers. Participants in the study were third-grade teachers and administrators at a Midwest Elementary School. Academic achievement data in the form of pre- and post-Google Chromebook usage from third-grade students at a Midwest Elementary School were collected and analyzed. Results from the study revealed a significant increase in academic achievement data in the second year of implementation. In consideration of these findings, recommendations for future studies include expanding the study to include academic achievement data from multiple elementary schools within and outside of the same district, as well as increasing the number of educator and administrator interviewees. Such research could provide a more thorough insight into the possible benefits of Google Chromebook usage, as well as educator and administrator perceptions of technology.

Rights

Copyright 2022, Brittany Powell.

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