Date of Award

5-1-2024

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational Policy and Leadership

Dissertation/Thesis Chair

Heinz-Dieter Meyer

Committee Members

Kathleen Spring, James Butterworth

Keywords

Craft, Efficiency, Experience, Limits, Teaching, Technology

Subject Categories

Education Policy

Abstract

This study focuses on teachers and the impact technology has on their instruction, with a focus on how technology affects their craft. Technology moved into classrooms over several decades, but was boosted significantly by the need to migrate to online instruction by the recent COVID19 pandemic. This migration required teachers to adapt methodologies to offer instruction. This study exposes what teachers articulate about their skills. Their experiences with immersion into digital platforms provide rich commentary on the purpose, progress, and pitfalls of online teaching for them and their students. For this qualitative study, a sample of 16 teachers from urban and suburban districts participated in semi-structured interviews. Half of the teachers were experienced (Veterans), with at least 12 years in the classroom, and half were newer (Novices), with three to five in the classroom. The veteran teacher participants raised concerns over such long-term issues as technology maintenance and sustainability. Several noted that teachers and students seemed to expect that instruction should be entertaining. Several acknowledged that technology made organization easier, although several also indicated that technology frequently hindered personal interaction. Novice teacher participants acknowledged that digital technology, which had been a part of their lives for many years, served to make material readily accessible. The Novice participants also identified the struggle some of their veteran colleagues had utilizing available platforms. Several, including participants from both groups, also talked about the possibility of reimagining education. Teachers in this study recognized that technology implementation would require re-skilling to develop their ability to use digital technology knowledgeably. Novice teachers were more comfortable with the technology but acknowledged that they needed to develop their skills with content and delivery. The differences and similarities among the teachers in the sample raise many suggestions about the both the potential of technology infusion and the concerns about lack of direction and purpose for both teaches and students as reliance on technology becomes more prevalent in classrooms. These teachers raised significant issues worthy of continued research.

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