Integrating educational technology in primary classrooms: Purpose and pedagogy
| dc.contributor.author | Caldwell, Devon | |
| dc.contributor.supervisor | Streelasky, Jodi | |
| dc.contributor.supervisor | Wiebe, Michelle | |
| dc.date.accessioned | 2024-05-01T21:41:40Z | |
| dc.date.available | 2024-05-01T21:41:40Z | |
| dc.date.issued | 2024 | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Doctor of Philosophy PhD | |
| dc.description.abstract | Numerous studies have provided information on teachers’ beliefs, attitudes, and perceptions of technology integration, the ubiquitous nature of technology and variation in its use, and the barriers experienced by teachers (e.g. Ertmer et al., 2012; Lu et al., 2017; Miller, 2018; Rowsell & Harwood, 2015). However, few studies have offered thorough examinations of Canadian primary teachers’ perspectives of and rationales for including specific technologies and digital experiences in their pedagogical practices with young learners. This doctoral study provides in-depth information about primary teachers’ technology-supported practices, including pedagogical approaches that have proven successful prior to pandemic teaching and documenting unique approaches to technology integration that have arisen as a response to COVID-19. Grounded in sociocultural theory and multiliteracies theory, this mixed-methods multiple-case study investigated four Kindergarten-Grade 2 teachers’ practices and purposes for integrating technology. Participants were from one rural and one urban school division in Manitoba, and data were collected during pandemic teaching conditions. Findings revealed that although there was variation in teachers’ pedagogical beliefs, practices, and device access, there was significant similarity in their purposes for using technology. Common purposes for integrating technology included building community, enhancing teaching and learning, overcoming barriers, and maintaining educational continuity during COVID-19. All participants leveraged a range of platforms and tools to impart digital competencies while endeavouring to balance screentime, creation, and consumption. This study offers suggestions for how primary teachers may integrate technology in effective and innovative ways while documenting the barriers experienced by teachers in their efforts to do so. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/16461 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | technology integration | |
| dc.subject | teacher practice | |
| dc.subject | educational technology integration | |
| dc.subject | primary classroom | |
| dc.subject | pandemic | |
| dc.subject | Manitoba | |
| dc.title | Integrating educational technology in primary classrooms: Purpose and pedagogy | |
| dc.type | Thesis |