Date of Award

4-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Dr. Susanna Steeg

Second Advisor

Dr. Ginny Birky

Third Advisor

Dr. Karen Buchanan

Abstract

This exploratory, qualitative case study conducted in an urban elementary school examined a second-grade teacher’s experience of first-time Chromebook use. The teacher implemented Chromebooks with the support of a technology coach, using them with her students for reading responses during guided reading. Students comprised a mixed group of twenty-five students from four second-grade classrooms. This study explored the teacher’s perspective as to possible advantages and disadvantages of Chromebook use through teacher interviews, lesson observations and debriefs, and classroom observations. Findings included: a) Despite her limited experience with Chromebooks, the teacher was willing to implement new technology, b) The technology coach was key to implementation of Chromebooks for teacher support and student use, c) Establishing clear expectations was important for sustained Chromebook use when only one teacher was in the room, and d) Students gained skills from Chromebook use that went beyond typing and familiarity with a single reading response form. This study affirmed the importance of the teacher’s beliefs and perceptions on the success of implementing new technology. The study also demonstrated the importance of a technology coach and how this teacher needed more than technology for her students; she also needed knowledge and skills in how to use technology with her students in meaningful ways. The need for mentoring was one of the strongest findings in this study in connection with teacher beliefs impacting their implementation of technology. Implications include that teachers need continued support at their level of competence, confidence, and experience in order to accomplish technology integration.

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