Date of Award
2019
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Steven Bingham
Abstract
The purpose of this study was to examine the change process teachers experience during a technology adoption in an effort to understand how effective technology implementation comes about, what obstacles must be navigated, and what resources are needed for that navigation. The convergent parallel mixed-methods design used in this study provides both qualitative and quantitative data analyzed separately in a side-by-side comparison and then merged to develop a fuller understanding of high school teachers’ implementation of a one-to-one technology adoption 5 years after its inception in a rural North Carolina district. A purposive, stratified sample of 30 teachers, representing a wide range of levels of use of technology in the classroom, provided data utilizing the Concerns-Based Adoption Model. The three instruments in this model delivered data about participants’ concerns, behaviors, and effectiveness of implementation. The study’s data led the researcher to conclude the majority of participants continue to have personal concerns about the innovation; and while they have implemented the innovation, the implementation remains superficial. However, such holistic statements are secondary to the data informing each level of teacher use except in how they allow change facilitators to inform needs assessments. The crux, and greater value, of the study is an understanding of individual teachers at every level of implementation, obstacles they experienced, how they overcame them, and what resources they still need.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Citation Information
Massengill, Elicia Ramsey, "An Examination of Teacher Concerns Beyond the Initial Stages of a District's One-to-One Technology Adoption" (2019). Education Dissertations and Projects. 359.
https://digitalcommons.gardner-webb.edu/education_etd/359