Document Type
Dissertation
Degree
Doctor of Philosophy
Major
Education, Educational Leadership & Policy Studies
Date of Defense
10-22-2020
Graduate Advisor
Matthew Davis
Co-Advisor
Thomasina Hassler
Committee
Keith Miller
Carl Hoagland
Abstract
The purpose of this study is to assess the intersection of teachers in urban public schools’ digital beliefs and with their technology practices in the classroom, especially in classrooms where most students are students of color. It examines some subtopics of the primary research question, including what beliefs tech-savvy teachers hold about how technology should be used in classrooms, whether teachers use technology to empower students and encourage creativity, whether teachers integrate students’ self-created digital identities in a classroom setting, and how school- or district-level expectations and support regarding technology integration into classroom settings impact teachers’ implementation and students’ experiences. Examining these aspects of technology in the classroom and teachers’ beliefs sheds light on what training may facilitate student-centered technology use, and what may currently be standing in the way of effective implementation. This is a first step in ensuring that aspects of real-life scenarios are being considered in the research that informs policy and that inspires future research topics via the case study methodology.
Recommended Citation
Miller, Tracee, "The Impact of Teacher Beliefs on Classroom Technology Use: A case study on the interplay between teachers’ beliefs about students and technology and their classroom technology practices with a primarily minority student population" (2020). Dissertations. 1007.
https://irl.umsl.edu/dissertation/1007