Ed.D. Dissertations

Date of Award

7-2017

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Connie S. Greiner, Ed.D.

Content Specialist

Therese Kanai, Ph.D.

Content Reader

Ralph E. Spraker Jr., Ph. D.

Keywords

digital literacy, educational software, educational technology, generation z, iGeneration, iGeneration student, peer pressure, pilot group, social media, virtual community

Abstract

The purpose of this survey design study, with a qualitative follow-up component of teachers’ perspectives, was to determine if educators’ assumptions about iGeneration students’ use of technology reflects the students’ actual behaviors when using technology inside and outside the classroom. The literature review highlighted relevant assumptions in regard to behaviors of the iGeneration students and their attitude towards technology from a holistic point of view. A survey design study was conducted to identify the interaction effect between teachers and students with consideration to different teaching approaches and delivery of content as use of educational technology per teacher differs. The methods of data collection were questionnaires, surveys, observations, interviews, and a pilot group with a validation process via triangulation, a process that aligns conceptual and methodological illustrations of human behavior when collecting measurable and comparative data. The conclusion provided an insight of how iGeneration students view modern day technology usage in the traditional classroom setting.

Included in

Education Commons

Share

COinS