Ed.D. Dissertations

Date of Award

Fall 9-6-2019

Document Type

Campus Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Donna Graham, Ph.D.

Content Specialist

Dana Shelton, Ph.D.

Content Reader

Deborah Smith, Ph.D.

Keywords

technology, learning, curriculum, secondary science, technology integration

Abstract

This qualitative intrinsic case study explored the perspectives of secondary science teachers and adult secondary science students on technology integration in a science curriculum in a high school program at a community college in North Carolina (NC). The researcher sought to answer the following research questions: How do secondary science teachers practice technology in a science curriculum in a high school program at a community college in North Carolina? How do adult secondary science students in a high school program at a community college in North Carolina experience technology in their science curriculum? Data were gathered utilizing three sources: individual face-to-face interviews, a student focus group, and a teacher focus group. Data were collected to determine how teachers and students have practiced and experienced the use of technology. This study of 14 adult secondary science students and six secondary science students revealed four themes and five subcategories that resonated throughout the data analysis. The significance of this study is that it provided insight into how the students and the teachers perceived technology use in the science classroom. The results indicated that the participants’ experiences and practice with technology were overall positive and beneficial to them. The participants indicated a few hindrances with technology that they have experienced. Technology has made an impact on their learning and teaching methods.

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