Devon Caldwell

Topic

Integrating Educational Technology in Primary Classrooms: Purpose and Pedagogy

Department of Curriculum and Instruction

Date & location

• Monday, April 15, 2024

• 12:30 P.M.

• Clearihue Building Room B017

• and Virtual

Reviewers

Supervisory Committee

• Dr. Jodi Streelasky, Department of Curriculum and Instruction, University of Victoria (Co-Supervisor)

• Dr. Michelle Wiebe, Department of Curriculum and Instruction, UVic (Co-Supervisor)

• Dr. Ulrich Mueller, Department of Psychology, UVic (Outside Member) 

External Examiner

• Dr. Laura Teichert, Special Education & Literacy Studies, Western Michigan University 

Chair of Oral Examination

• Dr. Mara Marin, Department of Political Science, UVic

   

Abstract

Numerous studies have provided information on teachers’ beliefs, attitudes, and perceptions of technology integration, the ubiquitous nature of technology and variation in its use, and the barriers experienced by teachers (e.g. Ertmer et al., 2012; Lu et al., 2017; Miller, 2018; Rowsell & Harwood, 2015). However, few studies have offered thorough examinations of Canadian primary teachers’ perspectives of and rationales for including specific technologies and digital experiences in their pedagogical practices with young learners. This doctoral study provides in depth information about primary teachers’ technology-supported practices, including pedagogical approaches that have proven successful prior to pandemic teaching and documenting unique approaches to technology integration that have arisen as a response to COVID-19. Grounded in sociocultural theory and multiliteracies theory, this mixed-methods multiple-case study investigated four Kindergarten-Grade 2 teachers’ practices and purposes for integrating technology. Participants were from one rural and one urban school division in Manitoba, and data were collected during pandemic teaching conditions. Findings revealed that although there was variation in teachers’ pedagogical beliefs, practices, and device access, there was significant similarity in their purposes for using technology. Common purposes for integrating technology included building community, enhancing teaching and learning, overcoming barriers, and maintaining educational continuity during COVID-19. All participants leveraged a range of platforms and tools to impart digital competencies while endeavouring to balance screentime, creation, and consumption. This study offers suggestions for how primary teachers may integrate technology in effective and innovative ways while documenting the barriers experienced by teachers in their efforts to do so.