Date of Award

Spring 2023

Document Type

Open Access Dissertation


Educational Studies

First Advisor

William Morris


Classroom access to technology such as a computer or the Internet does not guarantee a high-level of integration of technology by the teacher or application by the student. Tools that could be used to increase student creation or personalized learning opportunities may instead be used by the teacher at lower levels of use that replace non-technological tools. The purpose of this action research was to implement and evaluate the impact of technology-focused personalized professional learning on participants’ use of and attitudes towards classroom technology. It attempted to show that modeling technology integration in professional learning opportunities for educators could have a positive change on how participants used technology in the classroom. It also sought to demonstrate that a focus on technology integration models through professional learning opportunities for educators could shift participants attitudes and beliefs towards technology in the classroom. A final area of research was to explore how such personalized professional learning opportunities changed the personalized learning opportunities offered by participants in the classroom. It took place at a large public high school in a suburb north of Atlanta.

This action research followed a concurrent mixed-methods study design, collecting both qualitative and quantitative data. Upon completion of a pre-study survey sent to all teachers at a single high school, 10 participants were purposefully selected from across all core content areas. Qualitative data was collected through classroom observations and focus-group discussion, as well as the pre-study survey. Quantitative data was collected through the same pre-study survey and classroom observations.

Once baseline data was collected, participants learned more about models for evaluating classroom technology use and personalized professional learning, coupled with opportunities for implementing their new knowledge in their classroom or participating in personalized professional learning opportunities. At the end of the study innovation, post-study data was collected through the same pre-study data points.

Quantitative data were analyzed using descriptive and inferential statistics. Quantitative data analysis suggested changes in participant views of five barriers to use of classroom technology, as well as changes in the ways that participants and their students used classroom technology. However, the results of these findings were inconclusive. Qualitative data were analyzed using inductive analysis. The analyses revealed major themes related to classroom technology use, teacher attitudes towards technology, and personalized learning. The data analysis also served to help answer the research questions and guide recommendations for technology-focused professional learning and implications for future research.

Results from the research will be shared with participants and the school, as well as being published when and if possible.


© 2023, Angela Bishop Burgess