Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Suha Tamim

Abstract

The problem of practice focuses on unequal integration of technology across the district. This action research study aimed to understand teachers’ experiences and promote equitable use of technology in classrooms by implementing a coaching cycle centered on co-teaching and collaboration, which supports teachers beyond simply substituting traditional tools with technology, toward more meaningful integration that improves learning. Teachers often use technology as a direct substitute due to limited time and rushed professional development, which can affect their confidence and effectiveness. The study took place in a public elementary school serving 700 students, in which all students from second to fifth grade have a computer and internet access. It used a mixed-method design, collecting quantitative and qualitative data from multiple sources, including technology acceptance model (TAM) scores. interviews, observations, and analysis of lesson plans. In particular, it examined teachers’ perceptions of the ease of use and usefulness of district-provided technology tools using TAM. Consequently, the coaching cycle intervention was tailored based on the teachers' TAM results to improve technology integration, align with curriculum goals, and increase instructional rigor. The SAMR model (Puentedura, 2006) was utilized to help create student tasks beyond substituting tasks using technology that could have been done on paper. The coaching cycle was used to guide teachers in designing tasks that integrated technology beyond the substitution level. Teachers created tasks at the augmentation level in which the task was improved with technology adding functional improvement and modification and modification where technology enhanced the learning significantly.

Rights

© 2026, Whitney Anne Colley

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