Date of Award
Doctor of Education (EdD)
The use of curriculum-driven technology in K-12 public schools was mandated by federal law. School and district leaders were required to provide curriculum-driven technology professional development and support to teachers. The use of the curriculum-driven technology coach was an option some schools chose to meet the curriculum-driven technology professional development requirements and needs of their teachers. The purpose of this research was to explore one school district’s middle school teachers’ perceptions of the importance of curriculum-driven technology and their perceived self-efficacy in using curriculum-driven technology in instructional practice after collaborating with a curriculum-driven technology coach. This qualitative study was conducted with participating teachers from three middle schools within one school district located in the southeastern United States. The participants’ responses indicated a relationship between working with a curriculum-driven technology coach and their self-perceptions of their ability to use curriculum-driven technology. The participants indicated working with a curriculum-driven technology coach positively impacted their perceptions of the importance of curriculum-driven technology and their ability to integrate curriculum-driven technology to their classrooms.
Technology, Self efficacy, Computers, Leadership, Middle schools, Qualitative research
Pepperman, Julie, "TEACHER PERCEPTIONS OF CURRICULUM-DRIVEN TECHNOLOGY AFTER WORKING WITH INSTRUCTIONAL TECHNOLOGY COACHES IN MIDDLE SCHOOLS IN ONE SOUTHEASTERN SCHOOL DISTRICT" (2021). Ed.D. Dissertations. 36.
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, Educational Technology Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons