Date of Award
Fall 9-6-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Donna Graham, Ph.D.
Second Advisor
Dana Shelton, Ph.D.
Third Advisor
Deborah Smith, Ph.D.
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.