Date of Award
7-1-2017
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Connie S. Greiner, Ed.D.
Second Advisor
Therese Kanai, Ph.D.
Third Advisor
Ralph E. Spraker Jr., Ph. D.
Abstract
The purpose of this survey design study, with a qualitative follow-up component of teachers’ perspectives, was to determine if educators’ assumptions about iGeneration students’ use of technology reflects the students’ actual behaviors when using technology inside and outside the classroom. The literature review highlighted relevant assumptions in regard to behaviors of the iGeneration students and their attitude towards technology from a holistic point of view. A survey design study was conducted to identify the interaction effect between teachers and students with consideration to different teaching approaches and delivery of content as use of educational technology per teacher differs. The methods of data collection were questionnaires, surveys, observations, interviews, and a pilot group with a validation process via triangulation, a process that aligns conceptual and methodological illustrations of human behavior when collecting measurable and comparative data. The conclusion provided an insight of how iGeneration students view modern day technology usage in the traditional classroom setting.