Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 4-3-2024

Abstract

This qualitative study examined the impact of high school instructional technology on college students' academic strategies. It examined the historical and modern advancements of technology in education, uncovering significant milestones in technology integration within classrooms in the United States. Using a narrative inquiry approach grounded in John Dewey's philosophy of experience, it centered on the narratives of students in their second and third semesters of college. The study highlighted the gap in understanding students’ personal experiences with technology and emphasized the role their narratives play in shaping future technology integration strategies.

The methodology involved utilizing digital surveys and online semi-structured interviews with participants from traditional public high schools or charter schools across the United States. Data analysis was facilitated by NVivo 14 and triangulation methods and included reflexive journaling. Findings indicated high school technology experiences greatly influence college resource utilization, with a shift towards more organized, professional learning strategies. Concerns about artificial intelligence and ethical considerations were noted.

Keywords

: technology integration, advancements, academic strategies, narrative inquiry, student narratives, artificial intelligence

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Trenia Walker

Second Committee Member

Catherine O'Neill

Third Committee Member

Krenare Nuci

Fourth Committee Member

Patrick Lopez

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