Date of Award

9-20-2019

Publication Type

Doctoral Thesis

Degree Name

Ph.D.

Department

Education

First Advisor

Salinitri, G.

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

The purpose of this interpretative phenomenological study was to explore the lived experiences ESL secondary teachers and their perceptions towards the use, effects and integration of iLit ELL, a technology-based language program designed for English Language Learners, as well as, the perceived effects the program had on students’ motivation and attitudes towards learning English. Data were collected using teacher interviews, student focus groups and final reflections, as well as my observations and field notes. The collected data were analyzed through the steps of Interpretive Phenomenological Analysis (IPA) to broaden the breadth and depth of the content and complexity of each narrative independently. Data were then compared across individual experiences and interpreted in a dynamic and active process, that involved double hermeneutics, which focuses on two interpretations: first, the participants’ interpretations of their own experience, followed by the researcher’s interpretation of the participants’ interpretations (Smith, Flowers & Larkin, 2009). Based on the data collected over the course of the study, major findings indicated that technology integration is affected by teachers’ adaptability to change; teacher mindset effects teachers’ acceptance, integration and effective use of technology; when applied purposefully, technology and differentiated instruction increases student motivation and teachers’ efficiency; and, technology with embedded scaffolds can enhance student autonomy and motivate student learning. From the emerging themes, the following recommendations are suggested for stakeholders and future research: differentiated professional development for teachers; applying consistent school and system-wide supports and beliefs on technology; adopting a universal designs method to teaching; further exploring teacher perceived efficacy and actual performance of technology integration; and a comparative study exploring best instructional models.

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