Document Type

Thesis

Date of Degree Completion

Spring 2019

Degree Name

Master of Arts in Education (MEd)

Department

Education

Committee Chair

Dr. Lee Plourde

Second Committee Member

Dr. Eric Hougan

Third Committee Member

Dr. Kelly Benson

Abstract

The purpose of this qualitative study was to explore how the professional beliefs and perceptions of teachers in early childhood education (ECE) influenced their acceptance for the use of interactive technology as a learning tool for children. Eight primary grade teachers at a rural school district in Washington State were interviewed. Of the eight ECE teachers, two had no student technology use in their classrooms. The second group of two teachers had some student technology use on a weekly basis, and the last group of four teachers utilized daily student technology use in their classrooms. The sample subjects were interviewed face-to-face and asked to respond to an online survey regarding their beliefs and perceptions about the use of technology in their classroom; including technology manipulated by students such as Ipads, tablets, laptops and desktop computers. The data were looked at through the Framework Method and helped determine similarities or differences in the results. This case study focused on beliefs and practices that teachers hold, and how it influences the implementation and use of technology in the classroom concerning student’s use and experiences. This case study provides information for teachers, administration and the educational community. Recommendations for future research are discussed.

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