Date of Award
Doctor of Education (EdD)
Dr. Philip O. Pendley
Dr. Christy Goennier
Dr. Jonathan Greenberg
Purpose: The purpose of this phenomenological study was to describe the perceptions of current and former Leading Edge Certified (LEC) elementary school teachers regarding instructional technology practices that facilitate students’ development of critical thinking, collaboration, communication, and creativity (4Cs) in one-to-one computer classrooms in Riverside County, California.
Methodology: This qualitative study utilized a phenomenological design. The primary source of data collection was a standardized, open-ended interview aligned to the research questions of 12 participants. This study employed inductive analysis to analyze the rich data. Using inductive analysis, the data were coded and themes were identified that aligned to the research questions.
Findings: Analysis of the data revealed that current and former Leading Edge Certified (LEC) elementary school teachers used several instructional technology practices to facilitate students’ development of critical thinking, collaboration, communication, and creativity (4Cs) in one-to-one computer classrooms. Participants identified four instructional technology practices to promote students’ critical thinking: gradual release of responsibility, problem solving, guided questioning, and self-reflection tools. Participants described three instructional technology practices to facilitate collaboration among students: cooperative groups, peer-to-peer teaching, and shared presentation tools. Three instructional technology practices were identified to support students’ v communication skills: clear teacher expectations, self-selection of communication tools, and class discussion in a face-to-face or virtual environment. Additionally, the following were identified to encourage students’ creativity: self-expression and discovery/play with technology and Web 2.0 tools.
Conclusions: The researcher concluded that instructional technology practices LEC teachers use to facilitate critical thinking, collaboration, communication, and creativity in their one-to-one classroom can lead to student preparedness for college and career. Moreover, the researcher concluded the need to deepen teachers’ understanding of critical thinking, collaboration, communication, and creativity and their technology integration skills.
Recommendations: Seven areas of further research were recommended to increase the body of knowledge related to these variables.
Ruddell, Natalie A., "The Lived Experiences of Leading Edge Certified Elementary School Teachers Who Use Instructional Technology to Foster Critical Thinking, Collaboration, Creativity, and Communication in Their Classrooms: A Phenomenological Study" (2017). Dissertations. 96.