Elementary School Teachers’ Perceptions of Digital Technology Integration into Instructional Curriculum

Elementary School Teachers’ Perceptions of Digital

Technology Integration into Instructional Curriculum

Chapter 1: Introduction to the Study

Digital technology is used in elementary classrooms; however, little is known

about elementary school teachers’ perceptions regarding the integration of digital

technology into the instructional curriculum. The purpose of this basic qualitative study

was to explore elementary school teachers’ perceptions regarding the integration of

digital technology into the instructional curriculum. The instructional leadership model

developed by Hallinger and Murphy (1985) is the conceptual framework because this

study involves evaluation and supervision of instructions and coordinating the school

curriculum. Elementary schools within the study location develop their school vision and

goals to promote student academic achievement and engagement.

Digital technology is used to support teaching and learning in elementary

classrooms (Emre, 2019). Moreover, technology has capacities to communicate, and

educational institutions reach millions of students worldwide (Emre, 2019). Educational

institutions automate their operations and digital transformation has not only become a

requirement but also a need for all modern businesses (Anagün, 2018). Students have

access to technology especially to digital media (Jannah et al., 2020). Moreover, students

use laptops, notebooks, and Chrome book devices for academic reasons (Jannah et al.,

2020). Furthermore, students keep in touch with teachers regarding course curriculum

and academic progress (Jatileni & Jatileni, 2018). The research design used a basic

qualitative method. I used the components of the instructional leadership model to

develop the interview questions. The findings of this study may have implications for

positive social change by providing teachers with strategies regarding the integration of

digital technology into the instructional curriculum. This chapter will provide the

background of the study, the problem statement, the purpose of the study, the conceptual

framework, the nature of the study, and the definitions, assumptions, limitations, scope,

and significance of the study.

Background

Previous generations were not endowed with the privilege of having access to

technology by using a handheld device (Jannah et al., 2020). Gradually, public

communication methods started to transform from traditional print media to digital media

during the early 2000s (Jannah et al., 2020). Embedded devices were launched, including

the latest generation of laptops, notebooks, and the currently popular Chrome book

devices that generally appear to meet the needs and requirements of academia (Jannah et

al., 2020).

Despite the remarkable advancements in educational technology and the

integration of information technology (IT) into various aspects of the curriculum, there

exists a notable gap in understanding the optimal ways to leverage these digital tools for

enhancing student engagement and participation. While Moodle dashboards and online

platforms offer opportunities for interaction and resource access, there is a need for

comprehensive strategies that effectively harness the potential of these tools to foster

deeper collaboration, critical thinking, and meaningful social or group activities among

students. The current literature falls short in providing clear guidelines and evidencebased

practices for educators to fully exploit the benefits of digital learning environments and

promote holistic student development (Jatileni & Jatileni, 2018; Alokluk, 2018).

Addressing this gap is crucial for educators and institutions striving to create more

interactive and impactful learning experiences in today's technology-driven educational

landscape.

Problem Statement

The problem that was addressed through this study is elementary school teachers

are reporting challenges with the integration of technology into the instructional

curriculum. Digital technology is used in elementary classrooms; however, little is known

about elementary school teachers’ perceptions regarding the integration of digital

technology into the instructional curriculum. The current research literature provides

some guidance on the matter, but there is still much room for improvement (Kundu &

Bej, 2021). The problem of integrating digital technology into the curriculum of

elementary teachers is current, relevant, and significant to the discipline (Jebur et al.,

2022; Kundu & Bej, 2021; Leema & Saleem, 2017; Qaddumi et al., 2021). There is a

consensus among teachers that this is an important issue that needs to be addressed

(Kundu & Bej, 2021). Digital technology is becoming increasingly prevalent in society,

and elementary teachers need to be able to use it effectively in their classrooms (Kundu &

Bej, 2021).

There are many benefits to integrating digital technology into the curriculum,

including the ability to engage students in learning, personalize instruction, and prepare

students for the future (Kundu & Bej, 2021). Despite the benefits of digital technology,

some challenges need to be considered when integrating it into the curriculum (Bader et

al., 2022). These challenges include the need for teacher training and support, the

potential for technology to create a digital divide, and the need to balance the use of

technology with other instructional methods (Kundu & Bej, 2021).

Despite the growing body of research on integrating digital technology into

elementary education, there remain significant gaps in practice (Qaddumi et al., 2021).

One such gap is the lack of clarity on the role of elementary teachers in digital technology

integration (Qaddumi et al., 2021). Elementary teachers need support in understanding

how to use digital technologies to support student learning (Leema & Saleem, 2017).

Moreover, although elementary teachers are generally positive about the integration of

digital technology, they lack confidence in their ability to effectively use digital

technology in their classrooms (Jebur et al., 2022). Given the importance of digital

technology in today’s world, we must close these gaps in practice. Elementary teachers

play a vital role in integrating digital technology, and society must do everything it can to

support them in this endeavor. Thus, digital technology is used in elementary classrooms;

however, little is known about elementary school teachers’ perceptions regarding the

integration of digital technology into the instructional curriculum. There is a gap in

practice regarding elementary teachers’ perceptions of the specific challenges of

integrating digital technology into the instructional curriculum.

Purpose of the Study

The purpose of this basic qualitative study was to explore elementary school

teachers’ perceptions regarding the integration of digital technology into the instructional

curriculum. The research paradigm for this study was interpretivism (Hsu et al., 2021).

This is necessary because the paradigm explained elementary school teachers’

perceptions of digital innovation in their curriculum (Hsu et al., 2021). Significant

considerations for teachers include the availability of the necessary infrastructure

(computer laboratories and software), as well as the amount of time allocated for the

incorporation of new technologies (Hsu et al., 2021). When teachers try to integrate new

forms of digital media and technology into the classroom, they often run into the

following challenge: students misuse the technologies that they have access to (Hsu et al.,

2021). The education of teachers and continuing education for professionals are necessary

steps toward protecting children online (Hsu et al., 2021). Learning becomes easier and

more applicable as a result of this because learning orientation fosters not just academic

but also autonomous learning skills (Hammack & Ivey, 2019). Findings may include

strategies for teachers to use regarding the integration of technology into the curriculum.

The findings of this study may have implications for positive social change by providing

teachers with strategies regarding the integration of digital technology into the

instructional curriculum.

Research Question

The research question was formed to define a process for the study regarding data

collection and analysis. I have formulated one research question to explore elementary

school teachers’ perceptions regarding the integration of digital technology into the

instructional curriculum. The research question that guided this qualitative study is as

follows.

RQ: What are elementary school teachers’ perceptions regarding the integration of

digital technology into the instructional curriculum?

Conceptual Framework

The conceptual framework is Hallinger and Murphy’s (1985) instructional

leadership model and the Analysis, Design, Development, Implementation, and

Evaluation (ADDIE) model. Hallinger and Murphy identified factors that influence

learning such as educators’ roles of school superintendents, teachers, and other

stakeholders. The instructional leadership model developed by Hallinger and Murphy

involves the evaluation and supervision of teachers and the coordination of the school

curriculum. Schools define the school vision and include school goals to monitor

students’ progress by communicating and framing school goals. Technology integration

involves a clear school vision and consistency and quality regarding its integration in

classrooms. The instructional leadership model assisted in understanding elementary

school teachers’ perceptions regarding the integration of digital technology into the

instructional curriculum. Moreover, the instructional leadership model is selected for this

to explain the study’s significance and relevance, design the interview questions, and

analyze the interview responses and literature review. I discuss the conceptual framework

in more detail in Chapter 2.

The conceptual framework of the ADDIE model supports the five phases of

analysis, design, development, implementation, and evaluation, from which the creation

of effective training and performance support systems can be created (Yeh & Tseng,

2019). The ADDIE model is a procedure used by instructional designers and training

developers (Su, 2022). Training developers and instructional designers can create

engaging training programs by using the ADDIE model framework for instructional

design. ADDIE is a fairly simple step-by-step process (Jebur et al., 2022) and is used by

teachers for the integration of technology into the instructional curriculum (Ratminingsih

et al., 2018). In this study, a systematic implementation of the ADDIE approach was used

to develop the interview protocol. The participants of this study were asked about the

integration of technology into the instructional curriculum. The responses were used in

the design and development phase to provide insights into how technology is integrated at

schools (Makawawa et al., 2021).

Nature of the Study

This basic qualitative study explored elementary school teachers’ perceptions

regarding the integration of digital technology into the instructional curriculum. I used

qualitative research to ask the participants general questions about their lived experiences

(see Yin, 2014). A basic qualitative study was selected for this study because I focused on

elementary school teachers’ perceptions, attitudes, or opinions. I interviewed elementary

school teachers to identify their perceptions of the phenomenon based on their lived

experiences and views. The phenomenon explored in this study is the perceptions of

elementary school teachers regarding the integration of digital technology into the

instructional curriculum. I used an interview protocol and semistructured interviews to

elicit elementary school teachers’ responses about their perceptions regarding the

integration of digital technology into the instructional curriculum.

The study employed a qualitative research design (Siefert et al., 2019). Interviews

were the main source of data collection for this study. Using semistructured interviews,

the researcher gains a deep understanding of the conversations they have with the

participants (Carl & Ravitch, 2021). The goal of data collection using semistructured

interviews is for the participants to provide deep insights to answer the research question

(Brooks & Normore, 2015). I conducted semistructured interviews with 10-12

participants. During the interviews, the researcher studies a phenomenon (Brooks &

Normore, 2015). The phenomenon that was explored in this study is the perceptions of

elementary teachers regarding the integration of digital technology into the instructional

curriculum.

A sample for research is the number of participants (Margot & Kettler, 2019). A

researcher uses selection criteria to select the participants to answer the research question

(Chang & Peterson, 2018). The sample included 10 to 12 elementary school teachers.

Elementary school teachers met the selection criteria of (a) holding a teaching degree, (b)

having experience integrating technology into the curriculum, and (c) having a minimum

of 3 years of teaching experience. I interviewed teachers via semistructured one-to-one

interviews using a self-developed interview protocol. A researcher develops an interview

protocol that contains open-ended interview questions (Humble et al., 2020). I studied

descriptions, phrases, themes, and commonalities after the interviews are conducted.

Because the participants were interviewed, rich qualitative data cannot be evaluated

through quantitative statistical research and number data (Yin, 2014). Quantitative

researchers use structured data and experiments, and qualitative researchers use

interviews for the researcher to ask the participants general questions about their lived

experiences (Yin, 2014). The researcher should ensure the collection of reliable data

through appropriate interaction with each participant (Carl & Ravitch, 2021). The

research phenomenon explored in this study is the perceptions of elementary teachers

regarding the integration of digital technology into the instructional curriculum. Data

were analyzed using a priori coding using deductive codes based on the conceptual

framework, and open, descriptive coding (see Bengtsson, 2016; Saldaña, 2016). Thus, a

basic qualitative study is an appropriate design to focus on teachers’ perceptions,

attitudes, or opinions.

Definitions of Terms

Digital technology: Devices such as personal computers, tablets, cameras, and

calculators (Leema & Saleem, 2017).

Elementary school teachers: For this study, these are individuals who teach

students in Grades K-6. Elementary teachers typically hold a bachelor’s degree in

elementary education (Bader et al., 2022). Some elementary teachers may also have a

master’s degree in elementary education or a related field (Menon et al., 2020).

Instructional curriculum: A set of materials and activities designed to promote

learning in schools. It typically includes a syllabus, lesson plans, and assessment tools.

The instructional curriculum is often developed by teachers or educational experts and is

implemented in schools or other educational settings (Leema & Saleem, 2017). The

instructional curriculum is designed to help students acquire specific skills and

knowledge. It is often based on the standards set by the state or district.

Technology integration: A well-coordinated use of digital devices as tools for

problem-solving, deeper learning, and understanding to facilitate access to the curriculum

(Bader et al., 2022).

Assumptions

The following assumptions are necessary to conduct this study based on design

and methodology (Carl & Ravitch, 2021). An assumption is that the participants who will

be elementary teachers know digital technology to answer the interview questions.

Another assumption is that these teachers have experience integrating digital technology

into the curriculum. Moreover, another assumption is that the participants provided

honest responses to the interview questions (Burkholder et al., 2016).

Scope and Delimitations

The scope of this study was one public school district located in United Arab

Emirates (UAE). The delimitation of this study was that only elementary school teachers

participated in semistructured interviews. Middle and high school teachers were excluded

from this study. I collected rich and in-depth information via interviews and used a

selfdesigned interview protocol (Ravitch & Carl, 2016). I maintained a journal

throughout the interview process study (Ravitch & Carl, 2016). Findings from this study

were specific to the study site where they were collected. The study findings about

technology integration into the curriculum may not be transferable to other elementary

teacher populations.

Limitations

Several biases could influence the outcomes of this study on elementary school

teachers’ perceptions of the integration of digital technology into the instructional

curriculum. A limitation of this study may be the availability of the participants (see

Ravitch & Carl, 2016). I supported participant participation in the interviews by including

multiple interview dates and times from which the participants may select their

preferences (see Ravitch & Carl, 2016). I also overcame this limitation by focusing on a

sample of 10-12 participants and aiming for depth and breadth of responses from the

participants.

My experience as a teacher may cause researcher bias. Qualitative researchers

examine their own positionality as a fundamental part of inquiry (see Reich, 2021). To

address my researcher bias, I maintained a journal to collect and analyze data for

reflection and to record my values and beliefs. In my role at the local study site, I do not

supervise or evaluate elementary school teachers. Other methods of overcoming the

limitation of my personal bias included the use of reflexive bracketing, an audit trail, and

member checking (see Ravitch & Carl, 2016).

The main limitation of this study was the participants because elementary school

teachers were interviewed from one public school system in an eastern region of the

UAE. The second limitation is the sample size of participants. The third limitation is that

the perspectives of the participants may not reflect those of teachers in other regions.

The fourth limitation is my personal biases in the use of digital learning in the

elementary classroom. A further limitation of this study is the timeframe of the interviews

and the location of the study site. One uncertainty is whether the participants provided

honest responses to the interview questions on the challenges to and support for the

integration of technology in the curriculum. I followed ethical procedures to protect the

rights of the potential participants.

Significance

This study is significant because the results of this dissertation may inform district

stakeholders on how to best support elementary school teachers with the integration of

technology into the curriculum. In addition, the information obtained may also provide

insights into the challenges elementary teachers are experiencing related to technology in

the instructional curriculum, thus these findings may result in better supporting

elementary teachers in technology integration in elementary classrooms. The findings of

this basic qualitative study may include filling the gap in practice related to the

perceptions of technology integration and the strategies to help teachers find more

effective ways of integrating technology into the classroom (see Firat, 2020). The

potential findings of this research may include suggestions for support for needed

strategies for elementary school teachers to apply instructional practices to support

students.

A study has the potential to contribute to both practice and policy in several ways

(Nikolopoulou, 2020). First, the study findings may help to identify what teachers can do

to integrate digital technology into the curriculum (see Gagnier et al., 2022). This

information can then be used to create professional development programs and resources

that better meet the needs of teachers. Additionally, the study findings may inform policy

decisions on the integration of digital technology into the curriculum. For example, the

findings from this study could contain implications for increased funding for professional

development or for resources for integrating digital technology. Perhaps the results from

this study could inform stakeholders regarding teacher needs related to digital technology

integration in elementary classrooms in the study district.

The goal of technology integration is to assist students in making connections so

they can participate in activities that are meaningful to them, relevant to their lives, and

applicable to their routines (Nikolopoulou, 2020). The goal of incorporating theory from

the classroom with knowledge and experiences gained in the real world is to achieve the

integrated curriculum's stated purpose (Gagnier et al., 2022). Students can acquire and

apply foundational knowledge in all subject areas if the teaching and learning processes

are integrated, and they can also develop positive attitudes that will support their

academic success throughout elementary school if these processes are implemented

(Firat, 2020). The interdependence of many aspects of reality is recognized and

emphasized through integration (Bader et al., 2022). Technology integration is beneficial

to one's understanding of the curriculum content. Integrated learning encourages

participation in activities that are relevant to the real world (Bader et al., 2022).

Technology integration serves as a connecting mechanism for a variety of academic

subfields. It develops one’s capacity for critical thinking.

Summary

Digital technology is used in elementary classrooms; however, little is known

about elementary school teachers’ perceptions regarding the integration of digital

technology into the instructional curriculum. There is a gap in practice regarding

elementary teachers’ perceptions of the specific challenges of integrating digital

technology into instructional curriculum. The purpose of this basic qualitative study was

to explore elementary school teachers’ perceptions regarding the integration of digital

technology into the instructional curriculum. The conceptual framework is Hallinger and

Murphy’s (1985) instructional leadership model and the ADDIE model. Hallinger and

Murphy identified factors that influence learning such as educators’ roles of school

superintendents, teachers, and other stakeholders. The instructional leadership model

developed by Hallinger and Murphy involves the evaluation and supervision of teachers

and the coordination of the school curriculum. Schools define the school vision and

include school goals to monitor students’ progress. The research design used a qualitative

method. I used the components of the instructional leadership model to develop the

interview questions. Data were collected using semistructured interviews via Zoom. The

sample was 12 elementary teachers who were purposively selected for being teachers for

at least 3 academic years and have integrated technology into the curriculum. Thematic

analysis was used to analyze interview transcripts for emergent themes. Findings may

include strategies for teachers to use regarding the integration of technology into the

curriculum. The findings of this study may have implications for positive social change

by providing teachers with strategies regarding the integration of digital technology into

the instructional curriculum. In Chapter 2, I will synthesize the research and describe the

current themes in the literature related to the phenomena that are the focus of this study.

Chapter 2: Literature Review

Researchers addressing the problem of integrating digital technology into the

curriculum of elementary teachers is predominant in the literature (Jebur et al., 2022;

Kundu & Bej, 2021; Leema & Saleem, 2017; Qaddumi et al., 2021). Teachers’ continual

assistance and support is necessary to integrate technology into the instructional

curriculum (Kundu & Bej, 2021). Digital technology is used in elementary classrooms;

however, little is known about elementary school teachers’ perceptions regarding the

integration of digital technology into the instructional curriculum. The problem that was

addressed through this study is elementary school teachers are reporting challenges with

the integration of technology into the instructional curriculum. The purpose of this basic

qualitative study was to explore elementary school teachers’ perceptions regarding the

integration of digital technology into the instructional curriculum. For this reason, the

literature search will be extensive. In addition, the present literature provides extensive

information about digital technology and subsequent innovations in that field. The

chapter includes the literature search strategy and the conceptual framework that

emphasizes key concepts. The last section of the chapter provides a synopsis of the most

significant aspects of the reviewed literature.

According to the self-efficacy perspective, the ability of a teacher to successfully

acquire the learning objectives of their pupils is directly tied to their capacity to

successfully integrate information and communications technology (ICT) into the

classroom (Qaddumi et al., 2021). Given the significance of teachers’ self-efficacy in the

successful integration of ICT, numerous researchers have advocated for the development

of training programs to aid instructors in polishing their pedagogical and technical

abilities (Noben et al., 2021). These programs have been shown to help instructors polish

their abilities to integrate ICT into the classroom (Noben et al., 2021). During the

COVID-19 phase, there was a paradigm shift away from face-to-face education and

toward online learning (Maqsood et al., 2021). This was to the advantage of both

instructors and students because online learning allowed teachers and students to develop

their technical competency by using a variety of digital tools and platforms. Researchers

found the use of a certification decision matrix was an effective means of ensuring the

efficacy of both the online training and the preparation of teachers (Hsu et al., 2021). In

addition, Hsu et al. (2021) found a substantial association between the technical,

pedagogical, and content knowledge of teachers and their technological skills,

demonstrating that the incorporation of ICT enhances the quality of the teaching and

learning process. In addition, the researchers found a significant relationship between

teachers’ expertise and effective integration and use of technology with students.

Instructors had positive attitudes about the use of technology in the classroom and that the

degree to which teachers used technology was substantially connected with the level of

technical expertise they had (Jannah et al., 2020).

Literature Search Strategy

The literature search strategy was based on a multiple sources content search that

included the use of online search engines and the Walden University Library. A variety of

search phrases provided access to current articles that were related to the problem

statement and the study purpose. Google Scholar, Sage Inc, and ProQuest were used to

access scholarly, peer-reviewed publications, and journals to identify recent literature.

ProQuest searched for dissertation examples, which then served to find pertinent papers

depending on the topic of the research (Margot & Kettler, 2019). The keywords related to

the study topic used in search engines included: elementary curriculum, digital

technology in schools, teachers’ role in digital technology, and prospects of technology

integration.

Conceptual Framework

The conceptual framework is Hallinger and Murphy’s (1985) instructional

leadership model and the ADDIE model. Hallinger and Murphy identified factors that

influence learning such as educators’ roles of school superintendents, teachers, and other

stakeholders. The instructional leadership model proposed by Hallinger and Murphy

emphasizes the role of the school leader in promoting effective teaching and learning

practices. The model is based on four key dimensions of instructional leadership:

establishing goals and expectations, resourcing strategically, ensuring quality teaching,

and promoting and participating in teacher learning and development. The model

suggests that school leaders should focus on these four dimensions to promote

instructional effectiveness and improve student outcomes.

The instructional leadership model developed by Hallinger and Murphy (1985)

involves the evaluation and supervision of teachers and the coordination of the school

curriculum. I used the instructional leadership model developed by Hallinger and Murphy

as the conceptual framework because this study involves the evaluation and supervision

of instructions and coordinating the school curriculum. School leaders define the school

vision and include school goals to monitor students’ progress by communicating and

framing school goals (Richardson, 2022). Technology integration involves a clear school

vision and consistency and quality regarding its integration in classrooms.

The conceptual framework supports the five phases of analysis, design,

development, implementation, and evaluation (the ADDIE model), from which the

creation of effective training and performance support systems can be created (Yeh &

Tseng, 2019). The ADDIE model is a procedure used by instructional designers and

training developers (Su, 2022). Training developers and instructional designers can create

engaging training programs by using the ADDIE model framework for instructional

design. ADDIE is a fairly simple step-by-step process (Jebur et al., 2022) and is used by

teachers for the integration of technology into the instructional curriculum (Ratminingsih

et al., 2018). The best possible teachers, ones who can implement cutting-edge

pedagogical strategies, are required in today’s classrooms (Sands et al., 2018).

Technology plays an essential part in the process of bringing innovation into the way

teachers teach, and when it is properly incorporated, it provides students with assistance

in accomplishing the learning goals they have set for themselves (Sands et al., 2018).

Because pedagogical perspectives have such a significant influence on the instructional

practices of instructors, they choose technological tools that align with their pedagogical

philosophies and their preconceived notions of effective teaching and learning strategies

(Sands et al., 2018). In this respect, the present research aims to explore elementary

school teachers’ perceptions regarding the integration of digital technology into the

instructional curriculum.

Over the previous 5 years, there has been a considerable rise in the number of

researchers who discuss teaching-learning practices that integrate technology. The bulk of

the studies that were identified were carried out at universities and colleges (Siefert et al.,

2019). Education research that integrates technology has maintained its appeal among

participants at the university level owing to its accessibility and widespread use; however,

it is believed that integrating technology into the processes of teaching and learning will

help to meet the expectations of pupils (Siefert et al., 2019). To have a better knowledge

of how technology might be incorporated into teaching and learning practices, further

research needs to be conducted both at the college and school levels (Li et al., 2018).

The concepts that support this study include using the five phases of the ADDIE

model regarding effective training and performance support systems can be created (see

Yeh & Tseng, 2019). The ADDIE model is the procedure used by instructional designers

and training developers. Training developers and instructional designers created engaging

training programs by using ADDIE model instructional design framework. Step-by-step,

the ADDIE model represents an instructional design process in a concrete sequential

manner and reflects a simple process that can be used to implement technology in the

curriculum (Miranda & Pacho, 2022).

The ADDIE model is a systematic approach to instructional design that has been

used in education for several decades. The model consists of five phases: analysis, design,

development, implementation, and evaluation. The analysis phase involves identifying

the instructional problem, the learners, and the learning objectives. The design phase

involves developing the instructional strategy, selecting the appropriate media and

materials, and designing the evaluation plan. At this phase, learnings from the first step

are applied to make decisions by including strategies, assessment, and feedback

(Alodwan & Almosa, 2018). The development phase involves creating and producing

instructional materials. The implementation phase involves delivering the instruction to

the learners. Finally, the evaluation phase involves assessing the effectiveness of the

instruction.

The logical connections between the framework presented and my study are

exploring challenges and support for teachers regarding technology integration in the

instructional curriculum. ADDIE is used by many professional instructional designers to

develop technology-based courses (Hamizi Li et al., 2022). ADDIE has almost reached

the status of a standard for professionally developed, high-quality distance learning

programs that may be printed or completed online (Fessakis & Prantsoudi, 2019). In

addition, it is often used in the e-learning and training offered by corporations.

I used the instructional design model of ADDIE to develop the interview protocol.

Specifically, I developed open-ended interview questions to collect qualitative data from

the potential participants. I also used the literature review and this conceptual framework

to analyze the interview transcripts. The analysis of interview responses assisted my

exploration of elementary school teachers’ practices that successfully integrate the use of

technology into the instructional curriculum (Emre, 2019).

In this study, a systematic implementation of the ADDIE approach was used. The

participants in this study were asked about the integration of technology into the

instructional curriculum. The responses were used in the design and development phase

to provide insights into how technology is integrated at schools (Makawawa et al., 2021).

Literature Review Related to Key Concepts

A review of the literature that relates to the key variables of the study on

Elementary School Teachers’ Perceptions of Digital Technology Integration into

Instructional Curriculum was conducted. The following variables have been identified as

important to the study: teacher beliefs about digital technology, teacher attitudes toward

digital technology, teacher self-efficacy and digital technology, and teacher perceptions

of the impact of digital technology on instruction (Gagnier et al., 2022).

Teaching and learning strategies that integrate ICT enable teachers and students to

keep in contact with one another and help students overcome barriers in their academic

careers. According to Liu et al. (2021), students should be encouraged to participate in

online learning activities via the usage of social media platforms. As a result, teachers

should provide a wide range of communicative and group discussion activities for

students to do so that they may enhance their capacity to absorb new material, find

solutions to challenges, and improve their communication skills with teachers and

classmates.

The degree to which teachers can effectively incorporate ICT into their teaching

practices is significantly influenced by the degree to which teachers believe in their

ability to do so (Kundu & Bej, 2021). This is because of the relevance of the technical

and professional abilities of instructors in the process that is being described. Publications

that were examined by experts in the field provide support for the hypothesis that

improving instructors’ capabilities in several ways may be accomplished by integrating

ICT into learning and teaching activities. Technology-integrated educational practices,

according to Watson and Rockinson-Szapkiw (2021), increase both the pedagogical and

technical skills of teachers, as well as the quality of their teaching. According to the

results of the study, the most often mentioned disadvantage, when contrasted with the

benefits, was the teachers’ lack of technical skill. Hassan (2021) discovered a situation

quite similar to this one, in which faculty members had difficulty incorporating ICT into

their instructional strategies due to a lack of technical skills. To address this, the

responsible authorities must play a supportive role by offering training programs to

strengthen the technical competence of instructors. In addition to taking specific actions

to assure that ICT is appropriately integrated into educational institutions, the government

should also give incentives or rewards to recognize the accomplishments of teachers (Hsu

et al., 2021). It is necessary to have both sufficient resources and a contemporary

infrastructure to successfully incorporate technological methods into educational

practices (Ashraf et al., 2022). Inadequate infrastructure and inadequate resources are the

second-most often cited difficulties in the studies that were found to inhibit teachers from

successfully incorporating technology into their teaching practices.

García-Morales et al. (2021), who addressed similar challenges, claimed that

effective teaching and learning methodologies need appropriate infrastructural and

technological resources to be maintained. In this regard, the appropriate authorities

should set aside sufficient resources and supply them with the required equipment and

facilities to make it simpler for instructors and students to make use of ICT in the

classroom. For students to effectively learn, they need to actively participate in class and

interact with both their teachers and their fellow students (Kim, 2020). However,

according to the findings in the reviewed research, teachers do not consider face-to-face

training to be more interactive than online education (Redmond & Lock, 2019). This is

likely due to the apparent lack of connection with students and their active involvement in

online education. As a result, teachers need to use activities such as computersupported

collaborative concept mapping in the classroom to increase students' level of

comprehension and their level of interaction with both teachers and other students.

The primary responsibility for determining what the present needs are and

determining educational aims and objectives in response to those requirements lies with

governing bodies. This is necessary to attain the outcomes that are intended (Akram &

Yang, 2021). On the other hand, the absence of predetermined educational policies has

been identified as a significant barrier that prevents educational practices from effectively

integrating technology. And these absences make it difficult to overcome the obstacles

that were investigated in the publications that I reviewed. The concerned educational

authorities should promptly implement rules that integrate ICT into instructional practices

that fit the nation's existing needs and academic environments at all grade levels

(Taghizadeh & Hasani, 2020).

Communication Technology

For instructors to successfully use information and communication technology in

their teaching practices, they need adequate time to fulfill their obligations as teachers.

According to the publications that were reviewed, teachers do not have enough time to

execute all the pedagogical tasks that are essential to incorporating ICT into their

instructional practices. These pedagogical obligations include activities such as preparing

lessons, taking notes, and speaking. According to the findings of Akram et al. (2021b),

teachers do not have sufficient time to make appropriate use of ICT to render their

instructional activities more effective. Both pre-service and in-service teachers must

obtain training in professional development and time management to successfully

overcome these potential challenges (Cheng, 2022).

The review of the literature revealed that there is a lack of consensus among researchers

on the definition of digital technology and its potential benefits for instruction

(O’Neal et al., 2017). However, the literature generally supports the idea that digital

technology can be a valuable tool for enhancing instruction, if used effectively. The

literature also suggests that teacher beliefs and attitudes toward digital technology are

important predictors of integration into the instructional curriculum (Cook et al., 2020).

Teacher Beliefs About Digital Technology

Teaching, cognitive, and social presence all work together to set up a community

of inquiry, which is crucial for engaging students in the subject matter being discussed.

Online learning programs that can better serve a broader range of students regardless of

their prior academic preparation or socioeconomic background can only be developed

through regular and extended instructor interactions. To run a successful e-learning

program, administrators need to have the proper training and infrastructure in place

(Nikolopoulou, 2020). E-learning administrators need to find teachers who can engage

students' interests and support their long-term retention by supplying technology-based

training and a well-equipped technological infrastructure (Zounek et al., 2022). While

the institution manages the success of online programs, administrators in schools, and

campuses carry the burden of the daily operation of such programs. To succeed, online

education needs more than just a devoted faculty; it needs administrators who are ready to

make strategic judgments about how to build and administer infrastructure that supports

online education (Firat, 2020). Among other things, faculty training, adequate staffing,

and access to technology and technical aid are all included in this infrastructure.

Administrators have a considerable influence in the hiring of part-time academics (Palvia

et al., 2018).

Teacher Attitudes Toward Digital Technology

Geographically dispersed faculty must be given time and opportunity to form

highly qualified support programs, and administrators must offer these opportunities in

various formats, such as online, throughout, via an instantaneous message queue, and so

on, to make it easier for faculty with varying levels of technological ability to participate

in learning activities (Li et al., 2018). For both online teachers and college course

administrators, a recent study found that technology may have a major influence on these

factors. There are specialized departments that teach faculty how to design their courses,

use a learning platform (LMS), or even encourage faculty to "get their feet wet" by taking

online courses before they become teachers (Martin et al., 2020).

Teacher Self-Efficacy and Digital Technology

There are several determining factors for teachers’ motivations for using digital

learning material, encompassing self-efficacy, the subjective norm, and attitude. Teachers

and students also perceive learning needs should include social interaction and

communication rather than technological assistance. Principals announce professional

development opportunities and support teachers' applications for those opportunities

(Kılınç & Gümüş, 2021). According to Börnert-Ringleb et al. (2021) the strongest

predictors of the intention to use digital learning were specific self-efficacy in digital

learning and perceived support.

E-learning teachers must be computer-literate as an added stipulation for

employment. Several researchers found that teaching and digital competency selfefficacy

had a substantial impact on teaching effectiveness, students' social life, and faculty

satisfaction with online learning, among other outcomes (Seaman et al., 2018). Greater

teacher participation in online learning was attributed to teachers' belief that they were

technologically competent (Seaman et al., 2018). Faculty members may face added

challenges, such as frequently changing faculty duties, migrating from in-person to

remote learning, and teaching approaches that seem incompatible with e-learning

(Seaman et al., 2018).

Teacher Perceptions of the Impact of Digital Technology on the Curriculum

Pedagogical and technological aid is crucial, but online learning instructors also

need administrative help and recognition from their colleagues for the work they have

done successfully. It is well known that the manager's role cannot be ignored. In addition

to aiding in the choice and hiring of online instructors, the administrator serves as a

bridge between teachers and students, fostering a sense of community and mutual respect

for all parties involved in online education (Yılmaz & Malone, 2020). One responsibility

of a school administrator is to make strategic decisions that will make it easier for

students enrolled in distant learning programs. Various authors have supplied their

findings on the best ways to deliver online learning programs (Hatlevik & Hatlevik,

2018).

The Pakistani Educational System and Technology Integration

The Pakistani educational system has not yet seen the introduction of the

technology-integrated teaching and learning strategies that were originally planned. The

research studies under evaluation here illustrate several advantages associated with the

integration of ICT into our instructional methods. The academic advancement of students,

which is often noted as a positive element and may be related to a dynamic learning

environment that keeps students involved in active learning activities, is often mentioned

as a benefit (Anagün, 2018). Additionally, technology-enhanced learning makes it easier

for students to have access to essential learning materials, which in turn boosts academic

accomplishment and clarifies new concepts. Therefore, to increase student performance,

instructors are strongly encouraged to engage students in activities that are focused on

inquiry and open debate that are relevant to the learning materials.

Summary and Conclusions

Digital technology has become increasingly prevalent in elementary classrooms,

and teachers must be prepared to integrate it into their instruction. Studies have shown

that school teachers' perceptions of digital technology can impact their instructional

practices. This literature review summarized major themes in the research on elementary

school teachers' perceptions of the integration of digital technology into the instructional

curriculum (Spiteri & Chang, 2020). Overall, researchers indicated that teachers generally

have positive perceptions of digital technology and believe that it can enhance

instruction; however, some challenges need to be addressed, such as the lack of training

and the lack of access to technology. With proper support, teachers can overcome these

challenges and successfully integrate digital technology into their instruction (Siefert et

al., 2019).

Chapter 3: Research Method

The purpose of this basic qualitative study was to explore elementary school

teachers’ perceptions regarding the integration of digital technology into the instructional

curriculum. Scholars reported issues with the integration of digital technology into the

curriculum by elementary teachers (Jebur et al., 2022; Kundu & Bej, 2021; Leema &

Saleem, 2017; Qaddumi et al., 2021). According to Kundu and Bej (2021), digital

technology is important for elementary teachers to use in the classroom. However, they

lack confidence in the use of digital technology in the classroom (Jebur et al., 2022). In

Chapter 3, I discuss the research design and rationale and the role of the researcher,

which includes the researcher's proximity and positionality with the participants.

Additionally, I present an overview of participant recruitment procedures, inclusion

criteria for participants, instrumentation, data collection, data analysis, trustworthiness,

and ethical considerations, The section concludes with a summary, which provides a

synopsis of the chapter's contents.

Research Design and Rationale

I conducted this basic qualitative study to gather more in-depth data to answer the

research question without framing the inquiry within an explicit theoretical,

philosophical, epistemological, or ontological tradition (see Carl & Ravitch, 2021). I used

the interpretation of the data from 12 interviews to understand elementary teachers’

perceptions regarding the integration of digital technology into the instructional

curriculum. The research question that directed this basic qualitative study was developed

to shed light on elementary school teachers’ perceptions regarding the integration of

digital technology into the instructional curriculum. Researchers may use a basic design

to answer the research questions (see Ratminingsih et al., 2018).

RQ 1: What are elementary school teachers’ perceptions regarding the integration

of digital technology into the instructional curriculum?

This research applied a traditional qualitative method to gather data from primary

sources through interviews, which provided deep insights into the development of

instructional curriculums that use digital technology (see Brooks & Normore, 2015). The

basic rationale for choosing this traditional research method was the perception of

teachers and the benefits derived by students from the integration of technology into the

elementary curriculum.

A basic qualitative study was chosen because exploring perceptions cannot be

evaluated through quantitative statistical research and number crunching (Yin, 2014).

Qualitative research uses open-ended approaches, in which participants are asked broad

questions about their lived experiences (see Yin, 2014). Ethnography is used to explore

phenomena over an extended time (see Yin, 2014). This study did not concentrate on

any one cultural group. Phenomenological studies concentrate on individuals’ lived

perceptions of experiences with the phenomenon (see Carl & Ravitch, 2021). This study

did not focus on individual experiences. Grounded theory differs from ethnography and

phenomenology (see Carl & Ravitch, 2021).

Role of the Researcher

I am a novice researcher who works in a public school district as a school administrator. I

do not supervise teachers who were participating in the study. I have over 15 years of

teaching and administrating experience in the educational field. I am currently serving as

an administrator at a primary school within the vicinity of the district. Before my current

position, I worked as a language teacher for 10 years within the same district. In my

current capacity as a researcher, I recruited participants for this study. While some

participants may be aware of my administrative role, I clarified that my research

activities are distinct from my administrative duties. This aligns with the ethical

guidelines, which recommend that researchers disclose their roles and any potential

conflicts of interest to participants (American Educational Research Association, 2019).

My role as a researcher was to conduct interviews with elementary school teachers

who were the participants in this study. The participants responded to my interview

questions (see Qaddumi et al., 2021). Moreover, there were several ethical issues to

consider when conducting a study (see Ratminingsih et al., 2018). Research issues

include conducting a study within one’s work environment, conflicts of interest or power

differentials, and the justification for the use of incentives (see Carl & Ravitch,

2021). When conducting a study within one’s work environment there is a potential for

researcher bias (see Carl & Ravitch, 2021). To address this issue, the researcher should

take care to be as objective as possible and to avoid any potential conflicts of interest (see

Jatileni & Jatileni, 2018). The most common and documented bias occurs when

researchers interpret data is confirmation bias (see Shah, 2019). I diligently revisited and

maintained a journal to address researcher bias. Confirmation bias refers to the researcher

interpreting information or data per their personal opinions (see Casad, 2019).

Methodology

I used a basic qualitative research design to conduct this study. The research site

was a set of government-operated elementary schools in an Eastern region of the UAE.

At the research site, there are about 2,500 elementary students, 135 self-contained and

subject-area elementary teachers, and 30 school administrators of which 15 are

elementary school principals and 15 elementary school vice principals.

I used purposeful sampling to identify elementary school teachers. I invited

elementary school teachers to participate in semistructured one-to-one interviews. I used

a videoconferencing platform to conduct the interviews. I transcribed the interview data. I

then used codes, phrases, and categories to identify themes. Finally, I analyzed the

interview data using a priori and open descriptive coding by identifying codes, categories,

and themes (see Bengtsson, 2016; Saldaña, 2016). I conducted member checking with the

participants to check the accuracy of the interview transcripts for this study.

Participant Selection

The research site is located in UAE and is a school district serving about 2,500

elementary students, 135 self-contained and subject-area teachers, and 30 administrators

(i.e., 15 elementary school principals and 15 elementary school vice principals). A

research site is selected to collect qualitative data regarding a central phenomenon

(Creswell & Poth, 2017). The recruitment population is composed of approximately 135

elementary school teachers who were invited to participate in this research study to

examine a predetermined phenomenon. Potential participants were employed at the 15

elementary schools in the study district. Sample size varies and is important to have data

saturation, meaning no new information is obtained (see Humble et al., 2020). In

qualitative research, a sample size of over six participants is sufficient to answer the

research questions (Ravitch & Carl, 2016). The sample for this research was 12

elementary school teachers.

Purposeful sampling was used to recruit elementary teachers. Purposive sampling

is used when participants are selected for a specific reason (Ravitch & Carl, 2016). Data

were collected from 12 elementary school teachers who meet the selection criteria of (a)

holding a teaching degree, (b) having experience integrating technology into the

curriculum, and (c) having a minimum 3 of years of teaching experience. Upon

institutional review board (IRB) approval from Walden University (IRB # 05-16-23-

1085383), I started the data collection process.

I used the school district’s email addresses to locate and copy the email addresses

of the potential participants. The website provides information such as names and the

number of years serving the school district and is considered open records information.

To determine if teachers have experience integrating technology into the curriculum, I

screened potential participants by including these criteria in the letter of invitation, and

participants were self-selected for the study. The first 12 participants who self-selected

into the study by submitting their consent forms were invited to participate in the study.

At the outset of the scheduled interview, I confirmed the participant meets the inclusion

criteria again. The letter of invitation included the criteria for participants, time

commitment, compensation, and my contact information.

Saturation is important in qualitative studies. Saunders et al. (2018) noted that the

researcher may discontinue data collection once they have reached saturation. In this

study, I used purposeful sampling to identify potential participants who meet inclusion

criteria and who were provided information regarding the phenomenon that is the focus

of this proposed study, the integration of technology into the curriculum. By using

participants who know about the research topic, I was supporting the integrity of the

qualitative process and the potential to obtain responses from participants who were able

to inform the purpose of the study (see Morse et al., 2002). Saturation is reached when no

new data arise from the information collected (Saunders et al., 2018). Morse and Marshall

(1996) contended that an adequate sample size is obtained when the researcher can

answer the research questions. The depth and breadth of the participants’ responses were

central to the issue of saturation versus sample sizes (Fossey et al., 2002; Morse et al.,

2002).

Instrumentation

It is important to establish content validity when conducting research with any

population, but it is especially important to do so with elementary school teachers. This is

because elementary teachers are responsible for teaching young children, and their

perceptions about the integration of digital technology into the instructional curriculum

must be accurate (see Chang & Peterson, 2018). There are several ways to establish

content validity. One way is to ask a panel of experts to review the research instrument

and determine whether it measures what it is supposed to measure. Another way is to

conduct a pilot study with a small group of elementary teachers and judge whether the

results seem logical. Context- and culture-specific issues can also impact content validity.

For example, if the research is conducted in a country where digital technology is not

widely used, it may be difficult to find experts who are familiar with the topic (see Sands

et al., 2018). Additionally, elementary teachers in different parts of the world may have

different opinions about the integration of digital technology into the instructional

curriculum.

Regarding instrumentation, data were collected using interviews and an interview

protocol (Creswell & Poth, 2017). I created the interview protocol containing interview

questions aligned to the research question and reflecting the conceptual framework. I

used the interview protocol to ask the same interview questions to each participant.

Procedures for Recruitment, Participation, and Data Collection

Upon IRB approval I recruited the participants by using the district’s email

addresses to locate and copy the email addresses of the potential participants. The website

provides information such as names and the number of years serving the school district. I

invited all elementary school teachers who met the selection criteria via email to

participate in interviews with me. In the emails, I included the purpose and significance

of the research, the participant selection criteria, and information about the interviews,

such as the duration of the interviews. I also informed the participants that their

participation in this study is voluntary. I conducted semistructured one-to-one interviews

using an interview protocol containing open-ended interview questions. I explained the

purpose of this study, the time for each interview, and confidentiality, and developed a

professional novice researcher–participant working relationship with each participant.

Each interview was scheduled on a date and time convenient for each participant

and each participant received an email invitation for the scheduled day and time of the

scheduled interview via Zoom. I informed each participant that their participation in the

interviews is voluntary, that their responses were kept confidential, and that each

participant had the right to withdraw from this study at any time. Each participant’s

identity including the name of the school district will not be revealed. Each interview did

not exceed 1 hour and was audio-taped per the consent form. The audio-taped interviews

were stored on my home computer. As per IRB requirements, I intend to keep the

interview audio tapes, transcriptions, and all related data collection materials for 5 years. I

assigned a numeric pseudonym to each participant, such as P1, P2, and so on for each

participant. Member checking, a process used to allow participants to provide input for

the researcher’s interpretation of the draft findings, was used to confirm that I accurately

interpreted and analyzed their responses (see Creswell & Poth, 2017). After each

interview, I transcribed the interview and saved the interview transcripts on my personal

computer for thematic analysis.

Data Analysis Plan

It is essential that ethical procedures were followed in my study on elementary

school teachers’ perceptions of the integration of digital technology into the instructional

curriculum. This is a sensitive topic, as it potentially impacts the participating teachers’

careers and livelihoods. As such, the utmost care must be taken to ensure that the

teachers’ rights and privacy are protected. Informed consent was obtained from all

interviewed participants, and they were informed of the purpose of the study and what

their involvement entailed.

There are ethical concerns that were considered when recruiting teachers for

research for this basic qualitative study. One ethical concern was that some teachers may

feel pressured to use digital technology in their instruction if they participate in a study on

this topic (see Chen et al., 2018). To address this concern, I stated clearly in the

recruitment materials that participation is voluntary and that teachers can decline to

participate at any time. The participants were also informed of their right to withdraw

from the study at any time without any negative repercussions. Additionally, I did not ask

teachers to use digital technology in their instruction as part of the study.

Another ethical concern was that some teachers may feel uncomfortable

discussing their use of digital technology in instruction if they are being interviewed by

researchers. To address this concern, I created a safe and comfortable environment for

interviews, where teachers can feel free to share their thoughts and experiences (see

Manrique et al., 2019).

I used semistructured interviews to collect qualitative data. Qualitative interviews

are used for identifying emergent themes (see Creswell & Poth, 2017). As a qualitative

researcher, I used inductive data analysis to review the interview transcripts and to code

the data for emergent themes (see Creswell & Poth, 2017). I transcribed the interviews

and saved the interview transcripts on my personal computer. I used NVivo to organize

the interview transcripts. I also read multiple times each interview transcript to

understand the participants’ responses (see Creswell & Poth, 2017).

I used a priori and descriptive open coding to analyze the information obtained

from the participants. I identified codes, categories, and themes leading to the

identification of themes that emerged from the data; hence, I used thematic analysis to

identify themes by using open and a priori coding (see Ravitch & Carl, 2016). I identified

key thematic words, phrases, and sentences from the interviews and recorded them on a

chart (see Saldaña, 2016). A coding process is used to chart similar phrases and keywords

(Saldaña, 2016). During the a priori coding, I identified common words and phrases by

highlighting sections of the interview transcripts and used labels (see Ravitch & Carl,

2016). Qualitative researchers group the open codes into categories to identify themes

(Ravitch & Carl, 2016). According to Saldaña (2016), when reviewing and rereviewing

common words and phrases, categories and subcategories emerge, and from the

subcategories and categories, themes emerge.

I conducted member checking with each participant for the participants to

acknowledge that the interview transcripts were accurate (see Ravitch & Carl, 2016).

During member checking, if the participants requested revisions, then I made all

necessary revisions (see Creswell & Poth, 2017). I considered all interview transcripts

and looked for discrepant cases (see Yin et al., 2018).

Trustworthiness

I created a consent form for the participants and an interview protocol, and an

invitation letter. Data was collected using semistructured interviews and an interview

protocol. The conceptual framework was used to develop the open-ended interview

questions. Three retired elementary school principals reviewed the interview questions

for clarity and ambiguity and provided feedback. Those retired principals did not

participate in this research and knew about technology integration.

The trustworthiness of this qualitative research was based on the responses

recorded by the participants. The interview scripts contained all the primary data. The

participants were directly involved, and the data was secured. To establish dependability,

various strategies can be employed, such as audit trails and triangulation. An audit trail is

a record of all the steps that have been taken in a particular process (Göçen et al., 2020).

This is useful for tracking the use of digital resources in the classroom and ensuring that

they are being used as intended. Triangulation is another strategy that can be used to

establish dependability. This means using multiple sources of information to corroborate

findings. This can help to ensure that the data collected are accurate and reliable. Thus, I

followed ethical research standards and obtained IRB approval from Walden University

and the senior school district administrators from the study site (see Merriam & Tisdell,

2016). I kept a reflexivity journal to minimize researcher biases and reactivity (see

Ravitch & Carl, 2016). Concerning internal validity, three retired principals reviewed the

findings to ensure credibility (see Ravitch & Carl, 2016).

Ethical Procedures

Ethical procedures were followed in my study on the integration of digital

technology into the instructional curriculum. This is a sensitive topic, as it potentially

impacts the participating teachers’ careers and livelihoods. As such, the utmost care must

be taken to ensure that the teachers’ rights and privacy are protected. The study was

conducted confidentially, with the participants’ identities kept strictly anonymous (see Li

et al., 2018). Informed consent was obtained from all interviewed participants, and they

were informed of the purpose of the study and of what their involvement would entail.

There were ethical concerns that need to be considered when recruiting teachers

for research on my topic. One ethical concern was that some teachers may have felt

pressured to use digital technology in their instruction if they participated in a study on

this topic. To address this concern, I stated clearly in the recruitment materials that

participation was voluntary and that teachers could decline to participate at any time (see

Nikolopoulou, 2020). They were also informed of their right to withdraw from the study

at any time without any negative repercussions. Additionally, I did not ask teachers to use

digital technology in their instruction as part of the study.

Another ethical concern was that some teachers may have felt uncomfortable

discussing their use of digital technology in instruction if they were interviewed by

researchers. To address this concern, researchers should create a safe and comfortable

environment for interviews, where teachers could feel free to share their thoughts and

experiences (see Roussinos & Jimoyiannis, 2019).

Summary

The purpose of this basic qualitative study was to explore elementary school

teachers’ perceptions regarding the integration of digital technology into the instructional

curriculum. In Chapter 3, I presented the role of the researcher and a discussion of the

research, methodology, and participant selection. I also provided an overview of ethical

considerations, data collection, and analysis plans.

A basic qualitative study was chosen to explore the participants’ perceptions that

cannot be evaluated through quantitative statistical research and number calculations (see

Yin, 2014). I used purposeful sampling to identify the participants and invited them to

participate in semistructured one-to-one interviews. I transcribed the interview data and

identified codes and categories to identify themes by engaging in an iterative data

analysis process. I analyzed the interview data using thematic analysis and conducted

member checking with the participants to check my interpretation of the draft findings for

this study. I obtained consent from each participant and followed a consistent protocol

while conducting the semistructured interviews with participants in the study district. I

used semistructured interviews to collect qualitative data. I transcribed the interviews and

saved the interview transcripts on my personal computer for coding, categorizing, and

theming the data. I used thematic analysis to identify themes. In regard to the member

checking process, no participant requested that any changes be made to the draft findings

sent to them for their review.

Chapter 4: Results

This chapter presents the results of a qualitative research study that aims to

explore elementary school teachers' perceptions regarding the integration of digital

technology into the instructional curriculum. The research question that guided this basic

qualitative study is as follows:

RQ: What are elementary school teachers’ perceptions regarding the integration of

digital technology into the instructional curriculum?

To provide a comprehensive understanding of the findings, I begin this chapter

with a brief review of the study’s purpose and research question. I then proceed to

describe the study setting, including relevant details about the participants and the school

environment. I outline the data collection procedures and analysis methods employed,

along with strategies to ensure the trustworthiness of the findings. Also, an overview of

the findings is presented, followed by a summary. In essence, this chapter serves as a

bridge to Chapter 5, where a detailed exploration of the results, their implications, and the

ensuing discussion will be extensively addressed.

Setting

This qualitative research study was conducted in a public school district in the

UAE, specifically focusing on elementary school teachers. The district was selected

based on its relevance to the research objectives and the availability of elementary school

teachers for interviews. During the study, no significant personal or organizational

conditions directly affected the participants or their experiences in the district. However,

potential changes in personnel, budgetary constraints, or other traumatic events within the

district may have indirectly affected the participants’ experiences and perceptions of

technology integration into the curriculum.

Demographics

The study included a purposive sample of 12 elementary school teachers who

were interviewed using a semistructured interview protocol. Participant demographics,

such as teaching degree and total years of teaching experience, were documented to

provide a comprehensive understanding of their backgrounds. To ensure confidentiality,

all participants consented to the study and completed their interviews, as outlined in the

consent form. Each participant was assigned a unique identifier (P1-P12) to maintain

confidentiality and protect their privacy. Table 1 in the study contains participant

demographics, including their teaching degree, their students’ grade levels, total years at

current school, and school size-number of students served. Gender and race were not

included to safeguard participants’ identities.

Table 1

Participants’ Teaching Degree, Students’ Grade Level, Years at Current School, and

School /Size

Participants’ Students’ grade Years in School size- teaching level current

school number of

degree students served

Bachelor Grade3 8 years 712 students

Bachelor Grade3 5 years 650 students

Bachelor Grade3 7 years 313 students

Bachelor Grade2 5 years 341 students

High diploma Grade3 14 years 904 students

Bachelor Grade3 4 years 904 students

Masters Grade4 4 years 205 students

Bachelor Grade3 4 years 712 students

Bachelor Grade4 4 years 650 students

Masters Grade4 6 years 313 students

Bachelor Grade2 6 years 204 students

High diploma Grade2 10 years 904 students

Data Collection

Once I obtained approval from the Walden IRB, I emailed potential participants a

consent form to request their voluntary participation in the study. Participants agreed to

be interviewed after receiving an email invitation explaining the study’s purpose,

procedures, and confidentiality measures. My contact information was provided for

inquiries. Participants were informed of their right to withdraw from the interview or the

study at any time. While conducting the interviews, I created a supportive and

nonjudgmental environment, ensuring that the teachers felt comfortable sharing their

thoughts and experiences. Ethical considerations regarding participant rights and privacy

were thoroughly addressed, emphasizing voluntary participation and the right to

withdraw from the study at any time without negative consequences. No unusual

situations occurred while collecting data. The data collection process for this study

involved the selection of 12 elementary school teachers who met specific criteria. These

criteria included possessing a teaching degree, having experience integrating technology

into the curriculum and having a minimum of 3 years of teaching experience. The

participants were selected through purposive sampling, ensuring that they were chosen

for specific reasons relevant to the research.

Data were gathered through semistructured one-to-one semistructured interviews

using an interview protocol. The semistructured interview approach allows for a

combination of open-ended questions and predetermined prompts, providing flexibility

for participants to express their thoughts while ensuring key topics are covered (Smith,

2018). The use of semistructured interviews with prompts, as well as the implementation

of best practices in conducting practice interviews and seeking input from experts,

strengthened the rigor and validity of the data collection process (Johnson et al., 2020).

The frequency of data collection depended on the availability of the participants and was

scheduled individually. Each interview lasted approximately 1 hour (see Table 2). During

the interview process, I aimed to establish rapport by expressing gratitude and

introducing myself, creating a comfortable and engaging environment. I actively listened

to the participants, asking open-ended questions and showing empathy, which fostered

trust and openness (Johnson et al., 2020). Throughout the interview, I provided nonverbal

and verbal cues to signal attentiveness and understanding. To conclude the process, I

thanked the participants, summarized the main points, and indicated that I would send

them a draft of the findings for their input, ensuring accuracy and collaboration. By

involving participants in the interpretation of findings, I followed a participatory

approach, promoting trust, transparency, and validity of the research (Polit

& Beck, 2021).

During the interviews, audio recordings were made with the participants' consent.

The recordings were securely stored on a personal computer. To maintain confidentiality,

each participant was assigned a numeric pseudonym, such as P1, or in sequential order

through P12. The interview recordings were transcribed verbatim, and the resulting

transcripts were used for content analysis. The transcripts were also stored securely on a

personal computer. All acquired data are securely stored on a password-protected hard

drive located at my residence for 5 years, adhering to the protocols established by Walden

University IRB. Following this timeframe, I will assume personal responsibility for the

secure disposal of any physical documents, ensuring their destruction. Moreover, I will

undertake the permanent deletion of all electronically stored data, strictly in accordance

with the Walden University IRB policy.

Table 2

Length of Interview by Participant

Participant Length of interview

P1 50 minutes

P2 40 minutes

P3 40 minutes

P4 45 minutes

P5 30 minutes

P6 30 minutes

P7 30 minutes

P8 50 minutes

P10

P11

P12

48 minutes

40 minutes

45 minutes

Data Analysis

The data analysis process in this basic qualitative study on elementary school

teachers’ perceptions of the integration of digital technology into instructional curriculum

followed an inductive process, allowing for the exploration of emergent themes and

patterns derived from the interview transcripts (Chen et al., 2018; Manrique et al., 2019;

Siefert et al., 2019). The first step in the analysis involved transcribing the interviews and

organizing the transcripts. Thorough readings of the transcripts were conducted to

develop a comprehensive understanding of the participants’ responses (Creswell & Poth,

2017). This initial immersion in the data set the foundation for subsequent coding and

analysis. A combination of a priori and descriptive open coding techniques were used

(Ravitch & Carl, 2016). A priori coding involved identifying predetermined concepts and

themes based on relevant literature and research questions (Fereday & Muir-Cochrane,

2006). On the other hand, descriptive open coding allowed for identifying new and

emerging themes directly from the data. Codes were assigned to relevant segments of the

transcripts, and these codes were then organized into categories to discern patterns and

relationships within the data. I employed a combination of a priori and descriptive open

coding to analyze the information gathered from the participants. Through this process, I

identified various codes, categories, and themes, allowing for the emergence of key

themes from the collected data. Thematic analysis was used to identify these themes,

employing both open and a priori coding techniques (Ravitch & Carl, 2016). To capture

relevant information from the interviews, I documented significant thematic words,

phrases, and sentences onto a chart (Saldaña, 2016). The coding process involved

organizing similar phrases and keywords for further analysis (Saldaña, 2016). In the

process of qualitative research, researchers classify the open codes into different

categories to discern themes (Ravitch & Carl, 2016).

A Priori Coding

Drawing from this framework of instructional leadership and the ADDIE model, a

priori codes were assigned to align with the key elements of these models. These a priori

codes were based on the following dimensions: (a) instructional leadership,

encompassing the need for strategic planning, guidance, and support in educational

settings; (b) the ADDIE model, emphasizing the systematic approach to training,

including analysis, design, development, implementation. By using these codes, the data

presented in Table 3 shows how I determined a priori codes based on the transcriptions

from the interviews.

Table 3

Sample a Priori Coding

Participant Interview text excerpt A priori code

Participant 2 I don’t have any experience in creating the mission

and vision, but the vision and mission were always

shared with all of us.

If I had the opportunity, I would focus on widening

the awareness of the importance of integrating

technology for students' future lives.

Instructional

leadership

Participant 7 I don't have personal experiences in being involved in

creating the school mission and vision. However, the

process typically should involve collaboration among

educators and administrators to define objectives,

develop strategies, and implement technology in the

curriculum.

Instructional

leadership

Participant 1 Based on my personal encounters with the training

provided for technology integration, I observed that

the aspects of design and content proved to be highly

advantageous. The frequency of the training sessions

was adequate and appropriate, considering the

challenges faced by busy teachers in managing their

schedules. Nevertheless, the evaluation of these

training sessions was not consistently implemented,

and there was a lack of follow-up after the training

took place.

Systematic

approach to

training

Participant 3 The majority of the training sessions were

satisfactory; however, there was a deficiency in

follow-up and evaluation for those sessions

Systematic

approach to

training

Participant 4 Most of the training PowerPoints were well designed

and prepared to help us understand the content, but, to

be honest, sometimes the content was repeated.

Systematic

approach to

training

Open Coding

After identifying a priori codes based on the framework of instructional

leadership, and the ADDIE model conceptual framework, I continued to iteratively

disassemble the data and used open coding to further analyze the data inductively. I

analyzed the information obtained from the participants using a combination of a priori

and descriptive open coding techniques. By identifying codes, categories, and themes, I

examined the data and employed thematic analysis to uncover emerging themes. Through

the coding process, I organized similar phrases and keywords. During a priori coding, I

highlighted sections of the interview transcripts and labeled common words and phrases.

Table 4

Research Question: Elementary School Perceptions- Open Codes

RQ1 A priori code

Open codes

What are elementary school

teachers’ perceptions regarding

the integration of digital

technology into the

instructional curriculum?

Instructional

leadership

Teachers’ experiences

Awareness of mission

Awareness of vision

Systematic

approach to

training

Technology integration

plan

Training Collaboration

Resources

Professional Participation in training

development Application of training

Categorizing

Categorizing these data during the analysis process was a crucial step in

organizing the vast amount of information obtained from the semistructured interviews.

As I examined the coded segments and text related to the research question, distinct

categories started to emerge, representing recurring patterns and themes within the data.

This stage marked a significant turning point, as it required an active evaluation of the

collected data and the categories I had established. To ensure objectivity and minimize

bias, a reflective approach was employed, involving meticulous comparisons and

examinations of the data. In line with best practices in qualitative research (Miles et al.,

2020; Saldaña, 2016), I diligently searched for similarities and differences within the

data, looking for responses that shared commonalities and identifying any outliers that

deviated from the established patterns. By engaging in such rigorous analysis, I aimed to

capture the richness and nuances of the participants' perspectives on technology

integration, ultimately contributing to a comprehensive understanding of the research

question.

Themes

As a result of the comprehensive qualitative data analysis, which included coding

and categorization, three emergent themes were identified. These themes encompassed

the key ideas and concepts that emerged from the participant's responses. The

compilation of codes, categories, and themes extracted from the semistructured

interviews is presented below in Table 5. This table provides a concise overview of the

overarching themes that emerged from the data analysis, allowing for a clear visualization

of the patterns and insights that emerged from the participants' perspectives. The themes

serve as a foundation for understanding the teachers' perceptions of support needed for

the successful integration of digital technology into the instructional curriculum,

providing valuable insights for further exploration and discussion in the field.

Table 5

Codes, Categories, and Themes Used in Data Analysis

Codes Categories Themes

•Teachers' experiences

•Awareness of mission Leadership practices Awareness, vision, and goal

alignment

•Awareness of vision

•Awareness of campus goals

Organizational

culture

•Participation in training

•Application of training

•Integration technology

•Students Skills

•Training design, content, analysis,

design, development,

implementation

•Teachers’ confidence and comfort

Training

Professional

development:

Perception of

training and

confidence

•Technology integration plan

•Training collaboration

•Availability of resources

Systematic approach

to technology

Resources

Supports for

successful

Integration of

technology

The process of coding and categorization was iterative, with regular revisions and

refinements made to ensure accuracy and consistency (Ravitch & Carl, 2016). Key

thematic words, phrases, and sentences were identified within each category, forming the

basis for the emergent themes (Saldaña, 2016). Throughout the analysis, ethical

considerations were maintained, including ensuring confidentiality, obtaining informed

consent, and providing opportunities for member checking to validate the accuracy of the

findings (Creswell & Poth, 2017; Ravitch & Carl, 2016). By employing inductive

reasoning and a combination of coding techniques, this data analysis approach revealed

important themes and elements in elementary school teachers' perceptions regarding the

integration of digital technology into the instructional curriculum (Ravitch & Carl, 2016).

The findings derived from this process contribute to a deeper understanding of the topic

and provide valuable insights for further research and practical implications. Three

themes emerged from the data:

1. Elementary School Teachers' Awareness and Perceptions of the School's Vision and

Goal for Digital Technology Integration

2. Elementary School Teachers' Perceptions of Technology Integration Training

3. Elementary School Teachers' Perceptions of Support Needed for Successful

Integration of Digital Technology

Discrepant Cases

Discrepant cases play a vital role in qualitative research by examining codes and

emergent themes to reveal contradictions or deviations from initial assumptions or

predictions, as highlighted by Maxwell (2013). This systematic approach enables

identification of data that challenges prevailing conceptual frameworks. For example,

participant P5's response indicated that inadequate follow-up activities from the

administration resulted in incomplete implementation of training courses. Analyzing the

data revealed that Participant P5's experiences aligned with the overarching theme,

emphasizing the lack of evaluation following the training.

Some teachers expressed overall satisfaction with the training, emphasizing its

relevance and effectiveness. However, there were also mentions of training not aligning

with grade-level needs, lack of follow-up and evaluation, and challenges related to

internet connectivity and technical issues. While some teachers expressed overall

satisfaction with the training for technology integration, there were instances where the

training did not align with grade-level needs and lacked follow-up and evaluation, leading

to challenges related to internet connectivity and technical issues. Some teachers found

that the training primarily focused on older students, requiring them to adapt the content

for their younger students. The absence of follow-up and evaluations limited ongoing

support and feedback for teachers.

Results

The findings of this qualitative case study were obtained from the analysis of data

gathered through interviews conducted with a group of 12 elementary school teachers.

The research study aimed to explore elementary school teachers' perceptions regarding

the integration of digital technology into instructional curricula. The research question

that guided this study was:

RQ: What are elementary school teachers' perceptions regarding the integration of

digital technology into the instructional curriculum?

To collect data and gain insights into the participants' perceptions, semi-structured

interviews were conducted with elementary school teachers. The interviews consisted of a

set of questions designed to elicit responses related to the research question. The

interview guide, which included the screener questions and the main interview questions,

can be found in Appendix B.

In this section, the results of the study will be presented, focusing on the themes

that emerged from the analysis of the interview data. Each theme will be described,

supported by relevant excerpts from the participants' responses. Additionally, notable

variations or contrasting viewpoints among the participants' perceptions will be

highlighted. The subsequent sections will elaborate on each theme, presenting a

comprehensive analysis of the participant's perceptions and experiences.

Theme 1: Elementary School Teachers' Awareness and Perceptions of the School's

Vision and Goal for Digital Technology Integration

Participants' responses varied regarding their personal experiences in creating the

mission, vision, and goals for technology integration. Some teachers acknowledged

limited personal involvement in the creation process. For example, P1 stated, "I don't

have personal experiences, I have never been involved in creating the school mission and

vision." Similarly, P3 mentioned, "I don’t have any experience in creating the mission

and vision, but the vision and mission were always shared with all of us. If I had the

opportunity I would focus on widening the awareness of the importance of integration

technology for students' future life.."

Participants shared their experiences in implementing the mission, vision, and

goals for technology integration. They highlighted the collaboration between technology

coordinators, leaders, and teachers. Participant 1 stated, "This coordination involves

collaboration between technology coordinators, leaders, and teachers. Coordination of the

technology integration plan involved aligning the use of technology with the school's

overall goals and ensuring the integration opportunities are in place to support effective

implementation." P2 mentioned, "As a teacher, I always seek to implement new

techniques and strategies in my classes. For instance, I have used the independent

learning classes with my students where I upload for them the subject on the LMS

(Learning Management System) alongside activities to ensure their understanding."

Participant 3 highlighted the facilitation of learning through technology and the

implementation of the mission and goals as a requirement. Participant 4 acknowledged

the collective efforts from all stakeholders, including teachers, to implement the goals of

the mission and vision.

Participant P5, who teaches grade one and two students, expressed challenges in

integrating technology due to the need for individual observation, mentoring, and

assistance. P3 stated, "As a grade one and two teachers, I find it a bit difficult to ask all

my students to bring or use their tablets in the classroom as it takes time to observe,

mentor, and assist each kid in the learning process. However, with the presence of smart

board in the classroom, it has eased the integration of using technology in the campus."

This discrepancy suggested the integration of technology may pose challenges in early

grades due to the need for individual observation, mentoring, and assistance for each

student.

These findings provide insights into elementary school teachers' perceptions

regarding the integration of digital technology into the instructional curriculum. While

some teachers had limited personal involvement in creating the mission, vision, and

goals, efforts were made to implement technology integration, albeit with challenges in

certain contexts. The data from the interview transcripts align with the study's focus on

teachers' perceptions and shed light on the nuances and varying experiences related to

technology integration.

Theme 2: Elementary School Teachers' Perceptions of Technology Integration

Training

The teacher participants highlighted that the training sessions they attended

primarily focused on integrating technology into the curriculum. However, they

expressed concerns about the relevance of the training to their specific needs and grade

levels. One teacher stated, "Sometimes, the training doesn't really address our needs

because it mostly focuses on integrating technology for older students in higher grades"

(P8). This indicates a discrepancy between the training content and the teachers'

requirements. Teachers mentioned that they relied on personal engagement in online

training and searching for new strategies to integrate technology into their lessons

effectively. They emphasized the importance of self-directed learning and the use of

online resources to enhance their pedagogical practices. For instance, P3 stated, 'I

integrated technology in my lessons mostly through personal engagement in online

training or searching for new strategies.

Participants described how they used the training to integrate technology into the

curriculum. They mentioned exploring new digital tools, designing technology-rich

lessons, and adapting the technology to suit their students' level and age. However, they

also mentioned the challenge of finding technology resources specifically tailored to the

needs of their young students in grades 1 and 2. P2 mentioned, "I make a conscious effort

to select strategies and websites that are suitable for my students' level to facilitate the

integration of technology into my classroom".

All participants perceived that integrating technology into the curriculum had a

positive impact on students' skills, including the development of digital literacy, critical

thinking, problem-solving, collaboration, creativity, information literacy, and

technological proficiency. P9 stated, "Students develop various skills through the

integration of technology into the curriculum".

Furthermore, participants discussed the challenges they encountered in

implementing technology into the curriculum. These challenges included limited access

to technology on the school campus, a lack of training and support for teachers, time

constraints, technical issues, and concerns about equity and privacy. P9 added,

"Implementing technology into the curriculum comes with various challenges".

Teacher participants shared their perceptions of the training they received for

integrating technology into the curriculum. They highlighted both positive and negative

aspects. While they acknowledged that the training equipped them with the necessary

knowledge and skills, they also felt that the training should address both the technical

aspects of using technology tools and platforms, as well as the pedagogical strategies for

leveraging technology effectively. They emphasized the importance of ongoing support

and follow-up sessions to enhance teachers' implementation of technology in the

curriculum. One teacher stated, "The training for integrating technology into the

curriculum was successful in some ways where most teachers were engaging. It equipped

me with some necessary knowledge and skills to effectively incorporate technology into

the teaching practices" (P1).

Theme 3: Elementary School Teachers' Perceptions of Support Needed for

Successful Integration of Digital Technology

Based on the data gathered for this qualitative study several key findings emerged

regarding teachers' recommendations and perceptions of support needed for successful

integration of digital technology. Firstly, in terms of recommendations to improve

training for technology integration, teachers expressed a need for more practical, handson

practice. P11 stated, "I recommend offering more hands-on practice and providing

ongoing support and coaching, connecting training to specific curriculum goals, offering

opportunities for collaboration and sharing best practices, and ensuring training aligns

with educators' needs and skill levels". Another participant emphasized the importance of

interactive websites and programs, stating, "Training should include more interactive

websites and programs that ease the teaching process for the teacher, indicating a better

learning environment for students. Teachers should be questioned on their needs and

challenges before scheduling training" (P.5). Regarding improvements to the technology

integration plan, teachers provided valuable insights. Clear goals and expectations were

emphasized, along with the provision of sufficient resources. P11 explained, "Establish

clear goals and expectations, provide sufficient resources, foster a supportive school

culture, and involve all stakeholders in the planning process". P4 suggested allocating an

extra class for technology integration to ensure adequate time for incorporating

technology into classroom activities. Additionally, the importance of teamwork and

continuous research in enhancing technology integration plans was highlighted by P4,

stating, "Teamwork and continuous research are the basis for technology development as

it contributes to improving plans". These recommendations emphasize the need for a

comprehensive and collaborative approach to technology integration, involving all

stakeholders and fostering a supportive environment.

Furthermore, participants identified additional supports that would help support

their integration of technology into the curriculum. P9 mentioned the need for specialized

training for specific programs, stating, "Additional supports that can help support

technology integration [are] more specialized training for specific programs". P4

emphasized the importance of having an assistant teacher in the classroom and access to

facilities like interactive whiteboards, stating, "Having an assistant teacher in the

classroom with me will support me alongside facilities like interactive whiteboards in all

classes, timing, and resources". Participants also highlighted the importance of

encouraging student independence in seeking information and providing lectures and

training workshops as beneficial supports (P.3, P.4) Additionally, P5 suggested

organizing conferences to collaborate with different experts in supporting the integration

of technology into the curriculum. These recommendations underscore the need for

comprehensive support systems, including training, resources, and opportunities for

collaboration and professional development.

In examining the findings, it is important to acknowledge discrepant cases or

nonconforming data. While the majority of responses emphasize the importance of hands-

on practice, ongoing support, and specific training aligned with educators' needs, there is

a discrepancy between the desired support and the resources currently provided. Some

teachers mentioned the need for assistant teachers, interactive whiteboards, and facilities,

which may not be readily available in all contexts. Additionally, involving experts and

organizing conferences may present challenges in terms of accessibility and availability.

These nonconforming data highlight the potential resource limitations and practical

feasibility concerns that need to be addressed while implementing support systems for

successful technology integration.

Evidence of Trustworthiness

In this section, the implementation of credibility, transferability, dependability,

and confirmability strategies will be described to ensure the trustworthiness of the

qualitative research conducted about elementary school teachers' perceptions regarding

the integration of digital technology into the instructional curriculum. These strategies

aim to enhance the validity, applicability, consistency, and neutrality of the research

findings. By employing these strategies, the study ensures that the collected data

accurately represents the teachers' perspectives and can be potentially applicable to

similar educational settings.

Credibility

To establish credibility, several strategies were employed. First, a panel of

experts, in the form of retired elementary school principals, reviewed the interview

questions for clarity and ambiguity (Creswell & Poth, 2017). Their feedback ensured that

the questions measured what they were intended to measure. Additionally, member

checking was conducted with the participants to confirm the accuracy of the interview

transcripts and reduce researcher bias (Nowell et al., 2017). The participants were

provided with their interview transcripts and invited to add any additional information or

make revisions. This process enhanced the credibility of the research by involving the

participants in validating the data.

Transferability

Transferability, which refers to the applicability of the study to other settings or

contexts, was addressed through various strategies. The use of a pre-designed interview

protocol ensured that each participant was asked the same questions, increasing the

consistency of data collection (Patton, 2015). The design alignment tool and dissertation

rubrics were used to provide a framework for other researchers to replicate the research

phenomenon (Creswell & Poth, 2017). By adhering to these formats, the transferability of

the research findings can be enhanced, allowing for broader application.

Dependability

To ensure dependability, strategies were implemented to maintain consistency and

alignment with the research question. The interviews were recorded and transcribed

immediately after data collection to mitigate potential researcher bias and inaccuracies

(Morrow, 2020). This process helped in establishing a clear audit trail, ensuring that all

steps taken in the research process were recorded and could be traced. Furthermore, the

absence of discrepant cases indicates the consistency of the data collected (Creswell &

Poth, 2017).

Confirmability

To ensure the confirmability of this study, measures were taken to minimize

biases and enhance objectivity. As an administrator within the district, I diligently worked

to dissociate any bias toward the teachers based on my role. During the data analysis, I

carefully considered my personal biases and any implicit biases that may have influenced

my perceptions of certain teachers due to professional interactions. Multiple sessions of

peer debriefing were conducted to review the transcripts and analyze the data, ensuring a

comprehensive examination of the conclusions. These strategies, aligned with best

practices in qualitative research for minimizing bias and ensuring confirmability

(Smith et al., 2019), contributed to the robustness of the findings

Ethical Procedures

Ethical considerations were carefully addressed throughout the research process.

Informed consent was obtained from all participants, and their identities were kept strictly

anonymous to protect their privacy. The participants were informed about the purpose

and significance of the research, and their voluntary participation was emphasized. The

study followed the ethical guidelines outlined by the IRB and local school IRB

procedures. The IRB approval was obtained before participant recruitment and data

collection. Measures were taken to store and protect the data, ensuring its confidentiality.

The use of pseudonyms further safeguarded the participants' identities.

By implementing these credibility, transferability, dependability, and

confirmability strategies and adhering to ethical procedures, the trustworthiness of the

qualitative research was ensured. These measures enhance the credibility of the findings,

facilitate the applicability of the research to other contexts, maintain consistency and

alignment with the research question, and ensure the fairness and accuracy of the data

analysis and interpretations (Larkin et al., 2021).

Summary

This chapter provides a summary of the qualitative research findings, highlighting

the diverse perceptions of elementary school teachers regarding the integration of digital

technology into the instructional curriculum. Three themes emerged from the data

analysis and were discussed: (a) Elementary School Teachers' Awareness and

Perceptions of the School's Vision and Goal for Digital Technology Integration. (b)

Elementary School Teachers' Perceptions of Technology Integration Training. (c)

Elementary School Teachers' Perceptions of Support Needed for Successful Integration of

Digital Technology. Overall, elementary school teachers share similar perceptions

regarding the integration of digital technology into the instructional curriculum. However,

they emphasized the importance of addressing their specific needs, providing ongoing

support and training, and fostering a collaborative and supportive environment to ensure

successful integration.

The insights gained from this study contribute to a deeper understanding of the

opportunities and challenges associated with technology integration in elementary

education. These findings serve as a foundation for further analysis and discussion in

Chapter 5, where implications, recommendations, and future research directions will be

explored in detail.

Chapter 5: Discussion, Conclusions, and Recommendations

Chapter 5 will provide a comprehensive discussion, draw meaningful conclusions,

and offer recommendations based on the findings of the qualitative study exploring

elementary school teachers’ perceptions of the integration of digital technology into the

instructional curriculum. This study aimed to understand how teachers perceive the use of

digital technology in their classrooms and identify strategies for successful

implementation.

In this study, a basic qualitative research design was employed, aligning with the

interpretive research paradigm. This approach allows for a deep understanding of

teachers’ perceptions and experiences regarding the integration of digital technology (Hsu

et al., 2021). Through semistructured interviews, data were collected to explore the lived

experiences and views of elementary school teachers in relation to the integration of

digital technology into their instructional curriculum. The qualitative nature of this

research allows for a nuanced exploration of teachers' perceptions and attitudes, going

beyond mere quantitative data (Yin, 2014).

The sample for this study consisted of 12 elementary school teachers who met

specific selection criteria, including holding a teaching degree, having experience

integrating technology into the curriculum, and having a minimum of 3 years of teaching

experience. Semistructured face-to-face interviews were conducted using a selfdeveloped

interview protocol to elicit rich qualitative data. The data collected from these interviews

were analyzed through a combination of a priori coding based on the conceptual

framework and open, descriptive coding (Bengtsson, 2016; Saldaña, 2016).

Interpretation of the Findings

The purpose of this study was to explore elementary school teachers’ perceptions

regarding the integration of digital technology into the instructional curriculum. In this

section, the findings of the qualitative research study are analyzed and interpreted based

on the themes that emerged from the data analysis. The themes include Elementary

School Teachers’ Awareness and Perceptions of the School’s Vision and Goal for Digital

Technology Integration, Elementary School Teachers’ Perceptions of Technology

Integration Training, and Elementary School Teachers’ Perceptions of Support Needed

for Successful Integration of Digital Technology.

Theme 1: Elementary School Teachers’ Awareness and Perceptions of the School’s

Vision and Goal for Digital Technology Integration

The findings indicate that there is variation among the participants regarding their

personal experiences in creating the mission, vision, and goals for technology integration.

Some teachers in the study acknowledged limited personal involvement in creating the

mission, vision, and goals for technology integration, which confirm existing knowledge

that teachers' involvement in the creation process can vary and aligns with previous

research findings (Jebur et al., 2022). However, the findings extend knowledge by

highlighting the collaborative efforts between technology coordinators, leaders, and

teachers in implementing the goals of the mission and vision. This emphasizes the

importance of coordination and aligning the use of technology with overall school goals,

which may not have been extensively discussed in previous literature. This aligns with

the instructional leadership model proposed by Hallinger and Murphy (1985), which

emphasizes the importance of collaboration and coordination in implementing

educational goals. However, the findings also reveal challenges in integrating technology

in early grades due to the need for individual observation, mentoring, and assistance for

each student. This highlights the importance of providing adequate support for teachers in

addressing these challenges.

Theme 2: Elementary School Teachers’ Perceptions of Technology Integration

Training

The findings indicate that the training sessions attended by the teachers primarily

focused on integrating technology into the curriculum which corresponds to the “Design”

and “Development” stages of the ADDIE model. However, the teachers expressed

concerns about the relevance of the training to their specific needs and grade levels. the

findings confirm the existing knowledge that teachers express concerns about the

relevance of the training to their specific needs and grade levels (Kundu & Bej, 2021).

The participants in this study mentioned the need for more practical, hands-on practice

and training that addresses their specific curriculum goals and challenges which aligns

with the “Implementation” phase of the ADDIE model. Also, this aligns with previous

research suggesting the importance of tailored training programs that address teachers’

needs and skill levels (Noben et al., 2021). However, the findings also extend knowledge

by emphasizing the importance of self-directed learning and the use of online resources,

as mentioned by the participants. This highlights the teachers’ agency in seeking out

additional training and strategies to effectively integrate technology into their lessons.

Theme 3: Elementary School Teachers’ Perceptions of Support Needed for

Successful Integration of Digital Technology

The participants’ recommendations for improving training, establishing clear

goals and expectations, providing sufficient resources, fostering a supportive school

culture, and involving all stakeholders align with previous literature on the importance of

comprehensive support systems for technology integration (Gagnier et al., 2022). These

recommendations align with the ADDIE model, which emphasizes the importance of

continuous support and feedback in the instructional design process. The participants also

highlighted the importance of clear goals and expectations, sufficient resources, a

supportive school culture, and involving all stakeholders in the planning process. These

recommendations align with the instructional leadership model proposed by Hallinger

and Murphy (1985), which emphasizes the importance of goal setting, resource

allocation, and collaboration among stakeholders. The findings extend knowledge by

highlighting additional supports that teachers identified as helpful, such as specialized

training for specific programs and the presence of an assistant teacher in the classroom.

These recommendations emphasize the need for ongoing support, collaboration, and

professional development opportunities, which have been discussed in previous literature

(Watson & Rockinson-Szapkiw, 2021).

This study’s findings provide a valuable contribution to the existing body of

knowledge on teachers’ perceptions of digital technology integration. While affirming

many established understandings, the study expands our insights by uncovering nuanced

aspects, identifying challenges, and offering specific recommendations based on the

participants' perspectives. The results underscore the significance of collaborative

endeavors, customized training initiatives, and comprehensive support systems in

fostering successful technology integration. Consequently, these findings enrich the

current literature on this subject matter, enhancing our understanding of effective

strategies and practices in educational contexts.

Findings Related to the Conceptual Framework

The findings of the research align with the conceptual framework of the study.

The findings contribute to our understanding by emphasizing the collaborative endeavors

among technology coordinators, leaders, and teachers in effectively implementing the

school's mission and vision. This underscores the criticality of coordination and aligning

technology usage with overarching school objectives. These findings are in line with the

instructional leadership model proposed by Hallinger and Murphy (1985), which

underscores the significance of collaboration and coordination in achieving educational

goals.

The findings indicated the attended training sessions primarily focused on

integrating technology into the curriculum, aligning with the “Design” and

“Development” stages of the ADDIE model, which serves as the study's conceptual

framework. However, the findings also highlight the need for more practical, hands-on

training that specifically addresses the curriculum’s specific goals and challenges,

aligning with the subsequent “Implementation” phase of the ADDIE model. Furthermore,

the study participants’ recommendations for enhancing the training process, such as

establishing clear goals and expectations, providing sufficient resources, fostering a

supportive school culture, and involving all stakeholders, align with the conceptual

framework of the ADDIE model. This model emphasizes the importance of continuous

support and feedback in the instructional design process. Additionally, the participants

emphasized the significance of clear goals and expectations, ample resources, a

supportive school culture, and involving all stakeholders in the planning process. These

recommendations align with the instructional leadership model proposed by Hallinger

and Murphy (1985), which highlights the importance of goal setting, resource allocation,

and collaboration among stakeholders.

Limitations of the Study

Despite the significant insights generated by this research study on elementary

school teachers’ perceptions of the integration of digital technology into the instructional

curriculum, it is important to acknowledge certain limitations that emerged during its

execution. These limitations are essential to consider when evaluating the trustworthiness

and generalizability of the study findings, and they provide valuable insights for future

research and practice in the field.

One noteworthy limitation pertains to the availability of participants. Due to

practical constraints and time limitations, the study was conducted with elementary

school teachers from a single public school district in an eastern region of the UAE

(Ravitch & Carl, 2016). While efforts were made to ensure diversity among the

participants, it is crucial to recognize that the perspectives and experiences of teachers in

other regions or school districts may differ. Consequently, caution should be exercised

when generalizing the findings beyond the specific context of the studied region and

school district. A second limitation revolves around the sample size of participants.

Although the study included a sample of 12 participants, which is reasonable for

qualitative research, it is important to acknowledge that a larger sample size could have

provided a more comprehensive and representative understanding of elementary school

teachers' perceptions regarding the integration of digital technology (Ravitch & Carl,

2016).

Recommendations

Recommendations for future research stemming from Elementary School

Teachers’ Perceptions of Digital Technology Integration into Instructional Curriculum

study include investigating factors contributing to variations in teachers’ involvement in

creating technology integration goals. Additionally, further exploration is needed to

address challenges faced by early-grade teachers in integrating technology, such as

individualized support for students (Jones et al., 2021).

In light of the study’s findings, future research should assess the effectiveness of

tailored training programs for teachers’ specific needs and grade levels. Longitudinal

studies are necessary to examine the sustained impact of comprehensive support systems,

including resources, school culture, and collaboration among stakeholders, on technology

integration (Miller et al., 2020). Furthermore, research on innovative pedagogical

approaches and emerging technologies can contribute to effective strategies for enhancing

student engagement and learning outcomes. Investigating the role of external

stakeholders, such as parents and policymakers, can also create a more inclusive and

supportive environment for technology integration in schools.

Implications

This study on elementary school teachers’ perceptions of digital technology

integration has important implications for education stakeholders. The findings

emphasize the need for collaborative efforts between administrators, technology

coordinators, and teachers to align technology use with school goals. Involving teachers

in creating the vision and goals for technology integration can enhance coordination and

ensure a cohesive approach.

The study also highlights the importance of tailored training programs that address

teachers’ specific needs and grade levels. Providing practical, hands-on training

opportunities and promoting self-directed learning can empower teachers to effectively

integrate technology into their lessons. Professional development initiatives should be

customizable and accessible to support teachers in enhancing their technological skills

and pedagogical practices. The findings suggest the significance of collaborative

decision-making, customized training, and ongoing support to facilitate successful

technology integration in elementary schools. These insights contribute to improving

technology integration practices and promoting meaningful teaching and learning

experiences.

Conclusion

This qualitative research study provided valuable insights into elementary school

teachers’ perceptions of digital technology integration into the instructional curriculum.

The study shed light on the challenges faced in integrating technology in early grades,

emphasizing the need for individualized support and assistance for teachers to overcome

these challenges. The research underscores the significance of tailored training programs

that address teachers’ specific needs and grade levels. Practical, hands-on training and the

utilization of online resources are crucial in empowering teachers to effectively integrate

digital technology into their lessons. The findings emphasize the importance of

comprehensive support systems, including clear goals, sufficient resources, a supportive

school culture, and the involvement of all stakeholders in the planning process.

In conclusion, this study contributes to our understanding of successful digital

technology integration in the elementary school instructional curriculum. By highlighting

the importance of collaboration, customized training, and comprehensive support, the

research provides valuable insights for educators, administrators, and policymakers to

enhance technology integration practices in educational settings. These findings have the

potential to inform the development of professional development programs that equip

teachers with the necessary skills and support to integrate digital technology effectively,

ultimately enhancing the delivery of instruction and improving student performance.

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