Teacher Perception of Technology as a Conduit to Acquiring Critical Thinking Skills

151 Pages·2017·1.14 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2016
Teacher Perception of Technology as a Conduit to
Acquiring Critical Thinking Skills
Wanda Pearl Patrick
Walden University
Follow this and additional works at:https://scholarworks.waldenu.edu/dissertations
Part of theSpecial Education Administration Commons, and theSpecial Education and Teaching
Commons
This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been
accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please
[email protected].
Walden University

College of Education

This is to certify that the doctoral dissertation by

Wanda Patrick

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Barry Birnbaum, Committee Chairperson, Education Faculty
Dr. Keith Higa, Committee Member, Education Faculty
Dr. Wade Smith, University Reviewer, Education Faculty

Chief Academic Officer
Eric Riedel, Ph.D.

Walden University
2016
Abstract
Teacher Perception of Technology as a Conduit to Acquiring Critical Thinking Skills
by
Wanda Pearl Patrick

MA, Chapman University, 2003
BS, Chapman University, 1998

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Special Education

Walden University
May 2016
Abstract
Seventh-grade and eighth-grade special education students struggle to learn higher-order
thinking skills in pre-algebra and algebra that can be addressed by using technology.
However, little is known about science, technology, engineering, and math (STEM)
teachers’ attitudes toward use of and their actual use of calculators and technology to
access students’ development of higher-order thinking skills. The purpose of this
qualitative case study was to explore the perceptions of rural middle school Grade 7 and
8 STEM teachers in one Western state. This study used Gardner’s multiple intelligences
and Armstrong’s neurodiversity theories as a framework. Participants were 10 Grade 7
and 8 STEM teachers in a Western state. Data sources included interviews, surveys, and
teacher journals. Open coding allowed the identification of similar threads, common
words, or expressions that were then examined for themes and patterns. The emergent
themes included a need for training, teachers’ technological expectations, and whether
teachers could meet grade level standards and students have success. This study assists
social change by informing school administrators and teachers how technology is and is
not being used in the classroom and how its use can be facilitated in the future.
Teacher Perception of Technology as a Conduit to Acquiring Critical Thinking Skills
by
Wanda Pearl Patrick

MA, Chapman University, 2003
BS, Chapman University, 1998

Dissertation Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Doctor of Education
Special Education

Walden University
May 2016
Dedication
This doctoral study is dedicated to my three loving and caring children and their
families, Sean Patrick, his wife Jessica and daughter Sonnett, Timeka Patrick-Cardenas,
her husband Alex and son Marcus and daughter Arianna, and my son Michael Patrick II.
Their love, support, and continual encouragement gave me the strength to reach my
academic goal. This dedication includes my mother-in-law, Ernestine Patrick, who gave
me the courage and confidence to attempt and completed this monumental task. Then,
there is my brother, William Burkett, for his tireless editing skill and having to listen to
me ramble on and on about special education, the students, and either their progression or
non-progression and what to do next. I am forever grateful to all of my caring and
committed family.
Finally, to my late husband, who made me go to my first English class with him,
when I thought I wasn’t smart enough to go to college. If it were not for him, I would
have never known I was able to complete one college course let alone accomplish a
doctorate degree.
Acknowledgments
The completion of this doctoral study only made possible by the support and
encouragement of two very special people. I would like to first express my gratitude to
Dr. Barry Birnbaum for his guidance and support throughout this entire doctoral process.
He was always there to answer questions, give me support, and to offer encouragement.
Dr. Birnbaum went above and beyond what anyone should have needed to do as my
chair. He spent many hours advocating on my behalf. Dr. Birnbaum, words are not
enough to express how I feel. Thank you to Dr. Keith Higa for coming to my rescue at a
time when I felt these were my darkest hours. His guidance as my methodologist and
committee member will never be forgotten. His interest in my research and his thought-
provoking questions strengthened my study. He was there to support and guide me
through the necessary changes and to make sure that this study was academically sound
and strong. I could not have completed this study without their continued support and
encouragement.
Table of Contents
Chapter 1: Introduction to the Study ....................................................................................1
Background ....................................................................................................................1
Common Core State Standards ............................................................................... 4
Purpose of Study ..........................................................................................................11
Research Questions ..........................................................................................................12
Conceptual Foundation ...................................................................................................12
Nature of Study ................................................................................................................13
Definitions .........................................................................................................................13
Assumptions......................................................................................................................15
Scope and Delimitations ..................................................................................................15
Biases.. ...............................................................................................................................16
Implications for Social Change .......................................................................................16
Summary ...........................................................................................................................17
Chapter 2: Literature Review .............................................................................................19
Mindset ........................................................................................................................32
Teacher Preparation .............................................................................................. 35
Instruction ............................................................................................................. 38
Multiple Intelligences ..................................................................................................50
High-Stakes Assessments ..................................................................................... 53
Middle School in Rural Central California ..................................................................59
Summary ...........................................................................................................................66
i
Chapter 3: Research Method ..............................................................................................68
Introduction ..................................................................................................................68
Research Design and Rationale ...................................................................................68
Role of the Researcher .................................................................................................71
Methodology .....................................................................................................................72
Participant Selection Logic ................................................................................... 72
Instrumentation ..................................................................................................... 73
Interviews .............................................................................................................. 74
Reflective Journal ................................................................................................. 74
Surveys .................................................................................................................. 75
Validity and Reliability of the Instrument ............................................................ 75
Data Collection ..................................................................................................... 76
Data Analysis Plan ...........................................................................................................76
Data Analysis ........................................................................................................ 77
Issues of Trustworthiness ................................................................................................78
Credibility ............................................................................................................. 78
Transferability ....................................................................................................... 79
Dependability ........................................................................................................ 79
Confirmability ....................................................................................................... 80
Ethical Procedures ................................................................................................ 81
Summary ...........................................................................................................................82
Chapter 4: Results ..............................................................................................................84
ii
Introduction ......................................................................................................................84
Setting................................................................................................................................85
Participants’ Demographics ............................................................................................86
Data Collection Process ...................................................................................................87
Data Analysis ....................................................................................................................88
Reflective Journal is .............................................................................................. 89
Surveys .................................................................................................................. 96
Interview Questions .............................................................................................. 99
Trustworthiness..............................................................................................................101
Credibility .......................................................................................................................101
Transferability................................................................................................................101
Dependability..................................................................................................................102
Confirmability ................................................................................................................102
Results of Reflective Journals .......................................................................................104
Results of Survey Questions ..........................................................................................108
Chapter 5: Discussion, Conclusions, and Recommendations ..........................................112
Introduction ....................................................................................................................112
Interpretation of findings ..............................................................................................113
Limitation of study .........................................................................................................115
Recommendations ..........................................................................................................116
Implications ....................................................................................................................117
Conclusion ......................................................................................................................118
iii