Elementary teachers have increasing access to classroom digital technologies but barriers to classroom technology use continue to be reported. In this case study of one urban British Columbia school district, the researcher uses multi-case analysis to explore the experiences of 7 mid-career elementary school teachers who are implementing digital technology in their classrooms. Findings indicate that disruptions continue to necessitate the use of problem solving strategies and supports by teachers. Further, teachers’ choice of problem solving techniques does not always ensure continued use of the technology they incorporate into their plans. The discussion examines some of the more common disruptions reported by teachers and how context shapes the success with which they address disruptions.
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