Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction

Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction by Lisa-Marie Bald MA, University of Southern Maine, 2000 BS, University of Southern Maine, 1991 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University February 2016 Abstract Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptualTechnology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations from participants to improve upon professional development. In a case study design, 10 K-4 teachers participated in one 60minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being selfdirected learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption. Improvements to reading instruction lead to positive social change by increasing student achievement, thereby preparing students to be world citizens in a competitive global market. Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction by Lisa-Marie Bald MA, University of Southern Maine, 2000 BS, University of Southern Maine, 1991 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University February 2016 Dedication This dissertation is dedicated to my husband Raymond and our three sons, Zachary, Nathaniel, and Ethan. My ‘four Bald men’ have been there every step of the way cheering me on, wiping away my tears, and always believing in me. I also dedicate this dissertation in memory of my mother, Yvette. It was her dream that I continue my education. She taught me to dream big and push myself to attain my goals. Acknowledgments I would like to thank my family, friends, and colleagues for their support of my studies. It was through their prayers and encouragement I gained strength to persevere. I always knew I had a group of prayer warriors to see me through. I especially thank my three study buddies Brenda, Cindee, and Judy, who challenged my thinking, kept me organized, and made me laugh. I am forever grateful for their time, patience, and friendship. I thank Dr. Sigrin Newell and Dr. Ana Donaldson for seeing me through the dissertation process. My time with them has helped me grow into the researcher I am today. I also thank the participating school districts and teachers for taking part in the study. A special thank you to my dad, Philip Bergeron for his words of encouragement, reminding me I was strong enough to achieve my goals. By the grace of God, I have reached those goals.