CCE Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Philosophy in Computing Technology in Education (DCTE)


Graduate School of Computer and Information Sciences


Ling Wang

Committee Member

Martha Snyder

Committee Member

Jenny Piazza


educational technology, Pedagogy, Phenomenology, Teachers, TPACK, Web 2.0


An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Research Study


Barbara A. Boksz

© November 8, 2012

This study examined the process teachers used to change their pedagogy to deliver effective instruction using Web 2.0 tools. A phenomenological approach examined the "lived experiences" of seven secondary teachers through in-depth interviews giving this study an in-depth qualitative analysis of teachers and technology.

The widening digital divide between teachers and students causes a barrier for educators trying to reach their students. Students are raised with pervasive technology, while teachers are using Web 2.0 tools on a personal basis, but may not yet be successful in adapting their pedagogy to effectively use the tools for instruction. The ease of use and user friendly interface of Web 2.0 tools makes them a possible catalyst to help teachers change their pedagogy.

Past teacher professional development focused on providing teachers with the technical knowledge to bridge the gap, but has fallen short of causing the paradigm shift needed to change pedagogy to use current tools effectively. The Technological Pedagogical and Content Knowledge (TPACK) framework has been used in professional development and proven to lead to an effective change in teachers' pedagogy. Most current research has examined both the TPACK framework and Web 2.0 tools, but few researchers have looked at the teacher perspective on the issue.

The findings of this study indicated the types of Web 2.0 tools and how they are being utilized, the reasons why teachers are using the tools for instruction, and the technological factors influencing their use. Lastly, the impact their TPACK had on their success in adapting pedagogy points to the need for support either through professional development or support from colleagues. The "lived experiences" of the teachers provided implications for professional development assisting in making the change process easier for teachers, administrators, and students. This study provided an in-depth look at the relationship between in-service teachers, their TPACK, and how it relates to educational technology. In addition, this study demonstrated the rigorousness of phenomenology as a primary research method for educational technology.

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