whole group instruction. Donna stated, “It's like a double edged sword because I know they are so savvy and are used to getting that instant gratification from the Internet, but I don't know that they know how to utilize it in an educational setting,” (personal communication, December 20, 2018). Many of my participants reported they had to spend time teaching how to use the technology before students were able to complete assigned activities. Grade level was not a factor when it came to teaching technology. First grade teachers as well as fifth grade teachers reported the necessity of allocating time to teaching technology usage. Most of the time, the initial technology lessons were completed as whole group activities, with students following along on classroom devices as the teacher gave the instruction. Bob, a fifth grade science teacher, stated
We just today did our first Google docs, so half the class time was teaching them how to open a Google doc and how that whole process works and the fact that you don't have to actually save. That all has to be taught to them. There is very little outside experience... (Bob, personal communication, September 12, 2018).
Teaching technology involved a variety of aspects. Participants stated it was important for students to know and understand how to use technology for learning in order to be prepared for life after elementary school. In his writing prompt, Bob spoke about teaching his students to use iMovie. He felt successful, and his students felt successful, after he taught them to use iMovie to create instructional videos on how to use the triple beam balance. This was
accomplished through several days of instruction, beginning with whole class instruction and moving into small group instruction to ensure every student knew how to progress in the assignment. At the end of the assignment, students were able to create the teaching videos and comment on other student’s videos (personal communication, September 12, 2018).
Ninety-one percent of participants spoke about the importance of this preparation in terms of student success later in school and ultimately in life. Carla stated,
I think that it is the wave of the future and I think if we want to get our kids prepared to go out into the workforce and have what they need, to work at a job, they need to be able to have and learn those skills of how to do that, (Carla, personal communication,
September 19, 2018).
Eight of the 11 participants mentioned the importance of teaching digital citizenship from the onset of technology integration in the classroom. For five of the participants, technology
integration began with lessons on being a digital citizen and responsible search techniques. Bob stated,
we have a long conference about the fact that from now on every time they get on the computer the district knows what they’re looking at and what they’re seeing. The good news is they have more access but with that access comes responsibility, (Bob, personal communication, September 12, 2018)
Though all participants felt it was important to teach students how to use technology in school to further their understanding, five participants also mentioned the importance of balance. Emily stated,
I see in the classroom technology has huge benefits, but I also think the kids rely on it a lot. Sometimes if they have to use pencil or paper or engage with other individuals it can cause problems because they have had so much technology, (Emily, personal
communication, October 16, 2018).
These participants indicated teachers must not rely solely on technology for educational
purposes. They understood students need technology, but also need practice writing and creating with paper and pencils. The main descriptors of this theme can be viewed below in Figure 4.2.
Figure 4.2. Theme Two: Descriptors of Teaching Technology
Results of this study demonstrated teaching technology to students was just as important as having it in the classroom. Students could not possibly be expected to know and understand how to manipulate digital devices if teachers did not spend time and energy engaging students in learning how to use the devices. In the district studied, teaching technology fell to the classroom teacher. There was not a specific time allocated to learning technology unless teachers used their classroom time to teach those concepts. Some students had more experience with technology than others, but all needed some instruction. This leads to the second sub-question and further identified themes.
The second sub-question was: How do Title I elementary teachers in Central Texas describe students’ exploration of digital technology usage in the classroom? From this question, three themes arose. These themes were student applications of technology use, effects of student use of technology, and technology integration at Title I schools.
Student applications. Student applications are described as what students were actively doing on the computer. Participants in this investigation provided many opportunities for
students to use technology to enhance or aid in their learning. One hundred percent of participants reported they had their students using technology independently during center or station time. While there, students used technology for review, enrichment, differentiation of