Educational technology: assessing instructional use in the elementary classroom

The purpose of this study is to understand the process by which teachers integrate educational technology into their instructional practices in elementary classrooms in Newfoundland and Labrador. In Canada, several provinces have invested millions of dollars towards innovative teaching practices (Coles, 2018; Council of Ontario Directors of Education, 2017; Murgatroyd & Couture, 2010; Renić, 2020). Considering the local context, the Newfoundland and Labrador Government announced $20 million for the purchase of laptops for all teachers and Chromebooks for students across the K-12 education system (Education and Early Childhood Development, 2020). An important supplement to the introduction of educational technology into classrooms is the professional development activities for teachers through which technology utilization can be facilitated. I analyzed how professional development and policy relate to the adoption and utilization of educational technology in elementary classrooms across Newfoundland and Labrador. My study was situated in a qualitative constructivist paradigm and applied a single case study design. The critical theory of technology, proposed by Feenberg (1991), served as the philosophical lens for this research. The data collection process included an online teacher questionnaire, semi-structured interviews, classroom observations, and documentation review. An interpretive analysis was applied for gaining an in-depth understanding of educational technology use in classrooms. The main question focused on how educational technology is integrated into instructional practices in elementary classrooms. Findings revealed that educational technology was integrated into instructions to help facilitate the learning process. Two broad categories emerged from the data that reflected educational technology’s use with instructions: (i) differentiating by offering choices and (ii) teaching with Google Workspace. Teachers also identified several factors that affected the process of educational technology integration. Moreover, three professional development characteristics: collaboration, selfdirection, and relevance motivated teachers towards using educational technology. This study also provides useful insights for policy and suggests a framework for the context of Newfoundland and Labrador in relation to educational technology integration in classrooms