Date of Award

2026

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education in Curriculum and Leadership (Curriculum and Instruction)

Department

Counseling, Foundations & Leadership

First Advisor

Dr. Michael W. Dentzau

Second Advisor

Dr. Jessica Banks

Third Advisor

Dr. Kimberly Stokes

Abstract

This Explanatory Sequential mixed-methods case study explored how K-5 teachers in rural Southwest Georgia navigate technology integration in their science classrooms. The purpose of this study was to identify the barriers to integration, evaluate teacher perceptions, and determine if professional demographics influence Technological Pedagogical Content Knowledge (TPACK) self-efficacy. Research was conducted using a 2-phase approach. In Phase 1, 85 participants completed a 14-item Likert-scale survey assessing resource access, infrastructure reliability, teacher training, and perceived competencies. Quantitative results revealed a paradoxical environment characterized by high internet reliability (Mean = 5.01) and reliable hardware (Mean = 4.36), yet dire deficits in time availability (Mean 2.62). Statistical analysis identified a significant positive correlation between highest degree earned and TPACK self- efficacy (rs=.447, p< .01) and between years of science teaching experience and perceived competence (rs= .321, p< .01). In Phase 2, semi-structured interviews with 10 participants were analyzed using In Vivo and pattern coding to capture lived experiences. Qualitative findings highlighted “Time Poverty” as the most pervasive obstacle, often exacerbated by the 30-minute instructional block and the marginalization of science as a non-tested subject compared to math and literacy. Although educators reported that technology significantly increases student engagement, they noted a severe lack of human infrastructure, specifically requesting visual modeling and hands-on instructional support from experts. This study concludes that technology in rural contexts is not hindered by a lack of physical hardware but by systemic time constraints and a lack of pedagogical guidance. Recommendations include prioritizing science as a core instructional pillar and implementing job-embedded professional development that provides active modeling rather than theoretical orientation. These findings suggest that for rural educators to successfully synthesize technology, pedagogy, and content, institutional support must shift from providing resources to providing the time and expertise necessary for their effective implementation.

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