Kelli Rogers

ORCID Identifier(s)

0000-0001-8047-6110

Graduation Semester and Year

2021

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Social Work

Department

Social Work

First Advisor

Randall Basham

Abstract

Education plays a critical role in the advancement and survival of ethnic minority children and youth. However, access to quality education still eludes many ethnic minority children as a result of instances of prejudice, institutional racism, and structural discrimination. Due to these obstacles, ethnic minority children and youth often lag behind their white peers in many social indicators including higher rates of poverty and lower educational attainment, which impedes their academic success and upward mobility. Several studies have applied technology interventions to address educational equity issues and found improved performance on state test scores. Therefore, this research examines the role of educational technology in helping to reduce educational disparities by providing greater equitable opportunities and access to resources and, thus, offers an innovative approach to promoting academic achievement in ethnic minority students. This research employs a three-phase approach, which begins with an overview of the types of educational technology applications currently being used in primary and secondary school classrooms while examining the impact that these educational technology applications have on student academic achievement. Phase 2 explores primary school teachers’ experiences and perceptions of the impact of technology on teaching and learning, giving context to the features, attributes, and optimal conditions of technology use that facilitate and promote student learning, along with the challenges and limitations teachers face with integrating educational technology into classroom instruction. The final phase uses an exploratory sequential mixed-methodological design to examine the relationship between teachers’ technology readiness levels and the use of educational technology in the classroom, along with the relationship between school culture and climate and technology use. In this design, the qualitative findings of Phase 2 of this study will be converted into quantitative data based on emerging patterns and the frequency of particular responses to the interview questions and used to develop a structured, closed-ended questionnaire measuring the culture and climate of primary schools in Coppell ISD and Plano ISD in relation to technology integration. Additionally, a quantitative analysis of the responses to the questionnaire will be used to further explore whether teachers’ use of educational technology in their classroom is more a function of the school’s culture and climate in which they work than of their technology readiness. Overall, this study will fill gaps in the literature with comprehensive research inclusive of the relevant multidimensional factors affecting the association of specific educational technology utilization in the classroom and improved student learning and performance. This research will conclude with a discussion of school social workers’ role in understanding and addressing educational disparities and ensuring that all students have equal access to educational resources and supports necessary to maximize their potential in the educational process. Additionally, this study will suggest research priorities to leverage technology to reduce disparities in education and improve the academic outcomes of ethnic minority children and youth.

Keywords

Educational disparity, Educational technology, School social work

Disciplines

Social and Behavioral Sciences | Social Work

Comments

Degree granted by The University of Texas at Arlington

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