Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

James Coviello

Second Advisor

Catherine DiMartino

Third Advisor

Jenny Yang

Abstract

This qualitative phenomenological study explored the technology integration divide perceived by high school STEM (Science, Technology, Engineering, and Mathematics) teachers within a nonprofit organization dedicated to supporting a community of STEM educators across the New York region. The study examined educators' integration of technology in their classrooms, their challenges, professional development needs, and the impact of teaching experience on technology integration. Semi-structured interviews captured teachers' lived experiences regarding subject-specific technology integration, pedagogical strategies, and technological proficiency. The Technological Pedagogical Content Knowledge (TPACK) framework guided the study, providing a lens to analyze how educators navigated the intersection of content knowledge, pedagogy, and technology. Rather than relying on statistical analysis, this study interpreted participant narratives, applying qualitative coding and thematic analysis to uncover patterns in teachers' experiences. This inquiry highlighted disparities in technology proficiency and access, offering insights that guided leadership planning and the design of targeted professional development (PD) initiatives. Data analysis revealed five significant themes: (1) varied definitions of technology proficiency among educators; (2) the critical role of informal mentorship and peer coaching in enhancing technology integration; (3) systemic barriers, including insufficient professional development and infrastructure; (4) disparities in confidence and perceived competence with technology; and (5) the necessity for structured, ongoing professional learning communities focused on technology integration. Additionally, the study explored how post-COVID technology adoption, equity gaps in digital tool access, and AI advancements influenced STEM educators' experiences. These findings underscored the complexity of effective technology integration and provided insights to guide leadership planning and targeted professional development initiatives, identifying areas for future research and policy improvements.

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