iGeneration Students' Approach to Technology as a Learning Tool, With an Affinity for Social Media

145 Pages·2017·1.54 MB·English

Concordia University - Portland
CU Commons
Ed.D. Dissertations Graduate Theses & Dissertations
7-2017
iGeneration Students' Approach to Technology as a
Learning Tool, With an Affinity for Social Media
Technology
André S. Dyer
Concordia University - Portland
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CU Commons Citation
Dyer, André S., "iGeneration Students' Approach to Technology as a Learning Tool, With an Affinity for Social Media Technology"
(2017).Ed.D. Dissertations. 92.
https://commons.cu-portland.edu/edudissertations/92
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Concordia University (Portland)
College of Education
Doctorate of Education Program

WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE
CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF

André St. Claire Dyer

CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION

Connie S. Greiner, Ed.D., Faculty Chair Dissertation Committee

Therese Kanai, Ph.D., Content Specialist

Ralph E. Spraker Jr., Ph.D., Content Reader

ACCEPTED BY
Joe Mannion, Ed.D.
Provost, Concordia University, Portland
Sheryl Reinisch, Ed.D.
Dean, College of Education, Concordia University, Portland
Marty A. Bullis, Ph.D.
Director of Doctoral Studies, Concordia University, Portland
iGeneration Students’ Approach to Technology as a Learning Tool,
With an Affinity for Social Media Technology

André St. Claire Dyer
Concordia University – Portland
College of Education

Dissertation submitted to the Faculty of the College of Education
in partial fulfillment of the requirements for the degree of
Doctor of Education in Teacher Leadership

Connie S. Greiner, Ed.D., Faculty Chair Dissertation Committee

Therese Kanai, Ph.D., Content Specialist

Ralph E. Spraker Jr., Ph.D., Content Reader

Portland, Oregon
2017
Abstract
The purpose of this survey design study, with a qualitative follow-up component of teachers’
perspectives, was to determine if educators’ assumptions about iGeneration students’ use of
technology reflects the students’ actual behaviors when using technology inside and outside
the classroom. The literature review highlighted relevant assumptions in regard to behaviors of
the iGeneration students and their attitude towards technology from a holistic point of view. A
survey design study was conducted to identify the interaction effect between teachers and
students with consideration to different teaching approaches and delivery of content as use of
educational technology per teacher differs. The methods of data collection were questionnaires,
surveys, observations, interviews, and a pilot group with a validation process via triangulation, a
process that aligns conceptual and methodological illustrations of human behavior when
collecting measurable and comparative data. The conclusion provided an insight of how
iGeneration students view modern day technology usage in the traditional classroom setting.
Keywords: digital literacy, education(al) software, education(al) technology, generation z,
iGeneration, iGeneration student, peer pressure, pilot group, social media, virtual community

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Dedication
This dissertation is dedicated to the ones I love and cherish the most, my family and life
long friends. To my mother, Beverly McLaren, who ensured her only son received an education
at the highest possible level regardless of the obstacles and self-sacrifices faced and endured as a
single mother in a third world country, foregoing your own dreams to raise a clueless boy into an
educated and self-sustained man.
To the Smith Family – Raphael [Daddio], Pearlie [Mommio], Sherrie [Big Sis] and
Rohan [Brother Man] – you took a young boy in your home who started to give up on himself;
provided him with food and shelter on the weekends, natured him, provided him with school
supplies, encouraged him to look past life challenges and make something of himself. There are
not enough kind words to express how much my mother and I appreciate what you have done for
us over the decades.
To my dearest and lifelong friends, you have no idea how many struggles you have
helped me through. Nicole Barned, without you so much of my accomplishments would not have
been possible these last 15 years. Paulette Smith, your blunt, harsh words of encouragement over
the past two decades keeps me moving forward and finding new challenges. Wendi Peart, we go
months without a word to each other; but in my darkest moments since my 16th birthday, you are
always there with words of wisdom regardless of wherever in the world we may be. Thank you
Whatsapp!
Last, but surely not least, I dedicate this paper to my professor Dr. Connie Greiner who
toiled countless hours for almost two years, grooming a clueless lifelong programmer from the
British English system on the ways of writing a scholarly paper, in proper APA format, in
American English and grammar. Without you, graduating may not have been possible.
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Acknowledgement
I would like to acknowledge God and his son Jesus Christ, as they have given so much
for me. Through Christ all things are possible and no evil shall deter me. To my Aunt Jean and
my big cousin Dawn, you have believed in me to succeed in life before the umbilical cord was
cut, thank you for all the love since my birth.
Thank you to all those at Concordia University – Portland who provided support and
facilitated my learning: Dr. Colleen Checho, Dr. William Hunter, Dr. Tony Valley, Dr. Mitzi
Brammer, Dr. Kimberly Handy, Dr. Pat Orazio, Dr. Aaron Cooley, Dr. Andrew Alexson, Dr.
Edward Kim, Dr. Meg Boice, Dr. Deborah Stone, Dr. Patricia Garcia, Dr. Therese Kanai, Dr.
Ralph Spraker Jr., Dr. Anne Grey, Dr. Marty Bullis, Mrs. April Failing as well as Mrs. Michelle
Liu for guiding me at the start of my doctorate journey.
To the cohort members who shared their invaluable knowledge throughout the courses
we experienced together, thank you! You taught me so much I miss sharing knowledge and life
experiences in the forums with you all.
To Taneisha Coleman, Raneque Whyte and Tonisha Morrison; you have all supported me
on this doctorate journey over the last four years. You have all made sacrifices of your own, may
it be in simple forms such as staying-up late at night to ensure I stayed awake to complete papers
and turn them in on time. Life may have taken us down separate paths, but your acts of kindness
will never be forgotten.
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Table of Contents
Abstract ............................................................................................................................... ii
Dedication .......................................................................................................................... iii
Acknowledgement ............................................................................................................. iv
List of Tables .................................................................................................................... ix
List of Figures ......................................................................................................................x
Chapter 1: Introduction ........................................................................................................1
Introduction to the Problem .....................................................................................1
Background, Context, History, and Conceptual Framework for the Problem .........2
Statement of the Problem .........................................................................................3
Purpose of the Study ................................................................................................4
Research Questions ..................................................................................................5
Rationale, Relevance, and Significance of the Study ..............................................6
Definition of Terms..................................................................................................6
Assumptions, Delimitations, and Limitations ..........................................................8
Chapter 1 Summary .................................................................................................9
Chapter 2: Literature Review .............................................................................................10
Introduction to Literature Review ..........................................................................10
Conceptual Framework ..........................................................................................11
Review of Research Literature and Methodological Literature .............................14
Review of Methodological Issues ..........................................................................15
Instructor Testing Methods ........................................................................15
Student Testing Methods ...........................................................................15
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Teachers Versus Student Behavior with Technology ................................16
Synthesis of Research Findings .............................................................................19
Critique of Previous Research ...............................................................................23
Chapter 2 Summary ...............................................................................................24
Chapter 3: Methodology ....................................................................................................26
Introduction to Chapter 3 .......................................................................................26
Research Questions ................................................................................................27
Purpose and Design of the Study ...........................................................................27
Research Population and Sampling Method ..........................................................29
Instrumentation ......................................................................................................29
Data Collection ......................................................................................................30
Pilot phase ..................................................................................................31
Teacher group interviews ...........................................................................32
Identification of Attributes .....................................................................................32
Data Analysis Procedures ......................................................................................32
Qualitative ..................................................................................................32
Quantitative ................................................................................................33
Triangulation ..............................................................................................33
Limitations of the Research Design .......................................................................35
Validation ...............................................................................................................36
Credibility ..................................................................................................36
Dependability .............................................................................................36
Expected Findings ..................................................................................................37
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Ethical Issues .........................................................................................................38
Conflict of Interest Assessment .................................................................38
Researcher’s Position .................................................................................38
Ethical Issues in the Study .........................................................................38
Chapter 3 Summary ...............................................................................................39
Chapter 4: Data Analysis and Results ................................................................................41
Introduction ............................................................................................................41
Pilot Phase A ..............................................................................................44
Teacher Group Interview: Phase I .............................................................46
Pilot Phase B ..............................................................................................50
Observations of Classrooms ......................................................................51
Survey Phase ..............................................................................................52
Preliminary analysis of survey results: qualitative (open ended questions) and
quantitative analysis (descriptive statistics) ...............................................55
Summary of the social media technology findings ........................57
Summary of educational technology findings ...............................61
Pilot Phase C ............................................................................................67
Teacher Group Interview: Phase II ..........................................................71
Research Methodology and Analysis.....................................................................73
Research, Data Sources, and Analysis .......................................................73
Summary of the Findings .......................................................................................74
Research Questions Summary ...................................................................76
Research Question 1 ......................................................................76
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Research Question 2 ......................................................................78
Research Question 3 ......................................................................79
Research Question 4 ......................................................................80
Chapter 4 Summary ...............................................................................................81
Chapter 5: Discussion and Conclusion ..............................................................................84
Introduction ............................................................................................................84
Summary of the Results .........................................................................................84
Discussion of the Results .......................................................................................88
Discussion of the Results in Relation to the Literature..........................................90
Limitations .............................................................................................................93
Implications of the Results for Practice, Policy, and Theory ................................94
Recommendations for Further Research ................................................................95
Conclusion .............................................................................................................96
References ..........................................................................................................................98
Appendix A: Teacher Technology Usage Observation Sheet .........................................103
Appendix B: Letter of Assent ..........................................................................................104
Appendix C: Parent Consent Form ..................................................................................105
Appendix D: Survey ........................................................................................................106
Appendix E: Teacher Consent Form................................................................................113
Appendix F: Tables ..........................................................................................................114
Appendix G: Figures ........................................................................................................119
Appendix H: Teacher Pre-Survey Interview Protocol .......................................................... 126
Appendix I: Teacher Post-Survey Interview Protocol .......................................................... 127
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