Date of Award
Spring 4-24-2026
Document Type
Dissertation (799 registration)
Degree Name
Doctor of Education in Educational Leadership
Department
Graduate Studies
Committee Chair
Dr. Kristin Carlson
Keywords
Technology integration, student writing, TPACK framework, English/Language Arts, Qualitative research, Teacher perceptions, Educational technology
Abstract
The rapid integration of technology in educational settings has transformed the landscape of teaching and learning, raising questions about its impact on foundational skills such as student writing. This qualitative phenomenological study explored the perceptions of high school English/Language Arts teachers with over ten years of experience regarding technology’s influence on student writing. Guided by the Technology, Pedagogy, and Content Knowledge (TPACK) framework, semi-structured interviews were conducted to capture educators’ lived experiences and understand their perceptions of how their pedagogical, content, and technological knowledge intersect in the classroom. Findings revealed that while technology offers tools that can enhance efficiency, educators expressed concerns that overreliance on digital devices could potentially hinder students’ critical thinking, writing mechanics, and cognitive engagement. This study addresses a gap in the literature by highlighting experienced teachers’ insights into the evolving role of technology in writing instruction, offering implications for curriculum design, professional development, and policy decisions to support effective literacy education in technology-rich classrooms.
Recommended Citation
Tischmak, Brittany, "TEACHER PERCEPTIONS ON TECHNOLOGY INTEGRATION AND ITS IMPACT ON STUDENT WRITING SKILLS IN HIGH SCHOOL ENGLISH/LANGUAGE ARTS CLASSROOMS" (2026). Dissertations, Theses, and Projects. 1123.
https://red.mnstate.edu/thesis/1123