Date of Award
1-1-2025
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Joel C. Amidon
Second Advisor
Tom Brady
Third Advisor
Candies Winfun-Cook
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
In recent years, the integration of technology into education has transformed teaching practices, enhancing student engagement and providing new opportunities for differentiated learning. However, this shift presents a unique challenge in rural schools, where limited resources and infrastructure can hinder the effective implementation of technology. To investigate these challenges, I conducted a qualitative self-study to explore how technology integration, guided by the TPACK framework, impacts student engagement and learning in a secondary mathematics classroom. This study also examined the teacher’s experience in planning, implementing, and adapting technological tools to address the diverse needs of students, particularly in under-resourced environments. For this qualitative self-study, I acted as both a teacher and researcher. Data was collected through a teacher journal and student portfolios, providing rich insights into the teaching and learning process. The analysis revealed that technology integration significantly influenced student engagement, highlighting the importance of balancing technological tools with personalized support to address diverse learning needs effectively.
Recommended Citation
Aravind, Sindhu, "Exploring TPACK to Foster Student Engagement: A Self-Study in a Rural School Secondary Mathematics Classroom" (2025). Electronic Theses and Dissertations. 3232.
https://egrove.olemiss.edu/etd/3232