Student, parent, teacher, and administrator perceptions of technology in school
Date
2025
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
Technology has become a fundamental component of K–12 education, paralleling the importance of core academic subjects. Effective technology integration in primary and secondary schools requires informed approaches shaped by diverse stakeholder insights. This qualitative study explored current and desired perceptions of technology use among middle-school-aged students (ages 11–14), together with parents, teachers, and administrators who support this age group from eight private schools in Hawaiʻi. Data collection included both stakeholder-specific focus groups and card-sorting activities based on the Technology Integration Matrix (TIM). Findings revealed both similarities and differences between current and preferred technology use in school. Students currently use technology mainly for routine tasks and communication but desire more autonomy, creativity, and opportunities for meaningful, higher-order learning experiences. Parents acknowledge technology's practical benefits but express concerns about reduced foundational skills and advocate for balanced technology integration emphasizing real-world applications. Teachers currently utilize technology primarily in structured, procedural roles but also incorporate technology for authentic experiences that connect to students' lives beyond the classroom; they prefer transitioning toward facilitating student-centered, innovative, and higher-order, and transformative learning experiences. Administrators perceive technology integration as widespread but heavily teacher-directed, highlighting concerns around cybersecurity and distractions, and advocate for deeper, student-driven integration promoting critical thinking, collaboration, and responsible AI use. These findings underscore the necessity of incorporating diverse stakeholder perspectives in technology policy and instructional practices, aiming for enhanced student autonomy, meaningful engagement, and responsible digital citizenship.
Description
Keywords
Educational technology, Middle school education, Education, current and desired technology perceptions, educational technology, K–12 stakeholders, middle-school-aged students, Technology Integration Matrix (TIM)
Citation
Extent
214 pages
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.