| The main purpose of this basic qualitative inquiry research study was to develop an understanding of teacher and student perceptions of the effectiveness of integrating technology into secondary English I instruction, including all levels of students (i.e., English language learner, regular, and advanced), on their learning of content, critical thinking, and problem-solving skills. This study was completed to allow the researcher to focus on the experiences of teachers and students as they integrate and use technology to support their teaching and learning. The constructivist learning theory, a theory about how humans learn, provided the framework for this research. Radical and social constructivism are discussed in relationship to the constructivist approach to integrating educational technology. The results of this study were found not to be absolute or provide clear-cut answers. There was no clear association with integrating technology in the English I curriculum and students learning content, critical thinking, and problem-solving skills. |
