Department of Teaching, Learning and Teacher Education


Date of this Version



A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies. Under the Supervision of Professor David Fowler.
Lincoln, Nebraska: July, 2009
Copyright (c) 2009 Sarah Crose.


Diverging Perspectives: A School District’s Response To An Instructional Support Application Sarah L. Crose, Ph.D. University of Nebraska, 2009 Advisor: David Fowler The purpose of this descriptive qualitative study is to better understand how teachers and district leaders respond when implementing a technology instructional support application. The study also explores the influences affecting that implementation process. Secondary mathematics teachers who had been presented with the option to implement a web-based instructional software were interviewed to understand their perception of the implementation process. District leaders were interviewed to understand district philosophies and policies influencing technology decision making within the district. Findings of this study indicate that teachers are willing to invest time toward the implementation of a web based application if given adequate support along with an application that supports student learning by utilizing both mastery learning and reduction of cognitive load. The presence of a champion for the application and strong interest from the district offices impact how successfully teachers are able to implement an instructional application. This study suggests that teachers, district leaders, and the champion of the innovation being implemented have distinct perspectives and attitudes. Implications of this study point to the need for additional quantitative and qualitative research exploring how teachers choose to use technology and how that use affects student learning.