Middle School Teachers' Acceptance and Use of Edmodo to Sustain Networked Collaboration

Middle School Teachers’ Acceptance and Use of Edmodo to Sustain Networked Collaboration by Howard Jehu Brent MEd, Arcadia University, 1999 BA, Bowie State University, 1995 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2019 Abstract Although some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students’ organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.Although some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students’ organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment. Middle School Teachers’ Acceptance and Use of Edmodo to Sustain Networked Collaboration by Howard Jehu Brent MEd, Arcadia University, 1999 BA, Bowie State University, 1995 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University February 2019 Dedication This dissertation is dedicated to my parents (Howard and Linda), and my partner for their constant encouragement and unconditional love. Also, I dedicate this study to my angels in heaven: my grandmothers, Catherine and Mary; and Aunt Lucy. Acknowledgments First and foremost, I must acknowledge and give praise to Elohim, the AllPowerful One -the God of Abraham, the God of Isaac, and the God of Jacob. A very special thank you to my dissertation committee members (Dr. Courduff, Dr. Hyder, and Dr. Mohammed), who were influential in guiding me through my dissertation journey. Dr. Courduff, I could not have done this without your guidance and encouragement, especially during the roughest parts of this process. You never gave up on me and kept pushing me with words of motivation to the finish line. I would also like to thank my Aunts Kicky, Sandra, and Ethel, who were the first teachers to inspire me in pursuing a career in education. I owe a special thanks to my two sisters, Angie and Kay; Aunt Lydia; Aunt Shelia; and my cousin Mary (Bunky), who were my main cheerleaders during the entire dissertation journey. I love you guys to the moon and back! I would also like to express my gratitude to my family, nieces and nephews, church family, colleagues at work, friends, and participants of this study for their continuous support and understanding. Their prayers, words of encouragement, and time spent with me during this process helped me make positive steps toward my finish line. And last, but definitely not least, I want to thank my son, Jerimiah, for his patience, encouragement, and love. He will always and forever be my CHAMPION!