Degree Name

EdD (Doctor of Education)


Educational Leadership

Date of Award


Committee Chair or Co-Chairs

Virginia Foley

Committee Members

John Boyd, Pamela Scott


The purpose of this qualitative phenomenological study was to identify and examine the technology-based instructional strategies and digital tools being used by teachers in grades 3-5 that engage children in problem-solving learning opportunities. The study included 11 purposely sampled participants from a school district in East Tennessee who responded to questions during a Zoom interview. Seven of the participants submitted artifacts to provide examples of how they have incorporated technology and problem solving in their classrooms. Participants provided information about the digital tools and technology-based instructional strategies they have used to enrich problem solving in their classrooms. Participants in the study communicated using group work as a primary instructional strategy when integrating technology to enrich problem solving. The participants discussed student engagement, creativity, real-world connections, and technology exposure for students when sharing their perceptions about how digital tools can enhance problem solving. When explaining how technology integration has adapted their curriculum, they shared how they use technology to provide quick feedback and differentiation. The researcher used Magana’s (2017) T3 Framework to code each example of technology as a translational, transformational, or transcendent use of technology and shared some examples of each.

Document Type

Dissertation - unrestricted


Copyright by the authors.