Date of Award
6-26-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Committee Members
Grace Petersen; Twila Patten
Call Number
LD 251 .A566d 2024 R34
Abstract
Technology use, education technology, and innovations continue to grow in the 21st century. Information is abundant, and it can be challenging to process and decipher. Students are deficient in critical thinking and experience negative effects from the overuse of technology. Liberal education philosophy focuses on building critical thinking and educating the whole person. The purpose of this qualitative phenomenology study was to explore and describe the experiences of K-12 leaders and teachers implementing education technology while following a liberal education model focused on supporting critical thinking, cognitive ability, and the whole person. Semi-structured interviews were conducted with eight leaders and five teachers to understand real-lived experiences and perceptions of building critical thinking skills within a liberal education while utilizing education technology. Cognitive load theory and humanistic learning theory provided the theoretical framework for this study to explore utilizing education technology tools within a liberal education model that supports critical thinking for the whole person amidst challenges faced today and in the foreseeable future. The foundation of cognitive load is processing new and old information and looking at how we learn, gain knowledge, and use memory. Humanistic learning theory acknowledges the whole person, experiences, and environment to gain authentic learning and reach self-actualization. The findings of this study revealed an understanding of liberal education with aspects of Charlotte Mason as a priority for decision-making in implementing education technology. The increase in negative effects on the whole person due to societal overuse of technology has caused leaders and teachers to limit technology within the classroom purposely. Leaders and teachers shared the significance of narration for building critical thinking skills. In addition, they explained the impact of nature for supporting cognition and physical and mental well-being. The findings suggest a complexity of maintaining balance with technology for those in current practice. Further research recommendations include studying habits and the benefits of nature in relation to education technology. Integrating education technology can bridge liberal education with the 21st century with an understanding of cognitive load and individual well-being. Keywords: Critical thinking, technology, whole person, Charlotte Mason, constructivism
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Ragan, LueCrecy, "Technology Use within a Charlotte Mason Liberal Education: A Phenomenology Study on Critical Thinking" (2024). Student Theses and Dissertations. 94.
https://arch.astate.edu/all-etd/94
