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Veteran Educators' Perceptions of the Internet's Impact on Learning and Social Development Matthew Incev Nt Glowiak Walden University

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Veteran Educators' Perceptions of the Internet's Impact on Learning and Social Development Matthew Incev Nt Glowiak Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2014 Veteran Educators' Perceptions of the Internet's Impact on Learning and Social Development Matthew inceV nt Glowiak Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Other Communication Commons, and the Social Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Counselor Education & Supervision This is to certify that the doctoral dissertation by Matthew Glowiak has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Stacee Reicherzer, Committee Chairperson, Counselor Education and Supervision Faculty Dr. Laura Haddock, Committee Member, Counselor Education and Supervision Faculty Dr. Barbara Benoliel, University Reviewer, Counselor Education and Supervision Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2014 Abstract Veteran Educators' Perceptions of the Internet's Impact on Learning and Social Development by Matthew V. Glowiak MS, Walden University, 2010 BS, University of Illinois, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Counselor Education & Supervision Walden University December 2014 Abstract In a time where some 2.4 billion Internet users exist worldwide, children are increasingly impacted by the Internet's influence, both directly and indirectly. With technology now playing a significant role in childhood learning and social development, many unforeseen shifts are occurring that will ultimately impact lifespan development. Although researchers have provided mixed results concerning the impact of the Internet on learning and social development, the body of evidence indicates that veteran K-8 educators who are comfortable and experienced with the Internet view it more favorably. This grounded theory study systematically generated the multisystem technological engagement theory (MSTET) to explain the impact of the Internet on childhood learning and social development. Semistructured interviews were conducted with 14 self-identified veteran K-8 educators. Analysis of the data was conducted using a 3-tiered method of coding that was verified through the process of triangulation and member-checking. Results of this study indicate that the veteran K-8 educators perceived the Internet's impact as positive, given a specific set of conditions: experience and comfort with the Internet, collaboration with parents, a healthy balance between face-to-face and online social interactions, boundaries, and maximization of benefits from available information and resources. These findings may enhance social change initiatives by providing an evidence basis for both targeted instruction and school counseling practice that facilitates healthy K-8 learning and social development in the Internet Age. Veteran Educators' Perceptions of the Internet's Impact on Learning and Social Development by Matthew V. Glowiak MS, Walden University, 2010 BS, University of Illinois, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Counselor Education & Supervision Walden University December 2014 Dedication First and foremost, I dedicate this dissertation to my family for their continued love and support throughout, prior to, and after this extensive academic experience. I could not have done it without you all. To my wife, Megan, thank you for standing by my side throughout this adventure. You always ask whether I somehow included you in my writing of homework assignments and articles, and now here I am dedicating the pinnacle of my academic career to you. You are an amazing wife, and I love you. To my parents, Dave and Sherry, you have always given me all you could along with your undying support. Mandy ... Ha! There are so many funny things going through my head right now! Grandma and Grandpa, I made it! Your first grandchild is a doctor! To all my aunts, uncles, and cousins, I thank you for your support and hope to have inspired you to reach for your dreams as well. Each and every one of you is amazing! Next, I have to give special thanks to my dissertation committee. Drs. Reicherzer and Haddock, I could not have completed such an intense task as this dissertation without your guidance and support. Every step of the way, you were swift, honest, and insightful in response, which kept everything moving along. Beyond your work on my dissertation committee, you two have provided mentorship throughout my doctoral experience. To my dissertation committee and others whom I have regarded as mentors along the way, namely Drs. David Capuzzi and Victoria White Kress, it is because of you that I have developed the confidence, knowledge, and skill to take on any task no matter how big. I cannot thank you all enough for that. And to my friends with whom I have spent very limited time over my graduate years, thank you for still being here. I am back! Acknowledgments My primary acknowledgement goes out to my dissertation committee. Dr. Reicherzer, you have been an absolutely amazing chair. Beyond that, you have become one of the most influential people in my life. You believed in me as a master's student and offered me my first doctoral publication opportunity. That article helped me attain goals that were at one time dreams throughout my doctoral experience. It is an honor to have met you, and I hope to continue our work together. Dr. Haddock, your support with content has been sincerely appreciated. You were the first professor I had in the doctoral program to acknowledge my work. When you offered me an opportunity to contribute in your textbook chapter, it was admittedly surreal. Both of you have been there for and with me since day one, and it is only fitting that we conclude my doctoral experience together. I cannot thank the two of you enough. Second, I would like to thank the veteran K-8 educators who participated in this study. Although I cannot thank you by name, as your identities have been kept anonymous, my hope is that your statements inspire other educators and stakeholders to maximize their ability to facilitate K-8 learning and social development in the Internet Age and beyond. Your time toward and support for this study are sincerely appreciated. Without you this dissertation truly would not exist. Finally, I would like to thank my wife, family members, friends, peers, colleagues, and everyone else who has inspired, supported, and believed in me. Without your support, I could have never made it through the day-to-day. I, too, have always stood by your side and am excited to see what lies ahead. Table of Contents List of Tables ................................................................................................................... viii List of Figures .................................................................................................................... ix Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................2 Related Literature .................................................................................................... 2 Problem Statement .........................................................................................................4 Previous Research Findings .................................................................................... 6 Purpose of the Study ......................................................................................................8 Research Question .......................................................................................................10 Central Question ................................................................................................... 10 Theoretical and Conceptual Framework ......................................................................10 Theoretical Foundation ......................................................................................... 10 Conceptual Framework ................................................................................................12 Nature of the Study ......................................................................................................13 The Methodology in Brief .................................................................................... 14 Definitions....................................................................................................................15 Definition of Terms With Multiple Meanings ...................................................... 16 Assumptions .................................................................................................................17
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