Author ORCID Identifier
Document Type
Dissertation
Date of Award
2026
Degree Name
Doctor of Education (EdD)
Department
Curriculum & Instruction
Additional Department
Education
First Advisor
Daniel Mourlam
Abstract
The integration of digital technologies in primary education has transformed instructional practices, yet the use of screen time in K-2 classrooms remains a debated issue. While prior research has examined the effects of screen time on children’s development and learning outcomes, little is known about how teachers themselves make decisions regarding its use in the classroom. This study explores how K-2 teachers in blended learning environments navigate the complexities of screen time. Despite debate among researchers, few policies exist to guide teachers in regulating the quality and duration of screen use, leaving teachers to make complex decisions independently. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the Interactive, Constructive, Active, and Passive (ICAP) Framework of student engagement, and the Goldilocks Principle of moderation, this qualitative study will employ reflexive thematic analysis of semi-structured interviews with K-2 teachers. The purpose is to better understand how educators balance the benefits and challenges of technology integration in the absence of consistent policy, and to provide insights that may inform professional development, administrative decision-making, and future policy creation. By centering teacher perspectives, this study aims to contribute to ongoing conversations about responsible and effective technology use in primary education classrooms.
Subject Categories
Curriculum and Instruction | Education | Educational Leadership
Keywords
Blended Learning, Educational Technology, Screen Time, Technology Integration
Number of Pages
205
Publisher
University of South Dakota
Recommended Citation
Ronspies, Cameryn Lee, "EXPLORING K-2 TEACHERS’ PERSPECTIVES AROUND SCREEN TIME IN BLENDED LEARNING CLASSROOMS" (2026). Dissertations and Theses. 402.
https://red.library.usd.edu/diss-thesis/402