Administrator Perceptions of Strategic Use of Web-Based Digital Tools to Facilitate Learning

The purpose of this phenomenological study was to examine the perceptions of principals, assistant principals, and supervisors in the strategic use of web-based instructional tools to facilitate learning in 6th, 7th, and 8th grade English Language Arts. The study focused on administrators and supervisors in one district in Tennessee because these educational leaders observe classroom teachers regularly through the Tennessee Educator Acceleration Model. Data collection strategies included semi-structured individual interviews with 12 educators who are in administrative or supervisor roles within the school district. Analysis of data occurred by transcription of interviews, member checking, and coding. The researcher then identified common themes in the data. The credibility of the analysis was protected by the triangulation of data through the establishment of a chain of evidence, member checking and reflexivity. Analysis of data revealed three key themes: communication, differentiation, and interpersonal communication. The results revealed that web-based tools are used in English Language Arts (ELA) classes regularly for communication between teachers, students and parents. The results also showed that web-based instructional tools are used to facilitate learning by assisting teachers with differentiation in the classroom. Lastly, the results revealed that web-based tools are used strategically when used in conjunction with a well-planned lesson that leverages the advantages of interpersonal communication with students.