Date of Award

2026

Degree Type

Open Access Dissertation

Degree Name

Education, PhD

Program

School of Educational Studies

Advisor/Supervisor/Committee Chair

David Drew

Dissertation or Thesis Committee Member

June Hilton

Dissertation or Thesis Committee Member

Thomas Luschei

Terms of Use & License Information

Terms of Use for work posted in Scholarship@Claremont.

Rights Information

© 2025 David Hodgin

Keywords

Google Classroom, Technology Acceptance Model

Subject Categories

Educational Technology

Abstract

This dissertation investigates the teachers’ use of features in Google Classroom and the factors influencing their integration, using the Technology Acceptance Model (TAM) as the theoretical framework. Learning management systems like Google Classroom are commonplace in modern classrooms. A significant gap remains in understanding whether educators move beyond basic administrative functions to use features that support higher-order pedagogical goals, such as collaboration and differentiation. This study used a quantitative-based survey that sampled pre-pandemic K-12 educators, which examined external variables such as demographic, professional, training, and technology use, along with TAM constructs – perceived usefulness, perceived ease of use, social influence, and their effect on teachers’ use of Google Classroom features. Factor analysis grouped 13 features into four groups that categorically aligned with Puentedura’s (2006) SAMR model. Path analysis showed relationships between the constructs and the first three levels of the SAMR model (substitution, augmentation, modification), but no relationships were found between variables or constructs that predicted the use of the highest SAMR level, redefinition. Results showed that teachers move up the SAMR ladder sequentially. Teachers tend not to use advanced features until they feel supported in basic use, find Google Classroom easy to manage, and have easy access to help and training. Professional development should apply these findings by providing access to training and provide support sequentially through the constructs, so they can climb the SAMR ladder and eventually use the higher pedagogical features of Google Classroom.

ISBN

9798265485755

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