The Lived Experienced of School Teachers: A Phenomenological Study

Access to technology and availability of it for today¿s classrooms provides teachers the ability to modify their teaching content by updating and making small changes in their lesson plans to facilitate learning, to motivate students, and to increase their achievement. This qualitative phenomenological study explored attitudes, perceptions, and lived experiences of nine elementary school teachers about learning objects and its implementation into their educational environment. The main purpose of this study was to investigate (a) teachers¿ perceptions, as instructional leaders of the school, (b) teacher definitions and applications of learning object based instruction, and (c) opportunities and problems of the implementation process. For this study, data was collected using (a) semi structured interviews, (b) field observation reports, and (c) photos and data were analyzed using Giorgi¿s (1997) method of descriptive phenomenology under four stages: data coding, developing themes, organizing codes and themes, and describing findings.