Perspectives of Teacher and Educational Leaders About E-Learning Platform Experience in Jimmy Sunshine Elementary School in Mimi Rose School District

Abstract

This qualitative case study investigates some views of teacher and educational leaders using the implementation and effectiveness of the e-learning platform in teaching in an elementary school setting. The research was conducted at Jimmy Sunshine Elementary School within the Mimi Rose School District in Southern Arizona. The study would dwell on how teachers of the elementary level are using the e-learning platform, the perceived benefits and challenges, and the overall effect on teaching and learning. Data collection involved triangulation of methods: analysis of documents (lesson plans), classroom observations, and semi-structured interviews with a teacher, the principal, and two assistant principals. The Technological Pedagogical Content Knowledge (TPACK) framework was used to analyze the way teachers integrated technology, pedagogy, and content into their teaching practices. Findings revealed that e-learning platforms were perceived as valuable tools for enhancing instruction, promoting student engagement, and facilitating individualized learning. The TPACK framework analysis indicated that effective technology integration was contingent upon teachers' pedagogical content knowledge, technological content knowledge, and technological pedagogical knowledge. However, it also highlighted some challenges that needed to be addressed: the continuing professional development for teachers to use technology effectively, the issue of the digital divide in terms of equal access for all students, and the need for e-learning platforms to be aligned with curriculum standards.