TPC Journal V8, Issue 4- FULL ISSUE

374 The Professional Counselor | Volume 8, Issue 4 purpose of the study in the interview script rather than school counselor , which the first researcher included. The third expert did not offer additional suggestions. Archival materials. To further help address the second research question, the researchers used the Naviance staff usage and engagement reports as a secondary data source. Specifically, the staff usage report showed the number of times that school counselors had accessed Naviance since implementation. In addition, the engagement reports showed the features in Naviance school counselors use to support the academic, college, and career development of students. Procedure The first researcher sent an email invitation along with a Qualtrics link for the TAM questionnaire to 48 middle and high school counselors to participate in this study. The survey remained open for 10 business days. Within that timeframe, 38 middle and high school counselors consented to participate in this study. After the survey closed, the first researcher sent an email to all 48 counselors inviting those who completed the survey to participate in face-to-face interviews. Of the 38 counselors who completed the study, 10 consented (three middle and seven high school counselors) to participate in the face-to-face interviews. The first researcher told participants that the interviews would be digitally recorded, they could withdraw any time, and their demographic information and personal identities would remain confidential. The first researcher conducted 10 separate interviews, which lasted on average 33 minutes. After transcription of the interviews by rev.com , an online transcription company, each participant received a copy of the transcript to review and offer feedback within five business days. At the close of the five business days and with no changes suggested from participants, the first researcher deleted information that could identify participants and emailed the interview and Naviance staff and engagement data, which was retrieved at the district level, to the second researcher. The use of video conference calls as a virtual workspace was useful in collectively reading over transcripts, developing and comparing coding, and discussing themes. Trustworthiness Procedures To ensure trustworthiness and credibility of the study, the researchers used the process of triangulation and member checking to strengthen construct validity during the data collection process. The selection of triangulation allowed the researchers to collect data using a combination of sources to incorporate multiple perspectives on technology use and integration. Although archival materials (e.g., school counselor usage and engagement reports) did not require insight from the participants to increase the researchers’ understanding because of their pre-existing nature (Yin, 2014), the materials were instrumental in authenticating information from the interviews and were determined to be a valued data source. Another method used to strengthen trustworthiness was member checking. The first researcher separately emailed each participant, asking them to review the interview transcriptions to check for accuracy and offer feedback. Each participant replied within the 5-day timeframe indicating no corrections or feedback were necessary. Data Analysis The process of thematic analysis guided this study, which involved identifying patterns, insights, or concepts in the data that help to explain why those patterns are there (Bernard & Ryan, 2010). Both researchers used the process of open and axial coding, which involved breaking apart each data source, and deductive coding, which uses a top-down approach making connections and categorizing