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Educator professional development for technology in the classroom: an evaluation study

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Educator professional development for technology in the classroom: an evaluation study

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Content Running head: PROFESSIONAL DEVELOPMENT 1

EDUCATOR PROFESSIONAL DEVELOPMENT FOR TECHNOLOGY IN THE
CLASSROOM: AN EVALUATION STUDY

by

Quinn M. Bobbitt

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2018

Copyright 2018 Quinn M. Bobbitt
Running head: PROFESSIONAL DEVELOPMENT 2

Acknowledgements
I would like to thank my chair, Dr. Eugenia Mora-Flores, who spent countless hours
guiding me through the dissertation process with constant reviews and guidance. Thank you for
your support. My dissertation committee, Dr. Anthony Maddox and Dr. Lisa DeRoss for their
support with the dissertation process. To the professors at the University of Southern California,
thank you for your support and guidance.
The design of the program had an unintentional effect on my experience. There has been
such a supportive structure within my cohort. There are lifelong friends that I have made while
in this program. It has been an amazing journey to embark on with such a great group of people.
To my grandmother, Faye, thank you! You have been awesome throughout this process.
You were always providing encouragement and support. I would like to thank my mother,
Michelle, and her funny stories about her dogs that were most likely told to break up the
monotony of my busy schedule. Also, I would like to thank Ernest, he is like a grandfather to
me. Thank you for the support.
To my sisters, Brandi and Candi, thank you for the frequent check-ins despite the hectic
pace of your busy lives. To my sister, Kimberly, who is always with me in spirit as I wrote this
dissertation.

PROFESSIONAL DEVELOPMENT 3
Abstract
There is a need for professional development for teachers and on-going instructional
support. The project evaluated the degree to which a self-contained special education learning
environment is meeting its goal to improve technology for differentiated instruction to develop
21
st
century technology skills. The evaluation focused on knowledge, motivation, and
organizational influences related to achieving organizational goals. The questions that guided
this study were 1) To what extent is the organization meeting its goal to integrate 21
st
century
technology in every classroom by providing technology resources training to all teachers; 2)
What is the teacher’s knowledge and motivation related to the use of 21
st
century technology
skills and collaborative tools; and 3) What is the interaction between organizational culture and
context and teacher’s knowledge and motivation?
The project used a qualitative methodology that included interviews, observations, and
document analysis. The participants consisted of elementary and high school teachers. The
findings suggest that to improve collaborative tool use within an organization, teachers need to
know which collaborative tools are available for professional practice; how to use technology-
based collaboration tools; and have opportunities to reflect on the effectiveness of technology
integration. The motivation influences that affect technology use is the utility value of the tools
that are provided to teachers as well as self-efficacy. Finally, the organization must manage
collaborative equipment and resources to meet organizational goals. The New World
Kirkpatrick Model was used to create recommendations to address the knowledge, motivation,
and organizational influences that affect technology integration.

PROFESSIONAL DEVELOPMENT 4

Table of Contents

Acknowledgements ......................................................................................................................... 2
Abstract ........................................................................................................................................... 3
List of Tables .................................................................................................................................. 7
List of Figures ................................................................................................................................. 8
Chapter One: Introduction .............................................................................................................. 9
Introduction of the Problem of Practice .............................................................................. 9
Organizational Context and Mission .................................................................................. 9
Organizational Performance Goal ..................................................................................... 11
Related Literature .............................................................................................................. 11
Importance of the Evaluation ............................................................................................ 12
Description of Stakeholder Groups ................................................................................... 13
Stakeholders’ Performance Goals ..................................................................................... 15
Stakeholder Group for the Study ...................................................................................... 15
Purpose of the Project and the Project Questions ............................................................. 16
Methodological Framework .............................................................................................. 16
Definitions ......................................................................................................................... 17
Organization of the Project ............................................................................................... 17
Chapter Two: Review of the Literature ........................................................................................ 19
Background of 21
st
Century Learning ............................................................................... 19
Legislation ............................................................................................................. 19
Educator’s Knowledge of 21
st
Century Technology ......................................................... 20
Professional Development Practices ..................................................................... 21
Integration Challenges .......................................................................................... 22
Clark and Estes Gap Analytic Conceptual Framework .................................................... 25
Stakeholder Influences on Professional Development ..................................................... 25
Knowledge and Skills Influences on Professional Development ......................... 25
Motivation Influences on Professional Development ........................................... 31
Organizational Influences on Professional Development ..................................... 35
Conclusion ........................................................................................................................ 39
Chapter Three: Methods ............................................................................................................... 41
Data Collection and Instrumentation ................................................................................ 45
Interviews .......................................................................................................................... 45
PROFESSIONAL DEVELOPMENT 5
Participating Stakeholders ................................................................................................ 47
Interview Sampling Criteria and Rationale ....................................................................... 48
Interview Sampling (Recruitment) Strategy and Rationale .............................................. 48
Document Review Criteria ............................................................................................... 49
Document Review Strategy and Rationale ....................................................................... 49
Credibility and Trustworthiness ........................................................................................ 50
Ethics ................................................................................................................................. 51
Chapter Four: Findings ................................................................................................................. 55
Participating Stakeholders ................................................................................................ 56
Knowledge Findings ......................................................................................................... 57
Factual Knowledge Influences .......................................................................................... 57
Variety of Technology Tools ................................................................................ 57
Supplemental Curriculum ..................................................................................... 58
Technology Tools for the Classroom .................................................................... 60
Student Safety ....................................................................................................... 63
Lesson Plan Implementation ................................................................................. 65
Observations ............................................................................................. 67
Motivation Findings .......................................................................................................... 68
Technology in Special Education ......................................................................... 68
Benefits of 21
st
-century Technology Use for Lesson Planning ............................ 69
Differentiated Instruction and the Human Element .............................................. 71
Observations ............................................................................................. 73
Teachers Pursue Professional Development ......................................................... 74
Researching New Technologies ............................................................................ 75
Student Behaviors Impact on Technology Use ..................................................... 76
Observations. ............................................................................................ 78
Technology Tools Used for Lesson Planning ....................................................... 79
Organizational Findings .................................................................................................... 81
Current State of Professional Development Training ........................................... 82
Previous In-service Professional Development Training ..................................... 83
Impactful Training ................................................................................................ 84
Support Systems and Training Opportunities ....................................................... 85
Collaboration ......................................................................................................... 86
Technology Accessibility ...................................................................................... 86
Inventory ................................................................................................... 89
PROFESSIONAL DEVELOPMENT 6
Incentives for Technology Use ............................................................................. 89
Reporting Technology Issues ................................................................................ 91
Technology support .............................................................................................. 91
Chapter Five: Recommendations .................................................................................................. 96
Introduction ....................................................................................................................... 96
Discussion ......................................................................................................................... 97
Integrated Implementation and Evaluation Plan ............................................................. 112
Implementation and Evaluation Framework ....................................................... 112
Organizational Purpose, Need and Expectations ................................................ 113
Level 4: Results and Leading Indicators ............................................................. 113
Level 3: Behavior ................................................................................................ 115
Level 2: Learning ................................................................................................ 117
Level 1: Reaction ................................................................................................ 120
Evaluation Tools ................................................................................................. 121
Data Analysis and Reporting .......................................................................................... 122
Summary ......................................................................................................................... 122
References ..............................................................................................................................…. 126
Appendix A ................................................................................................................................. 139
Appendix B ................................................................................................................................. 143
Appendix C ................................................................................................................................. 144

PROFESSIONAL DEVELOPMENT 7
List of Tables
Table 1: Organizational Mission, Global Goal, and Stakeholder Performance Goals ................ 15
Table 2: Knowledge Influences and Assessments for Knowledge Gap Analysis ....................... 30
Table 3: Motivational Influences and Assessments for Motivation Gap Analysis ...................... 34
Table 4: Organizational Influences and Assessments for Organizational Gap Analysis ............. 38
Table 5: Description of Study Participants ................................................................................... 56
Table 6: Commonly Used Technology Tools .............................................................................. 60
Table 7: Common Uses for Technology Use in the Classroom ................................................... 62
Table 8: Common Concerns for Student Safety .......................................................................... 64
Table 9: Factors that Affecct Lesson Plan Implementation ......................................................... 67
Table 10: Technology Tool Use ................................................................................................... 81
Table 11: Organizational Findings Summuary ............................................................................. 94
Table 12: Summary of Knowledge Influences and Recommendations ...................................... 101
Table 13: Summary of Motivation Influences and Recommendations ...................................... 106
Table 14: Summary of Organizational Influences and Recommendations ................................ 109
Table 15: Outcomes, Metrics, and Methods for External and Internal Outcomes ..................... 114
Table 16: Criticial Behaviors, Metrics, Methods, and Timing for Evaluation ........................... 115
Table 17: Required Drivers to Support Critical Behaviors ......................................................... 116
Table 18: Components of Learning for the Program .................................................................. 119
Table 19: Components to Measure Reactions to the Program .................................................... 120

PROFESSIONAL DEVELOPMENT 8
List of Figures
Figure A ........................................................................................................................................ 44

PROFESSIONAL DEVELOPMENT 9
Chapter One: Introduction
Introduction of the Problem of Practice
As 21
st
century students enter learning institutions, teachers must adapt their styles of
teaching to reach students who live in complex, media rich environments (Lemley, Schumacher,
& Vesey, 2014). Learning environments are now attempting to be considered 21
st
century
classrooms that include multimedia material, networking, and collaboration opportunities
(Lemley et al., 2014). Technology-based solutions have evolved and are used to augment
learning for all students, including students with learning disabilities (Kennedy & Deshler,
2010). Twenty-first century learning affects student satisfaction with teacher-led instruction for
career and educational support as school leaders have focused on integrating 21
st
century
technology tools (Lemley et al., 2014; Moore, Konrad, Yang, Ng, & Doherty, 2011). Digital
technologies have contributed to a socio-cultural paradigm shift in education (Abbis, 2013).
However, the ever-growing presence of technology in the lives of students and its transfer into
the classroom has not been an easy shift for all teachers. Some have stated that they are
uncomfortable using technology to support student instruction (Alnahdi, 2014). Not enough
educators are prepared to incorporate instructional technology to teach 21
st
century technology
skills in special education learning environments (Bausch & Hasselbring, 2004; Jenkins &
Yoshimura, 2010). There is a need for professional development for teachers and ongoing
instructional support.
Organizational Context and Mission
The School for Quality Education (SQE, a pseudonym) is a self-contained learning
environment that serves students with disabilities in a large metropolitan area. The organization
supports K-12 students with behavioral and learning disabilities to create fully functioning
adults. The school’s mission is to meet the educational and emotional needs of children and
PROFESSIONAL DEVELOPMENT 10
young adults, six to 22 years of age, by providing appropriate opportunities for students to
achieve maximum learning. The school is partnered with 21 school districts to support students
with special needs in a self-contained learning environment. The organizational structure
consists of a board of directors, five school administrative staff members, and twelve teachers.
There are approximately 103 students enrolled at SQE. Student disabilities range from
emotional disturbance behavior, autism, mild/moderate, and moderate/severe learning
disabilities. The students are organized in classes by age group and level of disability. There are
three elementary school teachers that work with students that have mild/moderate to
moderate/severe learning disabilities. There are three middle school teachers on-site working
with a combination of students with mild/moderate and moderate/severe learning disabilities.
Finally, the teachers consist of six high school teachers. There are three high school teachers that
teach mild/moderate students with learning disabilities and two core basic high school classes
consisting of one mild/moderate class and one moderate/severe class.
School administrators plan to expand the integration of technology by allocating digital
resources and hardware devices to enhance instructional practices. The school administrators
have added a technology-based class, improved the Internet infrastructure, and purchased
additional computers to improve the on-site computer lab. The school administrators will
monitor teacher’s lesson plans for the frequency of using the computer lab and the use of
technology resources for differentiated instruction. The school director’s goal is to increase the
use of technology to improve educational outcomes to support federal and state policies while
providing transitional support services to students enrolled at SQE. The educators employed by
the school require professional development and support regarding the latest technologies and
software that are relevant and motivating for student academic achievement.
PROFESSIONAL DEVELOPMENT 11
Organizational Performance Goal
The School for Quality Education’s (SQE) goal is to integrate 21st century technology in
every classroom by providing technology resources training to all teachers by May 2018.
Technology resource training includes media resource guidance for differentiated instruction and
collaborative tools. The tools that are available to the staff are hardware devices such as
netbooks, computers, and televisions. These tools are considered information and
communication technologies (ICT) and are intended to satisfy the Common Core State Standards
(CCSS) of integrating ICT to assist the facilitation of learning (Michaels & McDermott, 2003).
SQE has a computer lab available on-site. However, the teachers have not used the lab that is
accessible to them. The school director is attempting to allocate resources and support to assist
teachers by providing 21
st
century technology tools in the classroom. Trainings will help
teachers learn to incorporate technology in the classroom as well as for use in the lab to improve
differentiated instruction.
The measurement of success will be the teacher’s ability to integrate technology into their
lesson plans and improved student academic achievement. Implementation can be verified by
reviewing teacher lesson plans on a weekly basis for differentiated instruction tools used in class.
Attaining these goals will assist teachers by improving pedagogical practices and self-efficacy.
Related Literature
Current policy and legislation require K-12 organizations to integrate technology into the
classroom to improve learning outcomes. Policies mandated by P.L. 100-407 (1988) of the
Technology Related Assistance for Individuals with Disabilities Act or Tech Act, provide
financial assistance for states to plan and implement a consumer-responsive system of assistive
technology services for students of all ages (Bausch & Hasselbring, 2004; Edyburn, 2013).
Implementation of technology devices can assist educators with the customization of
PROFESSIONAL DEVELOPMENT 12
individualized curricula that improve learning and assists students with disabilities in completing
tasks in the same manner as their general education peers (Bausch & Hasselbring, 2004).
Policies such as the Elementary and Secondary Education Act (ESEA) was first enacted
in 1965 and reauthorized again in the No Child Left Behind Act of 2001. These policies required
schools to meet rigorous standards for educational content and achievement and have forced
school districts to search for financial resources to support educators with the tools necessary for
effective job performance (Cortiella & Horowitz, 2014). The tools include support for the
integration of technology and multimedia that supports effective job performance in the 21
st

century (Bakir, 2016). Educational systems require teachers to have the disciplinary knowledge
necessary to successfully bridge educational content into practice (Kereluik, Mishra, Fahnoe, &
Terry, 2013).
Importance of the Evaluation
It is important to evaluate the performance of the School for Quality Education in relation
to the goal of providing educator professional development and technology resources for a
variety of reasons. The consequences of not providing additional support can negatively impact
job-readiness skills for special education students. The knowledge of students with disabilities is
directly correlated with the knowledge and skill level of their teachers (Lee, 2014; Michaels &
McDermott, 2003). Educators require support for professional development through training to
reduce the rate of attrition as well as, increase self-efficacy (Cary, 2004; Haynes, 2014; Lynch,
2012; Shakrani, 2008). By law, each district and school must provide knowledgeable personnel
to integrate technology (Judge & Simms, 2009; Michaels & McDermott, 2003). The School for
Quality Education (SQE) must address professional development to improve knowledge of
technology resources, improve self-efficacy, and provide workforce readiness skills for students.
PROFESSIONAL DEVELOPMENT 13
As students transition out of secondary school into the workforce, it is beneficial to
possess 21
st
century technology skills. Individuals with disabilities represent a small percentage
of the workforce. Factors contributing to the low representation of individuals with disabilities
in the workforce are basic technology skills and difficulties transitioning from secondary skills to
succeed in the workforce (Leddy, 2010). Students need technology skills for the fulfillment of
basic job responsibilities and daily living activities as they transition into the workforce (Kellems
et al., 2015; Leddy, 2010). Furthermore, students with disabilities enter two-year and four-year
institutions at the same rate as persons without disabilities, but the dropout rate is higher
(Burrelli, 2007). Students will continue to experience barriers that can affect their ability to
satisfy job requirements and may contribute to the dropout rate of students as they enter college
if 21
st
century technology skills are not taught.
Description of Stakeholder Groups
There are three main stakeholder groups that contribute to the goal of integrating 21
st

century technologies into the classroom at the School for Quality Education: school
administrators, teachers, and students. School administrators encounter constant questions about
the effectiveness of providing proficient resources to teachers (Lemley et al., 2014).
Organizations must link pedagogy to practice (Hardman 2015). School administrators are
responsible for the training and development on-site at the SQE. School administrators will be
responsible for providing the hardware and software resources for successful implementation of
technology integration. Lemley et al. (2014) claimed that school leaders must build professional
capacity as they are the architects and guardians of school culture.
Students must learn how to identify 21
st
century technology tools for use in class.
Educators are focused on student learning outcomes that are beyond traditional methods (Swan
PROFESSIONAL DEVELOPMENT 14
et al., 2006). Students must learn how to interact with digital resources and communications
tools (Ananiadou & Claro, 2009).
Many teachers are struggling to support the increasing number of students receiving
special education services (Mardis et al., 2012). It has been challenging for teachers to learn the
latest hardware and software trends available to their students (Mangal, 2009). Delivering
differentiated instruction is complex and requires multiple kinds of knowledge and skills for
students with special needs (Miller, 2009). The teachers at SQE are expected to deliver the
organization’s technology integration goals. For this study, the primary stakeholder group is
teachers.

PROFESSIONAL DEVELOPMENT 15
Stakeholders’ Performance Goals
Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Stakeholder Group for the Study
The stakeholder group for this study is teachers. This group consists of individuals
teaching at SQE. The teachers are expected to integrate technology into the classroom per
policies such as Common Core and National Education Technology Standards (NETS). After
the training, teacher self-efficacy and motivation should improve.
The SQE school administrators identified teachers as a core group to receive professional
development support, needing the removal of barriers associated with increased workloads. The
school administrators want their teachers to improve pedagogical practices while collaborating to

Organizational Mission
The School for Quality Education (SQE) is a pseudonym for a self-contained learning
environment that serves students with disabilities in a large metropolitan area. The organizational
mission is to support K-12 students, ages 6 – 22, by providing appropriate opportunities for
learning per an Individualized Education Program (IEP) to support their socio-emotional
behavior, enhance problem-solving and coping skills to create fully functional adults.
Organizational Performance Goal
By May 2018, the School of Quality Education’s global goal is to integrate 21
st
century
technology in every classroom by providing technology resources training to all teachers.

Teachers Students

School Administrators
By May 2018, all teachers will
integrate collaborative tools to
communicate effectively with
school administrators on a
weekly basis. The tools will
include digital uploads of
lesson plans to share on a
weekly basis.
By May 2018, the students at
SQE will learn how to identify
21
st
century technology tools.
By May 2018, all teachers will
learn how to use school-
allocated technology resources
such as computers and
assistive devices for
differentiated instruction using
21
st
century technology skills.

PROFESSIONAL DEVELOPMENT 16
decrease workload. The teachers will receive training on improving digital grade keeping and
progress monitoring to reduce workload. Reducing workload will improve self-efficacy for the
teachers and will impact student achievement by allocating time to create and implement
different mediums to assist and facilitate learning in the classroom.
Purpose of the Project and the Project Questions
The purpose of this project was to evaluate the degree to which the School of Quality
Education is meeting its goal to improve technology integration for differentiated instruction to
develop 21
st
century technology skills for special education learning environments. The analysis
focused on knowledge, motivation and organizational influences related to achieving the
organizational goals. While a complete performance evaluation would focus on all stakeholders,
for practical purposes the stakeholders focused on in this analysis were teachers.
As such, the questions that guided this study are the following:
1. To what extent is the organization meeting its goal to integrate 21
st
century technology in
every classroom by providing technology resources training to all teachers by May 2018?
2. What is the teacher’s knowledge and motivation related to the use of 21
st
century
technology skills and collaborative tools?
3. What is the interaction between organizational culture and context and teacher’s
knowledge and motivation?
Methodological Framework
This project employed a qualitative method for data gathering and analysis. The
performance of the School for Quality Education was assessed by conducting document
analyses, interviews, observations and a thorough literature review on assumed knowledge,
motivation, and organizational influences. Research-based solutions are recommended and
evaluated in a comprehensive manner.
PROFESSIONAL DEVELOPMENT 17
Definitions
Assistive technology. Any item, equipment, or product system (Dalsen, 2017) that is
used to improve the capability of individuals with disabilities (Ciampa, 2017).
Differentiated Instruction. Differentiating content and processes to adjust to student
learning abilities to improve engagement (Jimenez, Graf, & Rose, 2007; Tomlinson et al., 2003).
Educational technology. The study and practice of facilitating learning and improving
performance by creating (Mishra, Koehler, & Kereluik, 2009) and identifying appropriate
technology such as hardware and software to satisfy educational needs (Mangal, 2009).
Information, communication and technology. A bridge in fostering learning with
digital resources and hardware for students in education by connecting lives and socialization
within educational life (Aksal & Gazi, 2015).
Professional Development. The practice of training through a series of activities and
workshops that are intended to prepare teachers for improved instruction. (Jenkins &
Yoshimura, 2010; Nasser & Shabti, 2010).
Technology Integration. The practice of incorporating technology resources and
practices into daily school activities (Benton-Boghi, 2013; Ogle et al., 2002).
For this study, the terms instructional technology and educational technology will be used
interchangeably.
Organization of the Project
Five chapters were used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about the incorporation of
technology integration to teach 21
st
century technology skills in special education learning
environments. The organization’s mission, goals, and stakeholders as well as the framework for
the project were introduced. Chapter Two provides a review of the current literature surrounding
PROFESSIONAL DEVELOPMENT 18
the scope of the study. Topics of 21
st
century technology, teacher professional development and
policy will be addressed. Chapter Three details the knowledge, motivation, and organizational
(KMO) elements to be examined as well as an overall methodology, choice of participants, data
collection strategy, and analysis procedures. In Chapter Four, the data and results are assessed
and analyzed. Chapter Five provides solutions, based on data and literature, for closing the
perceived gaps as well as recommendations for an implementation and evaluation plan for the
solutions.

PROFESSIONAL DEVELOPMENT 19
Chapter Two: Review of the Literature
This literature review will examine the root causes contributing to the gap in the
professional development of 21
st
century technology integration in special education learning
environments. The review begins with general research on the background of 21
st
century
technology integration policies and legislation. Second, the review will examine professional
development practices, educator expectations, school administrator’s responsibilities. Third, the
review will examine the integration challenges that affect technology integration. Following the
general research literature, the review turns to the Clark and Estes Gap Analytic Conceptual
Framework (2008) and, specifically, the knowledge, motivation, and organizational influences
that affect the ability of teachers to implement technology integration in special education
learning environments.
Background of 21
st
Century Learning
The term 21
st
century learning indicates a future-focused policy and rationale for teaching
integrated curricula and evidence-based pedagogical practices (Abbis, 2013). Previous teacher
education programs relied solely on stand-alone technology strategies to prepare to work in
education (Banas and Polly, 2016). Chen, Calinger, Howard, and Oskorus (2008) study
suggested that teachers should focus on technology’s role in instructional design and delivery to
create effective learning environments. The findings suggested that states must continue to
evaluate the impact of educational technology and to what degree technology leads to changes in
teaching or learning (Chen et al., 2008). Educators are expected to adapt to new education
policies as social and economic demands affect school’s instructional strategies and curricula.
Legislation
Federal policies and demand for a skilled workforce have contributed to the shift in
education causing teacher’s expectations to change. Laws and policies such as No Child Left
PROFESSIONAL DEVELOPMENT 20
Behind (NCLB) and Individuals with Disabilities Education Act (IDEA) have placed
responsibility on schools to ensure equal opportunity and access to education (Ashfaq & Rana,
2015). The Americans with Disabilities Act of 1990, requires that reasonable accommodations
be provided to individuals with disabilities for instructional support (Downing, 2006). The
Assistive Technology Act of 1998, requires that states increase the availability of assistive
technologies (Downing, 2006). Assistive technology is used to provide students with
instructional support (Ciampa, 2017; Dalsen, 2017). Students with learning disabilities require
interventions and adjustments to instructional strategies to improve learning outcomes (Kennedy
& Deshler, 2010). The federal and state governments have made provisions within policies to
include equal access and opportunities for students in special education.
Policies have required inclusionary practices in special education that impact a teacher’s
ability to enforce and implement new strategies. Policies have shifted to ensure that students in
special education environments receive quality instruction. Federal and state policies have
established the adoption of technology in special education learning environments (Bakir, 2016).
Local, state, and federal funding have demonstrated a commitment to investing in technology
resources for the classroom (Keengwe, Schnellert, & Mills, 2012). In public K12 schools,
Keengwe et al. (2012) discussed a commitment to provide Internet access in all schools to
encourage technology integration. The findings suggested that proper fiscal decisions and
implementation are critical to continued innovation in learning as more schools are increasing
purchasing power. Special education teachers need fundamental skills to implement new
policies effectively.
Educator’s Knowledge of 21
st
Century Technology
Federal and state policies are impacting 21
st
century technology integration into
pedagogical practice. The term 21
st
century technology has become code for transformation in
PROFESSIONAL DEVELOPMENT 21
education (Abbis, 2013). The following sections will review literature about current professional
development practices, educator expectations, and technology integration challenges affecting
technology use in the classroom.
Professional Development Practices
Technology integration requires regular professional development for in-service special
education teachers. McLeskey (2011) stated that professional development had three purposes:
address and raise awareness of new laws; address understanding of critical education issues; and
provide participants with new skills or strategies for instruction. It was asserted that most
professional development sessions consisted of “sit and get” activities that involved passive
participation. Bakir (2016) suggested that different methodologies should be used such as single
technology courses, mini-workshops, multimedia, and modeling. Leko and Smith (2010)
suggested that professional development opportunities for teachers should be active, content
focused, and collaborative. Dong, Chai, Sang, Koh, and Tsai (2015) suggested support systems
for teacher collaboration for improved implementation include teacher modeling and supportive
resource programs. Experienced teachers that have been in practice for several years may
require assistance to research and integrate technology into instruction (Lemley et al., 2014).
Teachers should be provided with just-in-time access to learning communities to share
ideas and identify what works when teaching students with disabilities (Hayes, 2013).
Equipping teachers with relevant knowledge and design experience could be enhanced by
attention towards beliefs about themselves as curriculum designers (Dong et al., 2015).
Reflection, supervision, and training support can determine the success of knowledge learned in
successful practice (Lemley et al., 2014). These studies suggested that existing professional
development programs for in-service teachers require attention and should be revisited.
PROFESSIONAL DEVELOPMENT 22
Educator expectations. Teachers are expected to use 21
st
-century technology to foster
learning in special education environments. Ashfaq and Rana (2015) discussed the use of
different methodologies and strategies for teaching students with disabilities. Mardis, El Basri,
Norton, and Newsum (2012) asserted that classroom teachers are expected to seek information
for diverse learners. They asserted that teachers are expected to remain aware of new
technologies that are constantly evolving. Chen et al. (2008) exclaimed that technology assists
teachers with moving away from text-based instruction to a stimulating learning experience.
Teachers are expected to create viable options for instruction by locating new activities using
real-life problems and solutions to improve learning (Larson & Miller, 2011).
School Administration Support. School administrators are required to abide by federal
policies for the successful implementation of 21st century technologies. Lemley et al. (2014)
examined learning environments that best support the needs of 21st century learning. The study
asserted that school leaders should ensure that teachers understand what constitutes productive
class time to help students reach their potential. Hew and Brush (2007) determined that school
leaders are responsible for building the professional capacity of school personnel. They found
that leaders should promote collaboration and team-centered methods that can demonstrate the
skills necessary to transform 21st century learning environments. An investigation of the current
systems, resources, and strategies are necessary to build a strategy for successful technology
integration (Aksal & Gazi, 2015). School administrators need to support teachers’ professional
development. According to the findings, school leaders should emphasize teaching skills that
demand creativity, innovation, decision making and fluency (Aksal & Gazi, 2015). Quality
teaching and learning management practices should frequently be assessed to determine
collaboration, pedagogical frequencies, and technological knowledge.
Integration Challenges
PROFESSIONAL DEVELOPMENT 23
In special education, teachers are required to frame and re-frame their professional
development to generate knowledge about content and pedagogy (Hardman, 2015). A study
conducted by Kennedy and Deshler (2010), claimed that there was a history of resisting or
rejecting new interventions and innovations. They noted that rejection could be the result of
professional development on differentiated instructional practices. In-service teachers perceive
themselves as proficient when researching online digital resources but lacking the skills
necessary to seek new materials for instruction (Mardis et al., 2012). Understanding the digital
resources that are available can improve accessibility to resources to improve instruction.
Resources are limited for special education learning environments. Aksal and Gazi
(2015) claimed that ICT provisions are insufficient in special education. Mardis et al. (2012)
suggest that teachers have reported a lack sufficient technology resources and have limited
access to digital literacy tools available to them. However, it was argued that there is an
abundance of online collaborative tools available to teachers as an alternate solution. Resources
must be assessed to review the support systems necessary for teachers to become successful.
Resource allocation is deeper than technology hardware (Mardis et al., 2012). Teachers are
required to identify and prepare their instructional practice based on the ICT tools that are
available (Aksal & Gazi, 2015).
Educational policies require that ICT is available to all citizens to enhance collaboration.
Aksal and Gazi (2015) suggested that the role of ICT has increased the ability to establish
standards in special education. Keengwe et al. (2012) argued that increased funding has been
committed to schools to increase technology use. Downing (2006) reviewed complaints that
were solicited from special education teachers about instances where special education
classrooms are often the last to be equipped with computers and other technology-related
products contributing to the slow transition. However, Keengwe et al. (2012) argued that
PROFESSIONAL DEVELOPMENT 24
schools have allocated more funds to technology purchases and repairs as opposed to improving
professional development for in-service teachers. Overall, the studies found that the allocation
of ICT resources has been inconsistent.
Educator Perceptions. Educators lack sufficient in-service professional development
that is required to sufficiently enact federal and state technology policies. Keengwe et al. (2012)
found that educators are cautious about practices integrating technology due to limited field
experience. Teachers are designers of the student experience as pedagogical knowledge and skill
impact the effectiveness of classroom instruction (Lemley et al., 2014). In recent study
conducted by Bakir (2016), new teachers have limited knowledge about the ways technology can
be used in the classroom. The study found that a clear majority of teachers had very little to no
ongoing professional development in technology. Overall the findings suggested that teachers
cannot improve their knowledge and skill level without addressing their perceptions.
Strategic Management and Planning. New policies and legislation has increased the
demands for educational technology. Mishra, Kohler, and Kereluik (2009) suggested that
keeping up with technology requires continuous learning. The study claimed teachers who do
not keep up with technology tend to fall behind on the latest technology trends and must make a
choice to upgrade and invest time in learning a new technology. They asserted the need to look
past the technical aspects of technology and focus on the overlap between pedagogy, content,
and technology (Mishra et al., 2009). Digital knowledge requires strategic management and
planning (Aksal & Gazi, 2015). A link must be established for teachers to influence efforts to
build technology into their curriculum (Dong et al., 2015). The findings suggest that teachers
may be in a situation where they wish to integrate ICT lessons, but they are uncertain that they
are able to design such lessons. Without support systems, such as professional development,
teachers may experience barriers that will inhibit pedagogical practices.
PROFESSIONAL DEVELOPMENT 25
Clark and Estes Gap Analytic Conceptual Framework
The Clark and Estes Framework (2008) provides a pathway for researching
organizational performance gaps for effective decision-making. Three factors affect
organization performance improvements: knowledge and skills; motivation to achieve goals; and
organizational barriers (Clark & Estes, 2008). Several knowledge influences that affect
performance within an organization are factual knowledge, conceptual knowledge, procedural
knowledge, and metacognitive knowledge (Krathwohl, 2010; Rueda, 2011; Smith & Ragan,
2005). Solving an organization's motivational problems include diagnosing the problem,
observing behaviors, understanding motives, and providing solutions (Clark & Estes, 2008;
Rueda, 2011). A review of employee performance towards achievement of the organizational
performance goal is necessary to address performance gaps.
Stakeholder Influences on Professional Development
The Clark and Estes (2008) Gap Analytic framework reviews the performance gaps in the
form of knowledge influences, motivation influences, and organizational influences that affect
organizational change. Lemley et al. (2014) asserted that school administrators encounter
constant questions about the effectiveness of providing sufficient resources to teachers. Jenkins
and Yoshimura (2010) claimed that teachers’ knowledge and development varies by the support
needed and the engagement of their own development. Overall, the studies asserted that it is
important to identify what influences the use of 21
st
century technology. This section will review
the influences that affect teacher’s implementation of 21
st
century technology.
Knowledge and Skills Influences on Professional Development
The teaching profession has evolved due to policy changes and curriculum updates.
Preparations for curriculum updates and policy changes have led to teachers being unprepared to
teach 21
st
century technology skills into their teaching (Bakir, 2016). Knowledge influences are
PROFESSIONAL DEVELOPMENT 26
important for the implementation of change within an organization (Clark & Estes, 2008). The
main components of learning include the focus of how learning changes the learner, the impact
of the knowledge attained, and the change caused by the learner’s experience (Rueda, 2011, pp.
27). Evaluating professional development of the known influences that affect a teacher’s
working environment may provide insight into current pedagogical practices.
The goal of professional development is to prepare staff to improve performance in new
practices and content (Kersaint, Lewis, Potter, & Meisels, 2007). Individual beliefs are critical
to the functioning of teachers and their future success (Autio, Hietanoro, & Ruismäki, 2011). It
cannot be assumed by conducting qualitative interviews that the information will present itself
about a knowledge gap if people do not know what they do not know (Clark & Estes, 2008).
Knowledge influences affect employee’s working conditions and migration patterns in the
education industry (Boe, Bobbitt, Cook, Whitener, & Weber, 1996; Cary, 2004). It is important
to consider all the information that teachers and school administrators must possess to design and
implement course curriculum, policies, and school reform initiatives (Rueda, 2011). The
knowledge influences affecting SQE will be evaluated to identify the knowledge gap that exists
in the organization.
Knowledge influences. Factual knowledge, conceptual knowledge, procedural
knowledge, and metacognitive knowledge types impact organizational change (Mayer, 2011;
Rueda, 2011). Factual knowledge influences are necessary to understand declarative knowledge
such as facts, contexts, and terminology to comprehend specific information (Clark & Estes,
2008; Rueda, 2011; Smith & Ragan, 2005). For example, when using technology concepts, it is
important to identify learners’ baseline knowledge of facts and terminology before conducting
professional development training. Factual knowledge is the first component that must be
addressed to determine if a gap exists (Clark & Estes, 2008). Conceptual knowledge refers to
PROFESSIONAL DEVELOPMENT 27
knowledge categories that are based on generalizations, theories, or structures (Rueda, 2011).
Conceptual knowledge is important to understanding complex structures to reduce anxiety.
Procedural knowledge influences are necessary for learners within an organization to
know how to complete tasks. Procedural knowledge gaps can be identified by asking the learner
to demonstrate the steps necessary to complete a task to determine if a knowledge gap exists
(Rueda, 2011). Metacognitive knowledge influences refer to an individual’s need to reflect on
their effectiveness and the use of strategic behavior when given assigned tasks (Rueda, 2011).
Metacognitive knowledge allows one to decide when and why to implement an individual
approach or process and when it is appropriate to change it for something more effective (Rueda,
2011). Reflective practices are essential to building knowledge of an individual’s effectiveness.
This study will focus on conceptual knowledge, procedural knowledge, and metacognitive
knowledge types to evaluate teacher professional development of 21
st
century technology skills.
Teachers need to know what collaborative tools are available for professional
practice. Conceptual knowledge is necessary to understand the goals and achievements of
individual learners (Rueda, 2011). Conceptual knowledge affects teachers’ implementation of
21
st
century tools into their pedagogical practices. Conceptual knowledge can be determined by
understanding when the use of technology is appropriate (Kereluik, Mishro, Fahroe, & Terry,
2013). Teachers require training on information and communication technology (ICT) to
support students’ knowledge construction and problem-solving activities (Koh, Chai, & Tsai,
2014). An assessment of different knowledge types should provide an accurate picture of
learning to demonstrate effective pedagogical strategies (Kereluik et al., 2013) and the
identification of knowledge gaps (Rueda, 2011).
The conceptual knowledge assessment will ask teachers to identify 21
st
century
technology skills to address the knowledge gaps that may exist in the teaching profession.
PROFESSIONAL DEVELOPMENT 28
Knowledge is important to organizational change and impacts teacher’s competencies for
effective learning. The teachers will need to determine the various forms of 21
st
century tools for
differentiated instruction. Knowledge is important to organizational change and impacts
teacher’s competency for effective learning.
Teachers need to know how to use technology-based collaboration tools. It is
important to determine what and more importantly how to teach students and train as well as
prepare teachers to do 21
st
century training (Kereluik et al., 2013). Teachers require additional
support to understand the differences or the various forms of technology available to effectively
collaborate with their peers for improved pedagogical strategies. Teachers that are trained using
the technological pedagogical knowledge, pedagogical content knowledge, and technological
content knowledge (TPACK) model can be influenced by the learner’s increased repository of
information (Di Blas, Flore, Mainetti, Vergallo, & Paolini, 2014; Yurdakul & Coklar, 2014).
The TPACK framework focuses on the teacher’s general knowledge and how to unpack the
technology to implement into practice using technological content knowledge or TCK (Dong et
al., 2015). It is important to understand if a teacher can explain when it is appropriate to use
collaborative tools and if they are knowledgeable about their functions.
Procedural knowledge types are important to assess the knowledge gap that exists
amongst teachers. Training and development implementation strategies include developing a
schema for different processes and creating job aids to address procedural knowledge gaps
(Baker, 2006; Mayer, 2011). Building conceptual knowledge reduces cognitive load for the
learner and improves proficiency (Kirschner, P., Kirschner, F., & Paas, 2006; Rueda, 2011;
Mayer, 2011). Cognitive overload can negatively impact the learner if there is no attempt to
reduce learner anxiety and improve learning outcomes (Mayer, 2011; Kirschner et al., 2006).
Teachers must be able to conceptualize the use of 21
st
century technology skills.
PROFESSIONAL DEVELOPMENT 29
Teachers need to focus on their effectiveness of using strategies for technology
integration into their curriculum. Metacognitive knowledge types refer to thinking or
reflecting on one’s ability (Baker, 2006; Rueda, 2011; Mayer, 2011). One of the benefits of the
metacognitive knowledge influence is the ability to troubleshoot one’s task and self-reflect on
the assigned task (Eccles, 2006; Mayer, 2011; Rueda, 2011). Metacognitive knowledge
promotes a transfer of learning due to the learner developing strategies to recall information and
apply it in different contexts (Baker, 2006). An individual’s ability to practice reflection in
action that will reframe or rework a problem after an event improves the self-regulation and self-
awareness of implementing metacognition in professional practice (Barley, 2012; Copriady,
2014). Activating relevant knowledge and skill deployment strategies are important to a
learner’s awareness and control of their cognitive abilities (Baker, 2006; Clark & Estes, 2008).
Knowledge deficits identify if there is adequate support to achieve work goals (Clark & Estes,
2008). Teachers must reflect on their effectiveness of utilizing strategies for technology
integration in the curriculum because it helps to determine any knowledge deficits that they
possess.
To assess metacognitive learning, the development of implementation strategies is a
necessity to the learner as they encounter feelings of knowledge monitoring (Baker, 2006).
Desantel (2009) asserts that metacognition is meant to assist teachers with self-awareness for
metacognition in the classroom. The study concluded that task awareness, strategy awareness,
and performance awareness are components of metacognition and will assist teachers with
building a global perspective. The metacognitive learning assessment will reveal the influences
of success or failures by the learner. Table 2 provides the organizational mission, organizational
global goal, stakeholder goal, knowledge influences, knowledge types, and knowledge influence
assessments. Table 2 includes three knowledge influences, conceptual, procedural, and
PROFESSIONAL DEVELOPMENT 30
metacognitive knowledge, to address the knowledge gap that affect teachers at the School of
Quality Education.
Table 2
Knowledge Influences and Assessments for Knowledge Gap Analysis
Organizational Mission
The School for Quality Education (SQE) is a pseudonym for a self-contained learning environment that
serves students with disabilities in a large metropolitan area. The organizational mission is to support K-
12 students, ages 6 – 22, by providing appropriate opportunities for learning per their Individualized
Education Program (IEP) to support their socio-emotional behavior, enhance problem-solving and coping
skills to create fully functional adults.
Organizational Global Goal
By May 2018, the School of Quality Education’s global goal is to integrate 21
st
century technology into
every classroom.
Stakeholder Goal
Teachers: By May 2018, all teachers will use collaborative tools in professional practice.
Knowledge Influence Knowledge Type (i.e.,
declarative (factual or
conceptual),
procedural, or
metacognitive)
Knowledge Influence Assessment
Teachers need to know what
collaborative tools are available for
professional practice.
Conceptual Teachers are asked to identify 21
st

century technology tools.
Teachers need to know how to use
technology-based collaboration tools.

Procedural Teachers are asked to explain when it
is appropriate to use collaborative
tools.
Teachers need to reflect on their
effectiveness of using strategies for
technology integration into their
curriculum.
Metacognitive Teachers were asked to judge their
effectiveness when using 21
st
century
skills to differentiate instruction.

PROFESSIONAL DEVELOPMENT 31
Motivation Influences on Professional Development
Motivation can be impacted by environmental factors and alter an individual’s ability to
attain goals. Motivation emphasizes beliefs that develop through success or failure of tasks,
learning activities, and environmental influences (Bandura, 2000; Rueda, 2011). Common
motivational issues can be assessed by conducting a gap analysis to identify if individuals will
benefit from a task, if there is value in a task, and if there are any negative consequences if a task
is not completed (Clark & Estes, 2008, pp. 50). Motivation is defined as having active choice,
persistence, and mental effort (Mayer, 2011; Rueda, 2006). Active choice refers to a preference
of choosing one task over another (Rueda, 2011). If the learner has no desire to participate in a
task, it will impact the ability to remain motivated. Persistence is a commitment to the mental
effort that is necessary to gain new knowledge through experiences (Rueda, 2011). Motivation
assists individuals desire to complete a task and continuously grow (Autio, 2010). Motivation is
important to the persistence of teachers to complete tasks.
The motivational knowledge influences that will be assessed in this study are utility value
and self-efficacy. The motivational influences will assess the value of using technology
resources and the beliefs associated with a teacher’s capability for effective use of technology
resources in the classroom. Learner beliefs are critical to academic functioning and success
(Autio et al., 2011). Motivation can influence tasks and can determine if an individual chooses
to work towards a goal; persist at a goal; and the amount of mental effort that is invested in the
job (Clark & Estes, 2008, pp. 44). Motivation is a factor influencing learning and successful
completion of the task (Autio, 2010). Identifying the motivational influences of the teachers can
help achieve the stakeholder goal.
Utility value. For this study, the utility value as a motivational influence assumes that
teachers need to feel that there is a value of using technology resources in the classroom. Utility
PROFESSIONAL DEVELOPMENT 32
value determines how tasks fit into individual’s goals and plans (Eccles, 2006). Teachers need to
see the value in using collaborative tools in the classroom. Teachers need to be convinced that
there is value to using technology as a classroom resource (Wozney, Venkatesh, & Abrami,
2006). Teachers’ attitudes towards technologies affect the motivation to evaluate resources and
obtain knowledge acquisition because they lack experience (Copriady, 2014; Wery & Thomson,
2013). The expectancy-value theory has emerged as an active predictor of productivity and
understanding of technology use (Wozney et al., 2006). Expectancy-value can influence task
choice and persistence (Wigfield & Cambria, 2010). The utility value assessment will ask about
the importance of technology tools use for differentiated instruction. The analysis will reveal the
value that teachers possess to initiate and participate in 21
st
century technology development.
Self-efficacy. Teachers need to believe that they are capable of effectively using
technology resources. The degree to which one has value towards technology use is based on
educator’s attitudes and beliefs (Teo & Zhou, 2014). Self-efficacy beliefs are the foundation of
learning and motivation (Pajares, 2006). The judgment of an individual’s capability to organize
and execute actions will produce desired performance levels (Rueda, 2011). Self-efficacy
focuses on skill development and providing opportunities to be successful (Rueda, 2011).
Patterns of beliefs and feelings about success and feedback through standard evaluations affect
the achievement and success of a task (Autio, 2010; Wery & Thomson., 2013). Motivation
principles are a powerful tool to diagnose motivation problems as well as influence whether
people can strategically pursue their goals and overcome obstacles (Bandura, 2006; Rueda,
2011). It is important for teachers to feel confident about their work.
Motivation is a lens to investigate the factors contributing to interest, engagement, and
persistence in learning activities (Autio et al., 2011; Copriady, 2014). Motivation identifies a
commitment to professional development and can contribute to self-efficacy (Nasser & Shabti,
PROFESSIONAL DEVELOPMENT 33
2010; Thomson & Turner, 2015). Self-efficacy refers to behaviors, capabilities, personal
development, and persistence (Bandura, 2000; Pajares, 2006). People are partially the products
of their environments, but they are also the producers of their environments (Bandura, 2000).
Teachers encounter struggles with motivation and are sometimes reluctant to engage in new
tasks.
Learning is an active process and improves motivation and autonomy (Bandura, 2000;
Copriady, 2014). If low self-efficacy is present, it can lead to a lack of confidence and a
challenge to engage in new concepts and tasks (Clark & Estes, 2008). Efficacy can influence
thinking strategically or the course of actions that individuals pursue when they face obstacles
(Bandura, 2000). According to social cognitive theory, self-efficacy is the foundation of human
motivation and actions can produce desired outcomes in the face of adversity (Pajares, 2006).
The self-efficacy motivational influence assumes that learners need to believe that they are
capable of effectively using technology resources. Self-efficacy is an indicator of self-regulatory
practices that are important to the achievement of outcome expectations (Pajares, 2006). The
two constructs that will affect the motivation of teachers are self-efficacy and utility value.
Table 3 addresses the gaps analysis that will assess motivational influences that affect the utility
value and self-efficacy of teachers in special education learning environments.

PROFESSIONAL DEVELOPMENT 34
Table 3
Motivational Influences and Assessments for Motivation Gap Analysis

Organizational Mission
The School for Quality Education (SQE) is a pseudonym for a self-contained learning
environment that serves students with disabilities in a large metropolitan area. The
organizational mission is to support K-12 students, ages 6 – 21, by providing appropriate
opportunities for learning according to their Individualized Education Program (IEP) to
support their socio-emotional behavior, enhance problem-solving and coping skills to
create fully functional adults.
Organizational Global Goal
By May 2018, the School of Quality Education’s global goal is to integrate 21
st
century
technology into every classroom.
Stakeholder Goal
Teachers: By May 2018, all teachers will use collaborative tools in their professional
practice.
Motivational Indicator(s)
Assumed Motivation Influences Motivational Influence Assessment

Utility Value: Teachers need to see the value
of using technology resources in the
classroom.
How important is the use of technology
tools to support learning?
Self-efficacy: Teachers need to believe that
they are capable of effectively using
technology resources.
Written Survey Question: I feel
confident using technology to
differentiate instruction for my learners.
PROFESSIONAL DEVELOPMENT 35
Organizational Influences on Professional Development
General theory. Organizational barriers may exist when teachers attempt to implement
21
st
century technology tools in special education learning environments. Organizations should
set the tone to improve training, development, values, and beliefs. Organizations reflect both the
climate and the culture for change (Kezar, 2001; Schneider, Brief, & Guzzo, 1996). Culture is a
way to describe the key values and beliefs of an organization (Clark & Estes, 2008). Culture is
complex and difficult to define because processes are not always visible, and the values are
relative (Rueda, 2011; Schein, 2004). The process is evaluated in groups, environments, or on an
individual basis (Clark & Estes, 2008). Managers should know how to set goals, motivate, and
develop employees within an organization (Buckingham & Coffman, 1999). People are at the
heart of an organization (Schneider et al., 1996). Organizations will improve if they can direct
policies and procedures to the values and beliefs of the employees.
Cultural Model. A culture of cooperation amongst school administrators and teachers
are necessary to improve the use of collaborative tools within the organization. Cultural models
help define what is customary and standard (Rueda, 2011, p. 57). Understanding the values and
the beliefs of employees improve communication and effectiveness of policies. People desire
growth and development, interpersonal interactions, and support (Schneider et al., 1996). A
culture that allows for dialogue between the employees and leadership determines the beliefs and
the values of employees as well as influence the organization’s ability to enact change.
Underlying forces that affect the capacity to build a culture of cooperation requires an
understanding of what influences employee behavior. Understanding behaviors can include
climate, group norms, and an understanding of the embedded skills of employees (Schein, 2004).
Leaders set expectations, follow-up, and develop individual employees (Buckingham &
Coffman, 1999).
PROFESSIONAL DEVELOPMENT 36
A culture of trust may be required to improve the performance of the teachers and school
administrators. Some leaders experience a lack of trust due to deep insecurities (Buckingham &
Coffman, 2011). A lack of trust can hinder the integration of 21
st
century technology skills.
Culture is a mechanism of social control and can affect employee’s perceptions, thinking, and
behaviors (Schein, 2004). Organizations are expected to plan effectively and monitor the
effectiveness of the organization's processes and policies (Schein, 2004; Schneider et al., 1996).
Focusing on adaptability and self-discovery may improve a culture of trust (Kezar, 2001).
Collaboration. The power of culture comes from shared assumptions within an
organization. Cultural settings refer to what can be seen and observed in social contexts in
everyday routines (Rueda, 2011). Clear and succinct goals are required to assist with a shift in
an organization’s culture (Rueda, 2011). It is important to define the right outcomes to position
employees for successful outcomes. Identifying the correct outcomes and empowering
employees can produce better productivity and collaboration (Buckingham & Coffman, 1999).
Cultural settings can be improved through the standard day to day operations to influence
culture.
Training Resources. Knowledge and skill enhancements that can assist organizations
with improving employee job performance such as giving employees information, job aids,
training, and education (Clark & Estes, 2008). Organizations should provide employees with the
support needed to complete tasks successfully. Job aids that contain self-help information assist
employees with performing tasks (Clark & Estes, 2008). Buckingham and Coffman’s (1999)
research suggests that leaders can teach their employees new skills and knowledge.
Organizations can scaffold the training resources to develop new skills for employees by
building on the prior knowledge (Buckingham & Coffman, 1999; Mayer, 2011). The goal of an
PROFESSIONAL DEVELOPMENT 37
organization should be to build the competencies of its employees to develop their skills and
knowledge (Buckingham & Coffman, 1999).
Organizational Culture. To improve the use of collaborative tools, the organization
must provide training resources to integrate collaborative tools into teachers professional
practice. One of the causes of performance gaps within an organization occurs when there is a
lack of equipment necessary to complete work processes (Clark & Estes, 2008). Twenty-first-
century technology skills directly impact teaching and learning (Larson & Miller, 2011). As
technology increases, the demand for a diverse and tech-savvy industry increases (Larson &
Miller, 2011). Understanding digital resources are the first step towards digital literacy and
technology integration (Mardis et al., 2012). Communication skills foster collaboration and
problem-solving in special education learning environments. Professional development assists
in-service teachers with technology integration. Organizational factors affect the current road
conditions within an organization that can make it either easy or difficult to reach your
destination (Clark & Estes, 2008).

PROFESSIONAL DEVELOPMENT 38
Table 4
Organizational Influences and Assessments for Organizational Gap Analysis.
Organizational Mission
The School for Quality Education (SQE) is a pseudonym for a self-contained learning
environment that serves students with disabilities in a large metropolitan area.
The organizational mission is to support K-12 students, ages 6 – 22, by providing appropriate
opportunities for learning according to their Individualized Education Program (IEP) to
support their socio-emotional behavior, enhance problem-solving and coping skills to create
fully functional adults.
Organizational Global Goal
By May 2018, the School of Quality Education’s global goal is to integrate 21
st
-century
technology into every classroom.
Stakeholder Goal
Teachers: By May 2018, all teachers will use collaborative tools in professional practice.
Assumed Organizational Influences

Organization Influence Assessment
Cultural Model Influence 1: There needs to
be a culture of cooperation amongst school
administrators and teachers regarding the use
of collaborative tools.

• Interview questions that ask teachers
about the required collaborative tools
used at SQE.
• Interview questions that ask teachers
about their technology use comfort
level.
• Interview questions that ask teachers
about their feelings towards school
administrators requiring the use of
collaborative tools.
• Interview questions that ask teachers
about the process required to use
technology tools in the classroom.
Cultural Model Influence 2:
There needs to be a culture of commitment to
providing technology.
• Interview questions that ask teachers
about the tools that are accessible.
• Interview questions that ask about the
last technology upgrades made at the
school.
PROFESSIONAL DEVELOPMENT 39
Cultural Setting Influence 1:
There needs to be a high priority placed upon
the use of collaborative tools among
administration and teachers.
• Interview questions that ask teachers
about the priority levels of school
administrators attitudes towards
collaborative tool use.
• Interview questions that ask if
teachers would say that
administrators are aware of the
support necessary to successfully
implement new 21
st
century
technology tools.

Cultural Setting Influence 2: There needs to
be training resources available to the
organization to integrate collaborative tools.

• Interview questions that ask teachers
about the technology training
available.
• Interview questions that ask teachers
about the frequency of in-service
training.

Conclusion
In this chapter, a review of general research and its importance on educator’s knowledge
of 21
st
century technology and implementation were discussed. The review was followed by an
overview of current professional development, and the application of technology-specific
pedagogical practices. The acquisition of 21
st
century technology skills directly impacts teaching
and learning (Larson & Miller, 2011). Teachers cite barriers such as training and support, lack
of knowledge, time and the availability of resources affecting the use of technology (Brenner &
Brill, 2016; Mardis et al., 2012). Understanding digital resources is the first step towards digital
literacy and technology integration (Mardis et al., 2012). As technology use increases, in-service
teachers need ongoing support. Professional development and the success of technology
implementation over time may be affected by knowledge, motivation, and/or organizational
influences. The Clark and Estes Analytic Conceptual Framework Gap Analysis will be
examined to determine the influences that affect technology integration in special education
PROFESSIONAL DEVELOPMENT 40
learning environments. Chapter Three will detail the knowledge, motivation, and organizational
elements as it pertains to the participants, data collection, and analysis for this evaluation study.

PROFESSIONAL DEVELOPMENT 41
Chapter Three: Methods
This study examined the knowledge, motivation, and organizational influences that affect
a teacher’s ability to use 21
st
century technology in special education learning environments.
Special education teachers need support to implement and build their knowledge capacity to
increase technology use. This study focused on a private self-contained learning environment
that specializes in providing social, behavioral, and educational support to students with learning
disabilities. The training and support between school administrators and teachers was the focus
of this study to identify the factors affecting the teacher’s use of technology. Research-based
solutions were evaluated in a comprehensive manner to determine the knowledge, motivation,
and organizational influences according to the Clark and Estes (2008) Gap Analytic Framework.
This chapter will begin with a conceptual framework that includes the research questions
that was used to guide my study. The chapter will continue with a presentation of the data
collection methods, a description of stakeholders and data analysis. Finally, the chapter will
conclude with a review of trustworthiness and credibility as well as ethical considerations for the
study.
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
The conceptual framework provides researchers with a system of concepts, values, and
beliefs that will support research (Maxwell, 2013). Conceptual frameworks assist researchers
with creating a logical plan defining initial research questions that are addressed in a study and
the process of how to collect data to answer research questions (Merriam & Tisdell, 2016). The
purpose of creating a conceptual framework in a broader sense is to generate a narrative that
details the concepts, ideas, and explanations of a study (Maxwell, 2013). The conceptual
PROFESSIONAL DEVELOPMENT 42
framework provides a tentative theory to a phenomenon to inform the design of the study
(Maxwell, 2013).
This qualitative study reflects a constructivist worldview. The constructivist worldview
is valuable in a K-12 environment to better understand and generate explanations about the
research that is conducted (Creswell, 2014). In a constructivist worldview, the researcher seeks
to establish a meaning of phenomena from the viewpoint of the participants (Creswell, 2014).
The researcher conducted the qualitative study by collecting data through the process of
interviews and document analysis to understand the influences that affect technology use.
The goal of this study was to determine teacher’s knowledge, motivation, and
organizational influences that affect the use of 21
st
century technology in special education
learning environments. To determine which influence affects the conceptual framework, it is
necessary to explain how each influence impacts the use of technology. In Figure A, there is a
depiction of the factors that may influence the study. The focus stakeholder group is special
education teachers. Teachers are expected to utilize collaborative tools in professional practice
that are provided by the school administrators at the School of Quality Education. Clark and
Estes’ (2008) framework suggests that organizations should assess the knowledge, motivation,
and organizational influences that may potentially affect performance. The influences contribute
to whether the stakeholder goal is achieved and are depicted in a concept map to demonstrate
each level of influence on the stakeholder goal.
Concept maps present a picture of what is going on in a study (Maxwell, 2013). In the
concept map labeled Figure A, the map consists of the knowledge, motivation, and
organizational influences and their relationships. The blue area of Figure A denotes the
organization's influence on the study. The organization must provide a cultural model that
influences a culture of cooperation amongst school administrators and teachers as well as a
PROFESSIONAL DEVELOPMENT 43
culture of commitment. The green area within Figure A denotes the knowledge influences that
may affect the study. The knowledge influences that affect the teacher’s ability to use
collaborative tools in professional practice are conceptual knowledge, procedural knowledge,
and metacognitive knowledge. Teachers should know when to use collaborative tools, how to
use them, and measure their effectiveness. The orange area reflects the motivational influences
that will affect factors such as utility value and self-efficacy. Teachers must see the value and
believe that they are capable of effectively using technology. Clark and Estes (2008),
knowledge, motivation, and organizational influences may affect the stakeholder goals for this
study.
The Clark and Estes (2008) framework states that gap analysis in organizations requires a
review of the knowledge, motivation, and organizational influences. Knowledge and skill gaps
should be addressed to ensure that organizations provide a mix of job aids and training to
implement strategies. Improved knowledge and skills training can improve motivation within an
organization to achieve desired outcomes (Clark & Estes, 2008; Rueda, 2011). Building the
teachers’ knowledge will contribute to their motivation to increase technology use.
Utility value and self-efficacy are factors that impact a teacher’s ability to utilize
technology. People are willing to choose to do things that are more interesting to them (Clark &
Estes, 2008). Self-efficacy beliefs are the foundation of human motivation as they help build
one’s belief in their own capabilities to have successfully completed tasks (Pajares, 2009).
Utility value requires individuals or teams to focus on tasks that are most beneficial to them
(Clark & Estes, 2008; Eccles, 2006). The utility value is determined by how well a task fits into
an individual’s goal or plans (Eccles, 2006). An evaluation of the teachers will determine if
there is an increase in the value and self-efficacy to pursue the use of technology in the
PROFESSIONAL DEVELOPMENT 44
classroom. The conceptual framework will guide the influences that affect the teacher's efficient
use of technology at SQE. The following research questions were used to guide the study:
1. To what extent is the organization meeting its goal to integrate 21
st
century
technology in every classroom by providing technology resources training to all
teachers by May 2018?
2. What is the teacher’s knowledge and motivation related to the use of 21
st
century
technology skills and collaborative tools?
3. What is the interaction between organizational culture and context and teacher’s
knowledge and motivation?
Figure A

Organization
Knowledge
Motivation
• Cultural Model
• Culture of cooperation
• Culture of commitment
• Cultural Settings
• Sense of Value
• Training Resources
• Teacher Stakeholder Group
• Conceptual Knowledge
• Collaborative tools
• Procedural Knowledge
• Training
• Metacognitive
• Reflection of effectiveness
• Teacher Stakeholder Group
• Utility Value
• Value of technology tools
• Self-efficacy
• Belief in capabilities.
By May 2018, all teachers will use collaborative
tools in their professional practice.
Key
Organization

Knowledge

Motivation

PROFESSIONAL DEVELOPMENT 45

Data Collection and Instrumentation
The data collection for this qualitative methods study included interviews, and documents
and artifacts analysis to address the research questions. The focus stakeholder group at SQE is
special education teachers. SQE has employed approximately 12 special education teachers.
Interviews were selected to identify which knowledge, motivation, and organizational influences
affect teacher use of 21
st
century technology in special education learning environments.
Qualitative interviews allow researchers to elicit views and opinions from participants (Creswell,
2014). Interviews allowed the researcher to extract information from conversations that
provided insight into the knowledge, motivation, and organizational influences that affect the
teachers’ use of 21
st
century collaborative tools in special education learning environments.
Observations can enable researchers to make inferences that cannot be obtained
exclusively from interview data (Maxwell, 2013). Observation allowed the researcher to
connect the interviews with a description of actions that are demonstrated by teachers in their
classroom environment. As recommended by Creswell (2014), an investigator can collect
information such as meeting minutes, official reports, and private documents to extend beyond
typical interviews. Document analysis of lesson plans and artifacts assisted the researcher to
determine whether a phenomenon exists that was not captured during the interview process.
Furthermore, a review of SQE technology inventory was assessed to identify what tools are
available for classroom use.
Interviews
A researcher’s purpose is to build rapport and build trust to understand a person’s
mindset and perspective (Merriam & Tisdell, 2016). The participants at the School for Quality
Education are special education teachers. The teachers participated in one-hour, one-on-one
PROFESSIONAL DEVELOPMENT 46
interviews. The interviews were formal and standardized. As recommended by Merriam and
Tisdell (2016), an interview protocol (Appendix A) was created to ensure that the researcher
collects information related to the conceptual framework for the knowledge, motivation, and
organizational influences for this study. The questions were standardized and open-ended to
explore the participant’s perspectives about professional development. Based on a teacher’s
preference, the interviews were conducted face-to-face at a convenient location. The questions
are based on the Clark and Estes (2008) Gap Analytic Framework.
There are three basic ways to record interview data such as audio recordings, taking notes
during the interview, and recording the interview notes after the interview has concluded
(Merriam & Tisdell, 2016). For this study, the researcher used two different forms of collection
methods, audio recording and written notes from interviews. Audio recordings provided the best
accuracy for collecting interview data and note-taking during the interviews allowed the
researcher to have a backup solution (Merriam & Tisdell, 2016). Interviews helped the
researcher identify phenomena.
Documents and Artifacts
The School for Quality Education’s gatekeeper was contacted to gain approval for the
collection of the information requested. For this study, SQE technology policy, technology
inventory, lesson plans, professional development plans and curriculum were examined.
Documents and artifacts helps researchers uncover valuable data (Merriam & Tisdell, 2016). A
review of classroom instructional practices would lead to the collection of documents such as
lesson plans, student assignments, and the placement of objects in the classroom (Merriam &
Tisdell, 2016). Lesson plans assisted the researcher in understanding the factors that influence
the use of 21
st
century technology tools in their classroom environment. The researcher
PROFESSIONAL DEVELOPMENT 47
reviewed the curriculum materials and assignments associated with the lesson plans that have
been created by teachers. It is the researcher’s responsibility to determine the relevance,
authenticity, and accuracy of documents during the study (Merriam & Tisdell, 2016).
Professional development plans and curriculum allowed the researcher to review the frequency
of technology training and types of materials used for in-service meetings. Examining the
organizations lesson plans, technology inventory, professional development plans and
curriculum assisted the researcher’s understanding of the organizational context and culture that
affect the knowledge and motivation of teachers.
Observations
The researcher contacted the SQE gatekeeper to gain entry to the proposed observation
site (Merriam & Tisdell, 2016). After the permission was granted, teachers were the focus of the
observation. The researcher assumed the role of observer as participant. Merriam and Tisdell
(2016) stated that the researcher’s observer activities are well known to the participants and the
role of participant is secondary to gathering information. Observation provides a direct way to
understanding the participant’s behavior (Maxwell, 2013). Observations provided the researcher
with a greater depth of understanding by combining the data collection method with interviews
to answer research questions (Maxwell, 2013). The researcher conducted seven observations of
special education teachers. The researcher collected field notes to record information about the
teachers use of technology in their classroom. The observation protocol is in Appendix B.
Participating Stakeholders
The stakeholder group for this study consisted of special education teachers at SQE. The
researcher interviewed eight special education teachers. In addition, the researcher conducted
seven classroom observations of special education teachers. The teachers were employed by
PROFESSIONAL DEVELOPMENT 48
SQE and had one or more years of teaching experience. The stakeholder group was chosen
because they can provide insight into the knowledge, motivation, and organizational influences
that affect their professional development for technology integration. As outlined in the review
of the literature, teachers are expected to deliver differentiated instruction and integrate new
technology policies.
Interview Sampling Criteria and Rationale
Criterion 1. Special education teachers.
Criterion 2. One year or more of full-time teaching experience.
Criterion 3. Special education teachers must be employed by SQE.
Interview Sampling (Recruitment) Strategy and Rationale
Purposive convenience sampling was used to select the participants. Convenience
sampling is a sample of individuals who can volunteer to participate and are easily recruited
(Fink, 2013; Johnson & Christensen, 2014). Convenience sampling was chosen due to the
researcher’s access to the participants and site availability. The intent of purposive convenience
sampling is to highlight the researchers understanding of what is normal, average, or typical
(Merriam & Tisdell, 2016). The interviews were semi-structured and consisted of various
follow-up questions. Teachers with varying teaching experience and education levels
participated in this study. An invitation was given to the special education teachers to participate
in the study. Each invitation included information about the purpose of the study. Additionally,
the invitations included the researchers personal contact information as well as information about
confidentiality. After receiving participation confirmations, the researcher scheduled meetings
with the teachers at a time and location that was most convenient for them. The teachers
participated the interviews to determine the knowledge, motivation, and organizational
PROFESSIONAL DEVELOPMENT 49
influences that affect their ability to integrate 21
st
century technology into special education
learning environments.
Document Review Criteria
Criterion 1. SQE teacher lesson plans created within the last 12 months.
Criterion 2. Professional development agendas created within the last 12 months.
Criterion 3. Professional development curriculum materials created within the last 12
months.
Criterion 4. Technology inventory was examined. The technology inventory included
the number of computers, laptops, projectors, and other 21
st
century technology located at SQE.
Document Review Strategy and Rationale
According to Maxwell (2013), a researcher should not only depend on interviews but the
events and processes associated with a study to increase the likelihood of gathering rich data.
According to Johnson and Christensen (2014), official documents are written documentation,
photographs, or correspondences. Lesson plans were reviewed for this study. The lesson plans
served as a tool to assist the researcher’s understanding of the resources that teachers have used
to integrate technology into instruction. Lesson plans allowed the researcher to evaluate the
assignments used in class for differentiated instruction. Additionally, the lesson plans served as
a method of triangulation to align teachers interviews with professional practice. Professional
development agendas and curriculum materials were evaluated to review previous in-service
trainings and the use of technology for trainings. A review of the technology resources available
at the organization were examined. Evaluating the professional development agendas and
curriculum examined the frequency and level of importance that the organization has towards in-
service professional development. The researcher maintained the anonymity of the individuals
PROFESSIONAL DEVELOPMENT 50
that created the documents for the trainings. Documentation was used to review the evolution of
the lesson plans to establish whether teachers were using or planned to use technology.
Observations
The researcher conducted seven observations that was approximately 36 minutes each
and one that exceeded one-hour. Most of the observations had taken place early in the school
day. Maxwell (2013) research suggests that observations provide a direct way to gather
information about a participant’s behavior and the context in which it occurs. As influenced by
Merriam and Tisdell (2016), the researcher preplanned subsequent observations to ensure that
the information collected aligned with the study’s theoretical framework.
Data Analysis
For interviews and observations, data analysis was an on-going process during data
collection. As influenced by Maxwell (2013), I wrote analytic memos after each interview and
each observation. I had documented my thoughts, concerns, and initial conclusions about the
data in relation to my conceptual framework and research questions. Once I left the field,
interviews were transcribed and coded. In the first phase of analysis, I used open coding and
applying a priori codes from the conceptual framework. The second phase of analysis was
conducted where open codes and priori codes were aggregated into analytic/axial codes. In the
third phase of data analysis I identified pattern codes and themes that emerge in relation to the
conceptual framework and study questions. The documents and artifacts were analyzed for
evidence consistent with the concepts in the conceptual framework.
Credibility and Trustworthiness
Utilizing different methodologies (Merriam & Tisdell, 2016) to gather data will reduce
risks to credibility and trustworthiness that may be present and allows the researcher to gain a
PROFESSIONAL DEVELOPMENT 51
more secure understanding of the issues that are investigated (Maxwell, 2013). The data
collection methods for this study included structured interviews, observations, and document
analysis. The interview process improved the credibility of the information gathered during the
interview and document analysis to help the researcher to identify any phenomena that may not
have been uncovered (Merriam & Tisdell, 2016).
Triangulation involves using different data collection methods as a check from one
methodology to another (Maxwell, 2013). The researcher was aware that employment at the
School of Quality Education was a potential bias in this study. As described by Merriam and
Tisdell (2016), a research journal should be created to add field notes that will maintain self-
awareness of any bias to improve trustworthiness. The strategies included in this section reduced
the risk of bias by due to using multiple data collection methods. The triangulation method was
used to mitigate ethical issues that can be associated with this study due to time constraints,
human subject participation, data collection processes, and convenience sampling methods. The
use of the data collection methods increased the validity of the study and reduce threats.
Ethics
Ethical standards are important to the conduct of a research study (Johnson &
Christensen, 2015). The purpose of research is to adhere to policies such as the Buckley
Amendment to protect the subjects of a research study (Johnson & Christensen, 2015). When
human subjects are participating in a study, the researcher has a responsibility to protect all
participants involved from harm by maintaining confidentiality and anonymity (Merriam &
Tisdell, 2016). Protecting confidentiality allows the researcher to maintain the anonymity of the
participants (Glesne, 2011) by using fictitious names and locations (Rubin & Rubin, 2012).
In this qualitative study, the researcher adhered to the guidelines set forth by the
PROFESSIONAL DEVELOPMENT 52
Institutional Review Board. Each participant was required to sign an Active Informed Consent
Form. Items that are included on the Informed Consent Form will include the following: the
purpose of the study; background and rationale; participant population; risk assessment; and
privacy and confidentiality information (Johnson & Christensen, 2015). Participants should be
informed that they can opt out of the study at any time (Johnson & Christensen, 2015). The
consent form included an invitation to participate including the disclosures of the study. The
researcher included information about the time necessary to participate, and the disclosure
included that all information gathered will be stored in a secure location with complete
anonymity. Teachers were told that participation in the study was voluntary and that there was
no obligation to participate.
The researcher’s relationship with the organization is a point of contact for the
implementation of 21
st
century technology integration for the School for Quality Education. The
site was chosen using purposive convenience sampling, and the research was conducted from a
constructivist worldview. The researcher was not in a leadership position at the site chosen for
this study. The researcher’s goal was to assist the School of Education with 21
st
century
technology integration. The researcher’s primary interest in the study was to increase the use of
21
st
century technology education in special education learning environments to improve
differentiated instruction and provide transition skills for enrolled students.
The leadership of the school is supportive of creating an environment for improved
instruction. By having the support of the leadership, the researcher notified the teachers
participating in the study that they would not incur any embarrassment or harassment for
participation or nonparticipation. A researcher should be mindful and prepare for any issues that
may arise to ensure that the researcher understands how to address problems (Merriam &
PROFESSIONAL DEVELOPMENT 53
Tisdale, 2016). The researcher continued to prepare for or anticipate issues and address
assumptions as they arose.
Relational ethics is defined as being aware of one’s own role and impact on relationships
and treating participants as whole people rather than a good story (Merriam & Tisdell, 2016). If
any decisions are based on the practical considerations regarding site identification and
participants it can affect the validity of the study (Maxwell, 2013). Although the researcher has a
responsibility to the participants, there is a responsibility to report honestly and fairly when
conducting research (Rubin & Rubin, 2012). The researcher had the support of the
administrators at the School of Quality Education. However, due to the unfamiliarity with the
staff at the research site, participants may not feel obligated to participate in the study. The
researcher attempted to mitigate potential issues that the teachers may experience.
The participants were told that the research study does not affect their job performance or
potential advancement. The participants contributed general knowledge to the study that will
contribute to a community of special education teachers. The researcher was mindful of each
participant’s reservations and reiterated that there would be a data collection process in the form
of one-on-one recorded interviews. In addition, the participants were notified that the interviews
will be recorded. However, all recordings will be stored on a storage drive and locked away to
protect the identity of the participants. After the recording, the participant’s interviews will be
professionally transcribed and upon completion, the audio recording will be destroyed. Data
collection methods that include notes, recording tools, and other data collection materials will
remain anonymous and confidential (Johnson & Christensen, 2015). For this study, pseudonyms
were used and audio recordings of record the interviews will protected.
Researchers are expected to improve the trustworthiness and authenticity of a study
PROFESSIONAL DEVELOPMENT 54
(Merriam & Tisdell, 2016) due to the researchers’ interest. The trustworthiness of the study
improves if the researcher uses a triangulation of data (Merriam & Tisdale, 2016). Interviews
and document reviews will be used in this study to identify any phenomena that may not be
identified based on one collection process alone. According to practices of triangulation,
multiple sources for data will increase the credibility and reliability of the research that is
conducted (Merriam & Tisdell, 2016). The reliability of a study is defined as the extent to which
a research study can be replicated (Merriam & Tisdell, 2016). An audit trail in a qualitative
study describes in detail how data is collected, a process of identifying categories, and how
decisions were made throughout a study (Merriam & Tisdell, 2016). The researcher used the
triangulation method to mitigate ethical issues that can be associated with this study due to time
constraints, the use of human subjects, data collection processes, and convenience sampling
methods.
The researcher did adhere to the guidelines set forth by the Institutional Review Board
(IRB) while conducting this study. None of the participants received incentives for their
participation to minimize the risk of bias. However, each participant received a thank you note
for their time. Prior to the study, the interview questions were sent to the IRB for approval.
Consent forms was created for distribution to the studies participants that adhere to the IRB
guidelines.

PROFESSIONAL DEVELOPMENT 55
Chapter Four: Findings
The purpose of this project was to evaluate the degree to which the School for Quality
Education is meeting its goal to improve technology integration for differentiated instruction to
develop 21
st
century technology skills for special education learning environments. The analysis
has focused on the knowledge, motivation, and organizational influences related to the
organizational goal. For practical purposes, teachers were the stakeholder group of focus for this
study.
The research questions that guided this study were the following:
1. To what extent is the organization meeting its goal to integrate 21
st
century technology in
every classroom by providing technology resources training to all teachers?
2. What is the teacher’s knowledge and motivation related to the use of 21
st
century
technology skills and collaborative tools?
3. What is the interaction between organizational culture and context and teacher’s
knowledge and motivation?
The project employed a qualitative method of data gathering and analysis. The School
for Quality Education was assessed by conducting a document analysis, interviews, and
observations. After completing a literature review on assumed knowledge, motivation, and
organizational influences, the researcher has been able to evaluate the data collected to make
research-based solutions in a comprehensive manner.
This chapter will begin with an overview of the study participants. The chapter will
continue with a discussion of the themes that emerged from the interviews, observations, and
document analysis organized by knowledge, motivation and organizational influences.
PROFESSIONAL DEVELOPMENT 56
Participating Stakeholders
Three main stakeholder groups contribute to the goal of integrating technology into the
classroom at the School for Quality Education: school administrators, teachers, and students.
However, for this project, teachers were the stakeholder group of focus. The organization
employs 12 special education teachers to support the 103 students with disabilities enrolled at
SQE. The common disabilities include emotional disturbance behavior, autism, mild/moderate,
and moderate/severe learning disabilities. The students that attend SQE are organized into
classes by age group and level of disability. There are three elementary school teachers, four
middle school teachers, and six high school teachers. Although there are 12 teachers employed
by SQE, eight teachers participated in the research study, 5 high school and 3 elementary school
teachers. An overview of participants is provided in Table 5. For this study, pseudonyms were
used to protect the identity of the participants. The study participants are elementary and high
school teachers. To protect their identities, the grade level is not included for each study
participant.
Table 5
Description of Study Participants
Name Years of Experience
Beth 4
George 8
Joe 6
Mary 6
Nancy 11
Brian 11
Gina 8
Grace 2

Middle school teachers declined to participate in the study. The group did not disclose
specific reasons for not participating. The participants in this study comprise of elementary and
PROFESSIONAL DEVELOPMENT 57
high school teachers. The data was presented collectively as a group and no comparisons will be
made between the two groups. The findings will be discussed in the sections below.
Knowledge Findings
Factual Knowledge Influences
The identification of knowledge gaps is one of the essential factors that affect
organizational performance (Clark & Estes, 2008). After concluding the data collection, there
are several key findings that review the conceptual, procedural and metacognitive influences that
may affect teacher’s implementation of technology in the classroom. Chen et al. (2008) suggests
that teachers focus on how to use technology to create effective learning environments. The
evaluation identified that teachers acknowledge technology as broad and constantly evolving. In
alignment with Mishra et al. (2009) keeping up with technology requires continuous learning.
The themes that emerged from this study that affect teacher’s knowledge influences are the
variety of technology tools, determining technology tools for the classroom, student safety, and
lesson plan implementation.
Interviews, document and artifact analysis and observations were conducted for this
study. Observations and document analysis are discussed to provide additional context to
teachers professional practice. The themes were established based on teacher feedback and the
observations that occurred. The themes are discussed in the section below.
Variety of Technology Tools
In the context of understanding technology, a common theme that emerged from
interviews was the variety of tools that exist. This describes the foundational knowledge that
teachers possess regarding technology devices and tools. Educational technology has been
PROFESSIONAL DEVELOPMENT 58
defined as the identification of appropriate technology such as hardware and software to satisfy
educational needs (Mangal, 2009; Mishra, Koehler, & Kereluik, 2009).
Five out of eight participants believe that there are a variety of tools for 21st century
technology to build skills for students. For example, Beth stated “technology is broad…. Using
it [technology] in the classroom, it seems to stimulate them [students] better and keep them on
task and more focused.” Gina stated that 21
st
century technology is “technology that the kids are
using every day. Where they can videotape things, they can play their games, communicate with
other people through these games.” Another participant, George, expressed that “21
st
century
technology is digital and omnipresent…everybody’s becoming more secular, and we walk
around with computers in our pockets.” Based on the data collected it was determined that 21
st
-
century technology is too general to define due to the number of tools that exist.
Supplemental Curriculum. The participants understanding of educational technology is
based on information necessary to improve instruction with supplemental materials and
curriculum. The theme of using technology as a supplement to curriculum describes the
hardware and software tools that teachers use to help facilitate learning in the classroom. Five
out of eight participants identified the technology tools that are frequently used to help facilitate
classroom instruction. Based on participant feedback, four of the commonly used educational
programs are TypingClub, Starfall, News-2-You, and CoolMath to supplement curriculum.
Although Nancy stated that she did not use technology “on a daily basis.” However, she
explained how technology-related activity time is based upon students desire to use it for “choice
activities.”
Gina uses a variety of technology tools for her younger students. She stated that she uses
BrainPOP, TypingClub, Starfall.com, CoolMath, and NY2 (News-2-You). Brian stated that he
PROFESSIONAL DEVELOPMENT 59
uses computerized technology to show educational films for his students. Teachers research and
identify websites and educational software programs for their students. George had a different
perspective, he uses technology primarily for completing daily paperwork. He further explained
that his phone is used as a tool to “get resources for students.” George uses his phone as a device
to search for resources at times, due to its convenience.
Each teacher has different strategies and needs for classroom technology integration.
Teachers used their smartphones to find resources that were most convenient to supplement
learning. The research indicated multimedia resources, productivity software, and educational
video games as other sources of curriculum for students. Table 6 provides a summary of the
different types of technology used as a supplement. Based on the feedback, teachers use
technology as a supplemental tool for instruction.

PROFESSIONAL DEVELOPMENT 60
Table 6
Commonly Used Technology Tools
Technology Tools
Coding Educational Video Games
Educational Films Education.com
Kahoot Khan Academy
K5 Learning Microsoft Word
News-2-You Microsoft PowerPoint
Projectors Read Naturally
Reading A-Z Online Dictionary
Starfall Online Thesaurus
Teachers Pay Teachers TedTalks
Textbook Vendor Websites Typing Club

Technology Tools for the Classroom
This section will address the results of the conceptual knowledge that teachers possess
when determining the technology tools that are necessary for instruction. The determination of
technology tools that are adaptive to the classroom has been determined by teacher’s ability to
conceptualize which tools to use to supplement learning in the classroom. All teachers were able
to clearly explain their conceptual knowledge as they shared how they use technology. A range
of approaches are presented that capture the theme of how technology is used as a tool in the
classroom. In some cases, teachers stated that they tend to use technology more when they
received training. For example, Beth has equipment that she feels comfortable with using in her
classroom. She has a standard practice of using her equipment for guided practice. The ability
PROFESSIONAL DEVELOPMENT 61
to identify the technology resources necessary to supplement instruction is apparent in Beth’s
statement.
Joe utilizes multimedia resources and websites. Joe explained that using technology is
need-based to differentiate instruction in class. Joe uses websites such as Khan Academy or
online videos. Furthermore, he explained that it makes the students comfortable to view
individuals explaining a concept online. He feels that we are in a culture that “sees everything
online.” Joe uses conceptual knowledge to benefit student learning. He explained that there are
times when students do not understand a concept and it leads to multimedia resources being used
as visual aids to support instruction. Mayer (2011) identified the use of multimedia resources for
meaningful learning to improve transfer of knowledge. Joe acknowledges that there are times
when students prefer listening to a multimedia resource rather than the teacher. Joe actively
seeks ways to link content knowledge to pedagogical knowledge. Based on Joe’s response, it is
important to find mutual understanding with students to improve instructional strategies.
George determines which technology tools are suitable based on the behavior that he
desires in the classroom. George states that he uses technology as an incentive for behavior and
career planning. For example, George shared that he has always been in an environment where
behavior is the primary focus in his classroom. He uses technology as incentives to “correct
behavior or motivate” students through the use of video games, music, iPads or time in the
computer lab. George recognizes the benefits of using technology as incentives in the classroom
to deter undesired behaviors and encourage tasks completion. According to George, the
challenge for George is bridging the gap between incentive and academic use. He stated that
vocational and career research activities are alternative methods for using technology for
academic purposes. However, he is still trying to improve his ability to use devices for more
PROFESSIONAL DEVELOPMENT 62
than academic purposes. Table 7 list the common ways that teachers use technology in the
classroom.
Table 7
Common Uses for Technology Use in the Classroom
Guided Practice
Supplemental Materials
• Worksheets
• Lesson Plans
• Career Planning Activities
• Multimedia Videos
Incentives and Rewards
Daily Tasks
• Individualized Education Plans
• Progress Reports
• Researching State Standards

Overall, teachers use technology for various tasks such as instructional tools or incentives
to minimize behavioral issues. Whether it is educational video games or software, the teachers
have used conceptual knowledge to determine the use of technology to differentiate instruction.
There is still a problem that exists when teachers are attempting to use learned technical
knowledge to link with pedagogy which is identified in Mishra’s TPACK model (Dong et al.,
2015). Moving from using technology for incentives to improve engagement levels in learning
is a constant challenge.
PROFESSIONAL DEVELOPMENT 63
Student Safety
Student safety describes the teachers concerns regarding monitoring the behavior of
students when using technology. According to all participants, student safety is the number one
priority for teachers. Student safety is the primary concern that teachers expressed regarding the
organization’s technology policy. Six of the eight teachers stated that policies should be student-
focused to prevent undesired behavior. For example, Beth expressed that the goal is “to keep
everybody safe.” For Beth, using technology for instruction is appropriate, but she is concerned
about the process for monitoring student behavior. She stated, “if they are going to do a job
search that means they may end up going into [websites] that are close to a job that may be
inappropriate.” Using computers for instruction requires that she is aware of what students are
doing. Constant student monitoring on computers while conducting classroom activities is a
challenge to Beth. Her goal is to teach the students about how to search the Internet properly and
idenitfy appropriate websites.
Nancy had similar concerns about the technology use policy. Nancy felt that she would
like to see more documentation about technology etiquette and safety rules. She felt that it was
necessary to be observant while students are conducting research online. Nancy stated that she
“really did not notice a to-do list in the computer lab, like technology etiquette.”
Gina had different concerns about ensuring student safety that focused on the actions of
the individuals that are monitoring the students. For example, Gina stated,
Whenever you take the kids to the computer room, you have to make sure that they’re on
whatever site that you want them on. Make sure that they know that they’re not supposed
to leave to go to another [web]site. Know that you need to be observant of where they’re
at and make sure that you’re not just sitting there doing paperwork and not paying
PROFESSIONAL DEVELOPMENT 64
attention to where they’re at because they’re liable to go somewhere else and start
messing around.
Gina explained that there was a need to be present when students are using technology. It
is essential that students understand computer lab rules. The teacher must make their presence
known to students. Gina explained that teachers must be observant without distractions to ensure
that students are on-task. The consequences of not paying attention can lead to inappropriate
behavior and potential misconduct online. Additionally, Mary was concerned about providing
security safeguards on the equipment meant for students use. Integrating security features allows
for an added value solution if the teacher is unaware of how to protect and safely monitor
students when they are using technology. A summary of student safety concerns is listed in
Table 8.
Table 8
Common Concerns for Student Safety
• How to conduct research on the Internet properly
• Identifying appropriate websites
• Technology Etiquette
• Safety Rules
• Integrated Firewalls and updated security features

Overall, the teachers suggested that the organization revisit the technology use policy to
address their concerns. Their concerns included a focus on student safety protocols. These
protocols include how to conduct research on the Internet and firewall filter improvements to
monitor student safety. Addressing the concerns will assist teachers that are uncomfortable
PROFESSIONAL DEVELOPMENT 65
monitoring students. The teachers feel that more training is necessary to monitor students,
maintain a level of engagement to keep students on-task and minimize opportunities for students
to visit inappropriate sites.
Lesson Plan Implementation
The theme lesson plan implementation reviews teacher’s metacognition and reflective
practices used to determine if a lesson plan is successfully implemented. Teachers have
demonstrated the ability to reflect upon their professional practice to determine if their lesson
plans have been implemented effectively. As stated by Rueda (2011), metacognitive knowledge
allows one to decide why and when to implement an individual approach. Bishop, Brownell,
Klinger, Leko, and Galman (2010) suggests that reflective teachers constantly analyze their
professional practice. The researchers implied that teachers are introspective and open-minded.
Additionally, Bishop et al. (2010) stated that reflective practices should allow teachers to
improve their practice by analyzing their individual actions. Teachers have complex challenges
that they encounter in school and a supportive environment will allow teachers to take risks and
improve instructional strategies. The findings in this study showed consistency in reflective
practice as teachers shared the many ways they consider the effectiveness of their lesson
planning and implementation decisions. The teacher’s responses are connected to the examples
from the research on reflective practice.
Teachers discussed strategies to adapt their lesson plans to meet student’s needs. Beth
discussed how she factors student’s behaviors, skills, and opportunities when implementing
lesson plans. For example, Beth stated, “When planning a lesson, I plan the lesson with an
assumption that we’re not going to get through it in a day, something’s going to happen, and we
can pick it up the next day.” Beth response reflects how behavior may become a factor in
PROFESSIONAL DEVELOPMENT 66
whether the lesson plan is well implemented. The lessons are delayed at times due to the
behavioral issues that occur, and it must be considered while creating lesson plans. Skill
deployment strategies were demonstrated in a response provided by Joe. He stated that
sometimes the original lesson plan is modified to accommodate a student. For example, Joe
states,
Instead of all the other work I had to do when I was a kid, 40 questions a night or
whatever it was. They are not going to do that. You know the anxiety slows them
down…. They have difficulty with learning, difficulty with their home life…. You have
to increment it so that they get it into their own space and time. Gain trust!
Joe discussed what he views as successful implementation of lesson plans. It is based on
how well the class session progressed. He reflects on his instructional strategy based on how
well the students are learning if there is any anxiety observed by the students, and his ability to
scaffold lessons. Joe is reflective of his teaching methodology throughout the day and will alter
his lesson plan to accommodate his students. He reflects on his lesson plans daily to determine
the degree of difficulty and gaining trust.
Mary’s strategy is to create lesson plans on a weekly basis based on the student
behaviors. She stated that lesson plans can change day to day due to behaviors. Mary explained,
I don’t just do lesson plans a month in advance. I do lesson plans a week at a time to
where…especially with this population of students, there are times when we don’t get to
certain days on the lesson plan ‘cause the whole day was behavior and not academics.
Mary’s success is dependent upon whether she can implement her lesson plan for the day.
The factor that most influences success is behavior. Behavior can interrupt the lesson plans.
According to Mary, the missed lessons must be revisited if there are behavioral interruptions.
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The completion rate of assignments determines how she proceeds from week to week to ensure
that lesson plans are implemented. In Table 9, the factors that affect the implementation of
lesson plans based on teacher’s feedback are listed below.
Table 9
Factors that Affect Lesson Plan Implementation
• Student behaviors
• Student skill levels
• Anxiety
• Ability to scaffold lesson materials
• Access to online resources

Teachers also reported difficulty with creating lesson plans that are more individualized
to a student’s Individualized Education Plans. Adapting lessons plans to the individual needs of
the students includes behavioral considerations. Bettini, Kimerling, Park, and Murphy (2014)
stated that teachers have a difficult challenge of having dual roles that include classroom
management, instructional time, and behavior management. According to the teachers, the
behaviors that are exhibited in the environment influences the success of a lesson plan. Behavior
causes teachers to stop the lessons and address students because it impedes learning.
Observations. Observations were conducted to support the teacher’s perspectives and
findings from the interviews as reflections was evident in the classroom. During Mary’s
observation, the lesson reflected the description that she provided about how she creates lesson
plans. During class, Mary used several worksheets that were adapted for different students
within her class. She spent time working with students that required additional assistance as well
PROFESSIONAL DEVELOPMENT 68
as conducted frequent check-ins with students that worked independently. During the lesson, no
technology was used to facilitate instruction. There was a vocabulary exercise and two
worksheet packets. At the end of the lesson, Mary gave the students incentives that included free
time, drawing, coloring pages, or watching a video.
Successful implementation of lesson plans is contingent upon several factors such as
student’s success with completing assignments, knowledge about student interest, reframing of
lesson plans based on the teacher’s assessment and goal attainment, and reflective processes how
to improve the instruction for students.
Motivation Findings
The role of technology and its influence on pedagogical practices were evident in teacher
interviews. Mardis et al. (2012) suggests that teachers perceive themselves as proficient with
using technology. Several themes in motivation were evident from the interviews and
observations. First, teachers described their perceptions of technology in special education.
Second, teachers address the benefits of using 21
st
century technology in lesson planning. Third,
the role of differentiated instruction and the importance of human interaction. Fourth, teachers
are motivated to pursue professional development. Fifth, teachers spend time researching new
technology. Sixth, teachers discussed student behaviors impact on technology use. Finally,
teachers discussed the technology tools used for lesson planning. The results are discussed in the
sections below.
Technology in Special Education
The role of technology in special education will review teacher’s perceptions towards
technology use in the classroom. Overall, participants stated that technology allows for more on-
task behavior for students. As suggested by Wozney, Venkatesh, and Abrami (2006), teachers
PROFESSIONAL DEVELOPMENT 69
must identify that there is a value of using technology as a resource. For example, Beth stated,
“technology allowed for more on-task behavior.” Nancy stated, “I think it is a way of grabbing
the interest of a student.” Additionally, Brian stated, “technology is an integral factor of the
students getting ahead.” Grace and Nancy expressed in their statements that technology allows
more communication between individuals.
In contrast, George’s perception of technology was different from his counterparts.
George felt that “technology or iPad devices is more of a high-interest device or tool to keep
them [students] interested.” He further stated, “I know it’s supposed to be real important. I’m
not sure that it is…I’m thinking about my environment again which is you know low performing,
behavior-oriented.”
Furthermore, George’s response has two factors that affect his rating the importance of
technology. He is reflective about the level of importance in the environment that he works in.
He explains that he is unsure about the impact of how technology affects his student population.
George’s view aligns with research conducted by Singer and Alexanders (2017) that suggests
that there is still research required to confirm whether digital or print media has more impact on
student learning.
All eight participants, acknowledge that technology has a role in education. Responses
included technology’s role as a high interest tool to stimulate students and uncertainty about how
effective technology is within the special education learning environment. Gulchak (2008)
concluded that students increased their motivation and quality of work when technology devices
were introduced in class.
Benefits of 21
st
-century Technology Use for Lesson Planning
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This section addresses teacher perceptions and utility value in using technology for the
creation of lesson plans. As revealed in the literature review, it is essential for teachers to know
what technology tools are available to improve pedagogical practices (Kereluik et al., 2013).
However, teachers must see a utility value in the resources that are available to them. Five of
eight teachers identified benefits of utilizing technology for lesson planning. Nancy revealed
how technology influences her curriculum. She conducts curriculum research that “focus on life
skills, math, careers, and things that we use every day.” Nancy explained that there are
numerous opportunities for learning. She stated that technology was important to research
different methodologies to learning how to cook, shop, count money, plan, and read recipes.
According to Nancy, she used online resources such as K5 learning and other textbook
publishing sites to facilitate learning for students.
Mary utilizes a different approach to create lesson plans. Mary stated,
When my lesson planning process is per subject. I have five books for the one subject
there and with our lesson plans, we have to actually put the standard and all of that.
Lesson planning tends to take a long time for me, but I have been trying to elaborate and
get more detailed on the actual worksheets and videos. I’m showing extra supplemental
things that are in addition to the regular curriculum, and specifically per student, because
certain students have specific interests within that subject.
Mary utilizes multiple resources in the form of printed materials to find and locate supplemental
materials for her students. According to Mary, lesson planning and searching for materials are
time consuming. She understands the importance of using tools such as videos as a supplemental
tool to support curriculum. The connection of learning to real-life interest is a characteristic of
the tools she has used in lesson planning.
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Grace stated that she utilizes technology to look at education standards. She stated,
I’ll take a look at the textbooks that are given to us, but a lot of the times textbooks are
kind of a little too much for my kids, so then I’ll go on and there are just a few different
websites….I can fine-tune or say “I need this,” and then if I need to tweak the worksheet,
I can, or help my kids with other stuff.
Grace utilizes different resources to assist her with differentiating instruction for her students.
For Grace, textbooks are used as a baseline for the curriculum. She conducts research to create
alternative ways to present course material to students. George revealed that he uses technology
to locate high interest reading and supplemental assignments. He stated that assignments are
“modified for length and complexity to keep students engaged.”
Bettini et al. (2014) reported that teachers spend much of their time preplanning and
organizing instruction for their students. The teachers at SQE use a variety of resources to
scaffold instruction to reduce the complexity of a concept. According to the teachers, students
require assignments that include supplemental materials and creativity. In addition, a document
analysis of previous lesson plans suggested that teachers integrate educational videos into
instruction. These videos included educational movies and online videos based on the subject
taught. Overall, teachers demonstrate a willingness to engage in research during class instruction
to help provide visual resources to the students.
Differentiated Instruction and the Human Element
Differentiated instruction and the human element reflects teacher perceptions of adapting
instruction to their students and the importance of teachers impact on learning. According to the
teachers, they are doing their best to use technology to differentiate instruction. Although
teachers would love to use technology, some prefer to personalize their curriculum to
PROFESSIONAL DEVELOPMENT 72
differentiate instruction. Teachers explained that they wanted to prevent themselves from a
heavy dependence upon technology. Joe acknowledges that he is good at using technology to
differentiate instruction, but he could always be better. He stated that he prefers the personal
touch to learning. For example, Joe stated,
I am good at it. I’m not great because I still believe in the personal touch of teaching.
You know the teachers you remember are the ones who pay attention. These kids
remember who pays attention to them because they are living lives that we just can’t
imagine sometimes where no one pays attention to them.
The human factor is impactful on a student’s ability to learn. Joe’s view on using
technology in the classroom is secondary to the personal touch. He feels that students will be
willing to learn from his instruction rather than instruction dependent upon technology.
According to Joe, students cannot be left in places to learn on their own.
George described the importance of technology use in special education learning
environments and how it relates to improving instruction. George stated, “I know it’s supposed
to be real important, I’m not sure that it is.” George’s statement focused on the human element
and connecting with students rather than technology integration. For example, George stated
that he is 50% effective with technology use. He further stated,
I’m not completely trust. [pause] I don’t think technology can solve all our problems.
We still need that human element, you know you need that connection and you need to
have those relationships. Online learning is great if a student wants to learn or if a
student can handle it.
George does not completely trust online learning. He is confident in his ability to
differentiate instruction but does not feel that it solves all the problems encountered in education.
PROFESSIONAL DEVELOPMENT 73
Overall, teachers believe that in a behavior-oriented environment, technology is important.
However, the human element is necessary to build relationships.
Observations. The observations supported the differentiated instruction and the human
element theme identified during the interviews. Seven teachers demonstrated different
scaffolding approaches throughout the observations. Participants used real-life scenarios to
convey concepts to students such as utilizing their knowledge of pop culture to explain academic
concepts. Each teacher demonstrated a different instructional strategy. For example, Mary gave
students a choice about their assignment preferences. Students were assigned packets, but the
delivery was different for each student. Reading comprehension worksheets were created and
adapted to different grade levels for the class. Furthermore, Mary used different strategies to
encourage the learning of the curriculum during the observation. She conducted frequent check-
ins with students to ensure that everyone understood the course curriculum and could participate
in classroom discussions. Mary would speak with each student based on their instructional
needs.
Nancy did not have any technology resources located in the classroom. However, she
utilized a single worksheet that was printed from an online resource. As students were reading
aloud in class, Nancy frequently asked questions to the students to check their comprehension
skills. Following the reading comprehension activity, students began to write an acrostic poem
as a group activity. As students worked together, Nancy wrote the words that students were
suggesting for the assignment. Nancy asked each student to give an example of each word that
was recommended for the poem. As students gave their recommendations, Nancy wrote the
words on the board for the students. The students wrote the words on their worksheets as Nancy
was writing them on the board.
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During observations, four of the seven classes used technology as a preferred activity or
reward. George, Mary, Gina and Beth used technology as incentives for completed assignments
in class. The technology incentives included watching videos, computer lab time, and
educational videos. For example, George’s classroom instruction was primarily pen and paper
activities. George taught his students how to create an outline from a book. He wanted the
students to understand how to properly extract information. Furthermore, the students were
learning how to write between the margins on standard notebook paper. All students participated
in the activity by asking questions about the assignment. After the completion of the assignment,
technology was used as a choice activity as an incentive. The choice activity was a movie.
Mary’s class had paper and pencil activities too. Each student was assigned a worksheet
or packet. During Mary’s observation, there was no technology used for classroom instruction
although resources were available such as a television available as an incentive or preferred
activity for students. The technology-related activities such as watching a movie, drawing, or
coloring was offered as a preferred activity to students. Overall, teachers expressed that
technology is a factor when providing an incentive or reward. However, during instruction it is
important to connect real-life scenarios to the lessons to impact learning.
Teachers Pursue Professional Development
This section will review teacher’s pursuit of their own professional development that was
identified during the data collection process. Teachers mentioned alternative methods that they
pursued to improve their technical knowledge and skillset for classroom integration. According
to study participants, teachers pursue their own professional development to remain current on
the latest teaching trends and technologies. Gina explained that she has taken PowerPoint and
Excel classes. Beth stated, “I just learned from people.” Beth feels confident about improving
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her pedagogical practices when collaborating with others for professional development. Grace
received most of her professional development while at university. George participated in online
training programs to learn about online learning management systems. As Leko and Smith
(2010) asserted, professional development opportunities for teachers should be active and
collaborative.
Overall, teachers search for opportunities to further their own professional development
to improve instruction. They use community centers, peers, and individualized research to stay
current on the latest technology when the organization does not provide on-site professional
development.
Researching New Technologies
Researching new technologies discuss the time teachers spent learning about new
technology and the tools that they used to locate the information. Teachers have conducted
research to improve their professional development by seeking external opportunities with
community-based programs and collaboration with others within their organization. For
example, Joe spends one hour per week researching supplemental materials online and is
confident in his ability to locate materials for his students. Joe described that his hour was spent
researching TedTalks, multimedia videos, and other instructional support materials to improve
learning.
Mary stated that she does not spend enough time researching new technologies.
However, she listed the websites that are most important in her research for supplemental
materials. Mary spends approximately one to two hours per week researching new technologies.
Mary described that her research consists of searching for career information based on student
interest. She provided an example of this by stating her research is specific to the career goals of
PROFESSIONAL DEVELOPMENT 76
each student. Mary stated that her research “is usually more individual per student rather than
curriculum, unless it’s one of those super teacher websites or education.com.”
Brian stated that he spends approximately “20 hours or more per week, a couple of hours
a day,” researching new technologies. However, he did not specify how the research is adapted
to the classroom. Two participants stated that they do not spend much time researching new
technologies. For example, George stated, “I’m happy with just trying to refine what I have,
which is computer use, flash drives, cell phones.” George spends two and a half hours
researching per week, but the research is based on tools that he is familiar.
Mardis et al. (2012) stated that teachers perceive themselves as proficient when
researching online digital resources but lacking the skills necessary to seek new materials for
instruction. Overall, the teachers do seek new materials to help refine instruction as needed.
They see the value in using technology resources for supplemental materials for their students.
Teachers feel that they are proficient at seeking new materials for instruction.
Student Behaviors Impact on Technology Use
At SQE, the participants expressed concerns about how behavior influences the ability to
integrate technology into classroom instruction. Student behaviors can influence the amount of
time that is spent using technology and the type of educational tools used during that time. Five
of eight teachers stated that student behaviors impacted the use of technology for instruction.
For example, Grace emphasized her desire to use technology and the influence of student
behaviors on technology use. She stated,
Well, I wish it [technology use] could be a lot more. However, with our current student
population, they’re often very physically aggressive, and we work mainly with students
who have emotional disturbance [behavior]. I’ve attempted to bring in televisions and
PROFESSIONAL DEVELOPMENT 77
projectors, computers, tablets, all these types of things, but they’re very quick to get
damaged, so we’ve had to limit what we are able to provide to our students, and how
we’re able to provide it. That’s the challenge.
Grace is concerned with replacing costly items due to the behavior of her students. She
describes that there are challenges to address before supplying technology tools and potential
damages that can occur. Grace wants to use technology but feels limited by the expense that is
associated with purchasing resources. Additionally, when creating lesson plans, behavior is a
consideration that teachers reflect upon when creating lesson plans. Participants stated that
behavior influences their ability to implement lesson plans effectively. For example, Beth stated,
“Behavior is the number one. It’s just behavior across the board. My goal here in my classroom
is to keep students at baseline.” Beth explained that behavior can interrupt lessons at any time
during the class. For example, Beth further stated, “I will shut down a lesson to get the
classroom under control.”
Beth’s description of the classroom environment that she works in is an indicator of how
behavior determines how she facilitates her classroom. Beth attempts to scaffold the coursework
for her students to ensure that the students can build upon prior knowledge. However, she
admits that there are times that the classroom is interrupted and cannot move forward without
stopping the lesson to redirect student behavior. The lesson is constantly changing to
accommodate students to minimize behaviors.
Another participant, Joe, suggested that teachers would like to use technology to help
better facilitate classroom management. For example, Joe explained how tools having available
to project on a screen or board to prevent teachers from turning their backs on students. He
stated that “you can sit amongst students to talk about a [subject] which is very important.” Joe’s
PROFESSIONAL DEVELOPMENT 78
perception of how the technology benefits his classroom is due to his ability to better monitor his
students. Joe’s explanation of not “turning your back on students,” allows him to monitor his
classroom for students who may need assistance. He can keep his students moving forward in
the lesson. Based on Joe’s response, access to technology allows an increase in classroom
management practices.
Mary has the same sentiment as the other teachers. Mary is concerned about items
becoming broken and being aware of safety issues. Behavior is an influencer of whether it is
appropriate to use technology in a classroom setting. Overall, the participants believed that
student behavior monitoring is a priority. The teachers would like to keep the students at
baseline. Technology can help play a role in the effectiveness of instruction by preventing
teachers from turning their back to students. They prefer to be proactive in the classroom to
quickly identify students that require assistance in class. It was suggested by some teachers that
technology would assist with better classroom management practices. However, there is not a
reliance upon technology. Technology is referred to as a supplemental tool for differentiated
instruction and student monitoring.
Observations. Observations provided examples of the findings that were identified
during the interview process and served as reflections. Two of the teachers that were observed in
this study used technology to facilitate instruction. During Beth’s observation, there was 21
minutes of uninterrupted instruction. As the students were seated and working through the
assignment together. Beth engaged in using explicit instruction and guided practice with the
electronic equipment that was available. All students were asking questions and providing real-
life analogies to the concepts that were being taught in math. Beth had one interruption during
instruction that lasted approximately five minutes. During the interruption, the teacher with the
PROFESSIONAL DEVELOPMENT 79
assistance of an aide addressed a student by redirecting the behavior. Due to the student’s
behavior, all equipment was temporarily shut off and removed from the student’s line of sight
during this time. After several minutes of redirection, the teacher was able to resume the lesson.
Gina used an audio book activity for a reading comprehension activity. The goal of the
activity was to teach students how to create a book report. The students were sitting at their seats
listening intently and taking notes. During the lesson, a student became escalated and began to
disrupt the class. The teacher began to redirect the disruptive student with the assistance of an
aide. During this disruption, the teacher and aide worked together to keep the students on tasks.
The activity proceeded without any interruptions for the other students and the teacher was able
to engage the students in oral comprehension activities to validate learning.
The observations provided insight into the teacher’s description of student behaviors.
The behaviors tend to create interruptions during class. However, teachers partnered with
Teacher Assistants to minimize student interruptions. Additionally, there was an effort to engage
the students in the lesson to finish teaching concepts and activities that were planned for the day.
Technology Tools Used for Lesson Planning
This section will include the technology tools that teachers used to create lesson plans.
Six out of eight participants stated that they use online resources to find worksheets and
supplemental materials. Studies suggests that teachers need to have the ability to understand the
differences and various forms of technology available to them (DiBlas, Flore, Mainetti, Vergallo,
& Paolini, 2014; Yurkdakul & Coklar, 2014). According to the participants interviewed for this
study that was not the case. For example, Beth uses a computer to file and conduct research for
lesson plans. Nancy revealed that she used technology tools such as vendor websites from
PROFESSIONAL DEVELOPMENT 80
textbooks to find curriculum. Nancy stated that she goes online and utilizes curriculum websites
based on the books used in class.
Nancy uses several strategies to build a lesson plan as stated above. Nancy consistently
“uses the Internet to find websites.” She stated that there were some difficulties aligned with
utilizing certain websites such as Glencoe. However, she is persistent in finding alternative ways
to access online resources. She pursued different ways to acquire the curriculum or information
necessary to create a lesson plan.
For Gina, the ability to link subjects to the interest of the students are important. The
inclusion of lesson plans that are premade to subjects that are easy to navigate is a feature that is
useful. The software programs equip a teacher with an alternative instructional strategy to
engage students in learning. The degree of difficulty can be adjusted to the students according to
their preference. Brian stated,
The technology resources, one is the Internet. From there, I’m able to get the statewide
standards, so I can provide a standards-based lesson. The lessons that I provide, since I
work with an Individual Educational Program…. I come about with lessons that follow
the students’ own level. I then, utilize the computer to go back and reflect on what level
that is. For instance, if they’re in sixth grade and they’re reading at a fourth-grade level, I
then am able to revert back to the fourth grade and utilize that data for the design of their
lesson.
Brian utilizes technology to identify statewide standards and to determine a student’s
reading level to design a lesson. The technology is used for reference and assessment purposes.
George has a different approach to the lesson planning process. George stated that he “uses a
laptop…and a Xerox machine. We work out of the books, but right now lots of separate
PROFESSIONAL DEVELOPMENT 81
worksheets and thinking maps.” For George, utilizing paper and pencil exercises are still
relevant to pedagogical practices. Table 10 provides a summary of how teachers use technology
for lesson planning.
Table 10
Technology Tools Use
File lesson plans
Conducting research for supplemental materials
Textbook Vendor Websites
Individualized Education Programs
Research State Standards

Teachers at SQE have embraced new ways to find content to design lessons. Teachers
reported that there are challenges associated with using resources from textbooks that are
connected to vendor websites. Teachers prefer to use websites that include lesson plans and
accompanying worksheets. Gathering information from websites will assist teachers with
differentiating instruction based on the assessment data that can be collected on students.
Organizational Findings
Rueda (2011) suggests that organizations review areas of culture, policies and
procedures. Furthermore, culture and cultural processes are often complex and difficult to
define. A review of processes or daily activities can provide insight into ways to make
improvements (Langley et al., 2009). This section will review the current state of professional
development from the teacher’s perspective. Second, teachers will describe previous in-service
professional development technology trainings. Third, teachers will provide insight into the
characteristics of trainings that they found were impactful. The section will continue to discuss
PROFESSIONAL DEVELOPMENT 82
themes that include support systems and training opportunities requested by teachers; their
experience with collaborating with others; technology accessibility; recommended incentives for
teachers that use technology. The section will conclude with a discussion about the processes to
report technology issues and technology support. Lastly, findings reveal that the organization
must outline alternative pathways to technology professional development training.
Current State of Professional Development Training
The current state of professional development training depicts the teachers current and
previous involvement in training opportunities. Six out of eight teachers wanted more
professional development training to improve knowledge of the organizations collaborative
tools.
Currently, teachers have stated that most of their training has been facilitated by pre-
service training, collaborating with others within the organization, community-based training that
the teachers have organized on their own, or professional development from a previous
employer. For example, Beth stated that she “had computer classes while attending graduate
school.” Beth further explains that she learns from others, from individuals that are “smart,
computer savvy.” Two respondents stated that they have not participated in professional
development technology training at SQE. However, Gina described her experiences with
professional development training. She stated, “I’m interested in coding.” According to Gina,
she still has more to learn about the tools functionality.
Grace stated that she had professional development training for technology, but she
“could get more though… I’m way behind.” There is a desire by all respondents to participate in
more professional development on 21
st
century technologies. Teachers have been utilizing what
they learned and implementing new pedagogical practices. The types of trainings that were
PROFESSIONAL DEVELOPMENT 83
significant to the participants included items that were useful in the classroom. Nancy referred to
examples of trainings that she feels is useful. Nancy stated, “our attendance, gradebooks, how to
send notes, how to go through the systems to bring up demographics and things of that nature.”
Overall, teachers have expressed a need for more professional development opportunities.
Desired trainings requested by teachers are learnings that include programs that can be
implemented in everyday practice. The teachers want to learn about programs that are fun,
engaging, and useful.
Previous In-service Professional Development Training
In-service professional development training for technology requires improvement. A
document analysis of previous professional development agendas revealed two technology-based
trainings were provided over four months. Training was conducted to educate the staff about the
school’s technology use policy. The training was designed to educate staff and teachers about
best practices and heighten awareness about the appropriate use of technology. The organization
also partnered with a school district to facilitate a training for data collection software. The
training was about utilizing Individual Education Program software to report student progress.
Five of the participants could recall that they had received training within the first four
months of the school year. Two of the respondents were unaware of any professional
development conducted on-site. Grace stated that the organization had an in-service because the
staff needed it for legal reasons. She stated, “there’s legally the individualized education
programs we need to abide by and be able to produce, and not everyone was able to use the
program.” The response from Grace implies that the organization facilitates technology in-
service professional development if there are legal ramifications. Overall, if the organization
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determines that there are training opportunities they are willing to partner with other
organizations.
Impactful Training
Impactful training reviews all components that are important to teachers that makes
training relevant. Teachers explained what would make professional development training more
impactful. Seven out of eight teachers could provide examples of a time when they had an
impactful training. Teachers stated that they learn best from others. The teachers feel more
confident and powerful when working with peers. Furthermore, teachers have stated that they
learn more when hands-on training is available to them. Seven of the participants provided
examples of trainings that they received from their current or previous organizations. For
example, Nancy stated that she found trainings impactful when it was based on tools “that you
could use every day.”
Mary feels comfortable when there are more visual and printed job aids. She explained
how trainings that are projected on screen is helpful to learning. For example, she stated, “our
[administrators] set up two PowerPoints on how to do the interim progress reports on both
systems [IEP systems].…I printed those out, and they’re self-explanatory, so all the teachers
would know how to do it in the same manner.” Mary explained that the most impactful trainings
are useful, allow teachers to model step-by-step instructions, and provides follow-ups using
PowerPoint or printable documentation.
The teachers further stated that a setting that includes a traditional classroom structure,
accessibility of hardware and one-on-one assistance contributes to impactful training. The
respondents stated that most impactful training allows access to a community of teachers,
PROFESSIONAL DEVELOPMENT 85
training presented using visual media to provide guided instruction, providing a value of tools,
and a forum to ask questions when assistance is needed.
Support Systems and Training Opportunities
Leko and Smith (2010), research asserted that professional development opportunities for
teachers should be active and collaborative. This was demonstrated in the responses provided by
the teachers during the interview process. Beth explained the bidirectional relationship that
exists with peers at SQE. She stated,
Collaboration is so important. I collaborate every day. I touch base with teachers. They
touch base with me. I touch base with aides. They touch base with me. It seems to be
on-going. Touching base with administrators making sure we’re on the same page and
learning about expectations for certain incidences and things like that.
Five of the eight teachers meet on a weekly basis outside of the weekly staff meetings. Joe
explained, “we [teachers] just sat down to try to figure things out.” Joe’s statement suggest that
teachers work together for training opportunities. Brian spoke about daily collaboration with
fellow colleagues. He described the environment for collaborative learning within the
organization by stating that he is interested in the insights of others.
The teachers meet daily to discuss daily activities and occurrences as well as collaborate
on Individualized Education Programs. As Mary stated, “different teachers have different
subjects, so everyone gets involved in the IEP process… it’s not one person just doing
everything.” Mary explains that missed opportunities to identify behavioral and academic
problems can occur if collaboration is not in practice. She stated that collaboration is “with the
students, with the other teachers, with the therapist.” Overall, teachers create opportunities to
PROFESSIONAL DEVELOPMENT 86
collaborate based on expertise. The teachers feedback aligns with Schneider et al. (1996) about
individuals desire to have growth and development opportunities, and interpersonal interactions.
Collaboration
The participants explained that the organization has placed an emphasis on collaborative
learning spaces. Six of the participants stated that the organization typically groups teachers into
teams to provide in-service training based on their expertise. The organization emphasizes
collaboration as a source of teacher professional development. Collaboration is encouraged to
present new concepts based on employee expertise. Beth explained how teachers work together
to improve the organization. She stated, “teachers were grouped up and worked together in
presenting a concept here to make our school better in different areas.”
All the participants believed more clarity is necessary to understand the process of
requesting professional development training within the organization itself. For example, Joe
stated, “there hasn’t been a process mentioned.” Gina and Mary had the same response that there
was no clear understanding of the process to participate. Two participants had no response to
previous in-service professional development participation. However, the participants were
content with engaging in collaborative learning from in-service training. Based on participant
feedback, the process to participate in facilitating training is unclear.
Technology Accessibility
According to Hew and Brush (2007), school leaders are responsible for providing
resources and capacity building for school personnel. Clark and Estes (2008) suggests that
material resources for organizations must be evaluated to address performance gaps. The
teachers that participated in the study had mixed responses about the organization’s priorities on
technology. Two of the teachers felt that technology use was a priority. Beth explained that the
PROFESSIONAL DEVELOPMENT 87
organization is at full capacity because of the tools that have been made available for teachers.
For example, Beth stated that technology is a priority and is used at administrative, teacher, and
student level within the organization. The technology tools that are used within the organization
assist teachers with lesson plans, progress reports, and monthly reports.
Mary has a different opinion about the organizations priorities. Mary believes that the
organization is improving. Mary explains that “the school is currently trying to incorporate
technology for all students.” According to Mary, hiring additional staff, acquiring more software
and hardware would demonstrate the organizations high priority on technology.
Three teachers believed that the organization required improvement on organization’s
priorities towards technology. For example, Joe stated, “even the access to get into the cloud is
simply for informational [use]. It’s not anything of interest to the students. There is no broad-
based plan to integrate anything.” Joe expressed that technology is used for business only.
Cloud sharing does not translate into placing a priority on technology within the organization.
Teachers are using cloud access to share information.
Nancy is one of the two participants that is unsure about the priority that the organization
has placed on technology. Nancy identified the accessibility to hardware as a factor that
influences her perception of the organization’s priority on technology use. Nancy provided an
example of her experiences.
We have a computer lab, with not enough computers that work. If I have a class of say
eight students... I expect to see eight working computers. I would like to see some
laptops, so the students have the chance to work on both types and become familiar with
them. Being a [special education class], I don’t know how this would fit, but [cash]
PROFESSIONAL DEVELOPMENT 88
registers are technology. That’s something that you need, the equipment that students
will face out in the job market.
Nancy explains how the organization must focus on the functionality of the equipment
that is available as well as acquiring technology resources that will provide real-life work skills
for students. Her concern is that students will not have experience with the technology that they
will encounter in the job market. As mentioned in the literature review, Larson and Miller
(2011) suggests that teachers are expected to create viable options for instruction that include
real-life problems to improve learning. Gaining access to functional tools that provide real-
world skills is something that is needed to improve accessibility.
Gina, is unclear about the organizations priorities. Gina referred to the availability of
equipment and the process of obtaining upgrades. She feels that student’s behavioral issues may
influence the organization’s priority on technology. Gina is aware of how student behavior
issues may influence the accessibility of hardware. However, she feels that more technology
should be accessible even if it is for teachers’ use only. She feels that the students could benefit
from technology use with supervision. For example, Gina stated,
The school’s equipment is not upgraded…. We have students that have anger issues, but
I feel that if we had more technology incorporated…. where it’s accessible to the
teacher, not so much to the kids, except when the teacher is watching the kids.…I feel
that it will benefit the kids to have it in the classroom a little bit more.
There are several considerations within the organization’s priority on technology from
the participants. The participants stated that there is a difference in business use versus the
educational use of software and hardware applications. Equipment availability, upgrades, and
PROFESSIONAL DEVELOPMENT 89
accessibility were a concern of the teachers. However, teachers recognized that the organization
is attempting to improve this priority by hiring staff and making equipment more accessible.
Inventory. An inventory of the technology resources was conducted. According to the
inventory conducted at SQE, there were a variety of technology tools available for use within the
organization. There are 17 laptops available for use with standard pre-installed software. In
addition, SQE has a computer lab on-site, as well as multiple televisions with DVD players.
Only four of the eight participants were aware of the equipment that was accessible to the
students and teachers. However, the teachers that were aware of the equipment’s availability
reported that there were functionality concerns.
Incentives for Technology Use
This section addresses teacher’s perspectives regarding the provision of incentives for
teachers that of integrate technology in the classroom. Participants suggested several incentives
that could be implemented to improve technology integration in the classroom. Five out of seven
teachers suggested that an incentive was not necessary to improve technology integration.
However, as the conversations progressed teachers stated that incentives should include
purchasing new equipment, providing paid training opportunities, and recognition. Beth stated
that an organization should purchase equipment as a reward to the individuals that use
technology. For example, Beth stated, “I don’t want to put anybody on blast, but I had to
purchase it [technology] because nobody would. There was nothing available for me to have
here…” Beth explained that she has purchased technology that she has is purchased from
personal funds. Beth feels that the administration should offer to purchase equipment. She
stated that she can “teach better with this [technology] is my incentive…. it just helps with
PROFESSIONAL DEVELOPMENT 90
classroom management and student engagement.” Overall, technology helps improve
instruction.
Joe’s statement aligns with Beth. He feels that the organization should be in alignment
with public school systems. The organization should offer technology enhancements and
training. Joe stated, “A lot of us teachers who have been teaching a very long time and are good
at it… are not good at integrating some of the newer technologies. I think that would be
encouraging and they’re going to pay for it for you.” Joe values the opportunity to improve his
skillset and to learn about more best practices that are available in the profession.
Furthermore, Nancy feels that no incentive is required to integrate technology into instruction.
She feels that individuals should not be incentivized to do something that is part of a teacher’s
job responsibilities. However, if an incentive is available it should include extra hardware.
Nancy stated, “You know this teacher is serious, so let’s provide that teacher with a decent
amount of technology… something that can enhance their subject area.” Mary would like to have
a computer in each classroom for students to use as an incentive. Mary stated,
The incentive that I would like is having a computer per classroom so that students…
When they’re done working, they can get on it, they can take turns, they can play…kind
of like the iPad idea, but the iPad idea, they can run out of the room with, where a
desktop sits there. I’d kind of rather have a desktop in the classroom than a laptop,
‘cause laptops are thrown more often and taken and broken.
Mary wants a solution available that would minimize risk within the class environment. Mary
prefers a desktop over mobile devices in the classroom due to student behavior issues that may
occur. Brian suggested that the availability of research information about new technologies is an
important resource for teachers.
PROFESSIONAL DEVELOPMENT 91
Overall, teachers stated that the availability of technology enhancements, upgrades, and
devices should be incentives for teachers that use technology. Accessibility to the latest
technology and training certifications are other possibilities for incentivizing the use of
technology in the classroom.
Reporting Technology Issues
The procedures for reporting technology issues refers to the participants experience with
reporting technology issues. All respondents referred to a need to upgrade the hardware,
software, and infrastructure at their location. Clark and Estes (2008) study explained that
organizational goals are achieved by understanding work processes. It was further suggested that
processes specify how resources are linked together to meet a common goal such as materials,
people, and equipment.
The teachers stated that the consistency of Internet resources and access was a concern
that inhibits their ability to utilize technology. Furthermore, teachers stated that accessibility to
equipment that includes software to facilitate instruction is unavailable. For example,
participants such as George stated that “there is no strong structure in place…our Internet
connection is spotty.” All teachers at SQE cited Internet infrastructure as the primary
opportunity for technology functionality issues.
Based on the feedback, participants desire better communication of the technology that is
accessible on-site at SQE. The technology infrastructure such as Internet connectivity and
maintenance request must be revisited. Teachers reported that there is not a standardized process
for reporting technology issues.
Technology support
PROFESSIONAL DEVELOPMENT 92
Technology support provides insight into the support needed to improve technology
integration at the organizational level. Reflective practices are essential to improving
effectiveness in job performance (Rueda, 2011). Clark and Estes (2008) suggested that
organizational culture affects processes and policies that affect job performance. All eight of the
participants have acknowledged that support is required to improve technology use. However,
the responses varied amongst the participants about the type of technology support that is
needed. For example, Beth stated, “I don’t know what I could use to make it better in here
because I don’t know what’s out there to help me.” Beth feels that professional development is a
factor that influences her knowledge of the technology that is available. She is unaware of what
she doesn’t know and would like to have support and guidance from the organization.
Joe wanted a point of contact for more support. Joe stated, “Somebody who’s interested
in technology as the field of the school system in each environment, so they can keep up and
they can bring the lessons to you.” Proactive training and support for teachers is needed for
improved knowledge capacity. Joe recommends a point of contact available to assist teachers
with learning about new equipment.
Gina stated that she needed more help from knowledgeable people. Knowledgeable
people will help her find programs that she can use for her kids that are beneficial to the
classroom. Gina stated, “I need supervision, higher-ups to put a little bit more expense into what
we have. Our technology is kind of lagging.” Gina recommends that more effort should be
placed in building the organizations technology capabilities. Whereas Brian wanted more access
to curriculum and software resources. For example, George stated,
Purchasing programs for this curriculum or online access to schools or portals that might
be supplemental material in addition to the teaching that goes on in the brick and mortar
PROFESSIONAL DEVELOPMENT 93
fashion inside the classroom. So basically licensing, copyright, somebody to pay for that
[to] include me as a member.
The teachers want more support for expanded curriculum use for software licenses,
upgraded software, and a technology expert as a point of contact for individuals within the
organization. Professional development is a form of support that is essential to the success of
technology integration. Teachers have stated that there is a variety of technology available, but
there is assistance needed to disseminate the information. Table 11 will illustrate a recap of
organizational findings.

PROFESSIONAL DEVELOPMENT 94
Table 11
Organizational Findings Summary
• Teachers want more technology-based professional development opportunities to
improve knowledge of collaborative tools.
• Teachers stated that the organization is willing to partner with other organizations
to provide training opportunities.
• Impactful training allows access to a community of teachers, visual media to
provide guided instruction, traditional classroom structure and accessibility to
hardware.
• Teachers create opportunities to collaborate based on expertise.
• The organization encourages collaboration as a source of teacher professional
development.
• Teachers recognize that the organization is attempting to improve its priority on
technology by hiring more staff and making equipment more accessible.
• The organization provides technology resources such as computers, televisions,
laptops and DVD players.
• Teachers stated that incentives for using technology should include technology
enhancements, upgrades, training certifications and devices.
• Teachers desire improved communication of the technology that is accessible on-
site.
• Teachers would like a standardized process for reporting technology issues.

PROFESSIONAL DEVELOPMENT 95
Conclusion
In this chapter, a review of the knowledge, motivation, and organizational findings were
explained. The data was analyzed and presented through themes that emerged from the
interviews, observations, and document analysis that occurred. The themes that emerged from
the data collection process helped answer the research questions that guided the study. The
organization has provided resources to teachers to improve technology integration, however,
teachers still desire additional training for classroom implementation. Furthermore, the chapter
provided insight into teacher’s knowledge and motivational influences related to technology
skills and collaborative tools. Finally, teachers were able to provide insight about the interaction
between organizational context and culture and teacher’s knowledge and motivation. Chapter
Five will detail recommendations that were identified in the data analysis for this study.

PROFESSIONAL DEVELOPMENT 96
Chapter Five: Recommendations
Introduction
The purpose of this project was to evaluate the degree to which the School of Quality
Education is meeting its goal to improve technology integration for differentiated instruction to
develop 21
st
century technology skills for special education learning environments. The analysis
focused on knowledge, motivation and organizational influences related to achieving the
organizational goals. While a complete performance evaluation would focus on all stakeholders,
for practical purposes the stakeholders of e focus was teachers.
As such, the questions that guided this study were the following:
1. To what extent is the organization meeting its goal to integrate 21
st
century
technology in every classroom by providing technology resources training to all
teachers by May 2018?
2. What is the teacher’s knowledge and motivation related to the use of 21
st
century
technology skills and collaborative tools?
3. What is the interaction between organizational culture and context and teacher’s
knowledge and motivation?
The chapter will begin with a discussion of the researcher’s reflections of the study. The
chapter will provide recommendations for practice to address knowledge, motivation, and
organizational influences to assist the organization’s goal to integrate 21
st
century technology. In
addition, an integrated implementation and evaluation plan will be discussed to review
organizational supports and priorities. The chapter will conclude with a discussion of the New
World Kirkpatrick Model and evaluation tools that are recommended to improve the
organization’s performance.
PROFESSIONAL DEVELOPMENT 97
Discussion
There were several knowledge, motivation, and organizational influences that have
presented themselves. The teachers at SQE work together collaboratively to identify resources
such as information and communication technologies that are useful for their students.
Technological devices that are commonly used are computers, mobile devices, wireless
technology, and productivity software applications (Cengiz, 2015). Participants reported that
there were difficulties associated with remaining updated on new educational technology while
maintaining job responsibilities. While reviewing the data collected for this study, I found that
teachers work well collaboratively to improve professional practice. Teachers self-efficacy will
not improve without a focus on providing professional development to build teachers knowledge.
In a study conducted by Harris and Hofer (2017), Koehler and Mishra’s TPACK model
was a recommended solution for educator professional development. It was recommended that
schools provide a vision statement and explanations for the application of TPACK. In addition,
coaches are necessary to provide integration support and the creation of embedded TPACK
related professional learning experiences. Teachers must receive support to develop their
knowledge of pedagogical and technological knowledge.
Organizations must build the learning capacity of their teachers with constant training
and development as well as provide tools that have a utility value, then self-efficacy can improve
job performance. Teachers require training on building a conceptual understanding of the
technology tools that influence differentiated instruction (Cengiz, 2015). Furthermore, the
organization must provide a platform to engage teachers into contributing to their own
development by making recommendations about training that is required for hardware and
software tools. Providing the necessary resources to improve pedagogical practices with
PROFESSIONAL DEVELOPMENT 98
professional development practices may contribute to increased usage of technology in the
classroom.
There are numerous ICT resources for special education teachers use in education. There
is an overwhelming amount of software and hardware tools in the education sector and it is
difficult to become knowledgeable about every tool. The technology readiness of technology
still requires improvement. Due to the technology readiness, schools cannot expect teachers to
understand, accept, and use every tool available to them which can cause technology to be
rejected.
During this study, I learned that use technology that has utility value for their current
curriculum and professional needs. Furthermore, special education teachers conducted research
outside of their work hours and research was conducted on mobile devices because it is
convenient. Teachers discussed research on websites such as TedTalks and Khan Academy as
their main source of content. Future studies about how special education teachers determine
which educational websites are used in the classroom would be beneficial. A future study should
include research about the identification of technology tools that are most useful for instruction;
understanding how teachers locate information; and how teachers determine the validity of a
website.
What was not surprising was the need for a point of contact within the organization to
share the latest technologies and trends. Furthermore, procedural knowledge checks are
necessary and important to technology integration. Just as special education teachers are
expected to differentiate instruction for their students, the same strategy is necessary for teachers
because they have different skillsets and levels of prior knowledge. Harris and Hofer (2017)
suggests that schools deploy a collaborative process to improve technology integration. In
PROFESSIONAL DEVELOPMENT 99
addition, collaborative professional development opportunities are impactful compared to
traditional structured workshops. Collaborative opportunities foster improved engagement
amongst teachers due to the opportunity to create partnerships and learning opportunities.
There was not a heavy reliance on technology tool usage in the classroom. The teacher’s
perspectives towards students using technology was another element that was not shocking.
Teachers do not encourage technology as the primary tool for differentiated instruction. It
should be used as a tool for supplemental materials. Furthermore, teachers need more
professional development for properly monitoring students on technology resources such as the
Internet and equipment use in general. Teachers stated that there were concerns about the
challenges that they face with properly monitoring students online while ensuring that they are
learning.
A study by Schneider (1996) suggested that people desire growth and support. A
streamlined process to request in-service trainings should presented to the teachers. The process
will allow teachers to feel that their voices are heard. With the emergence of rapid technology
advancements teachers should be able to provide students with access to complex concepts and
engage them in higher order thinking. The organizations role is to help facilitate the
implementation of information, communication, and technology (ICT). The organization has the
responsibility to build the conceptual knowledge of teachers. Furthermore, the organization
should make available their mission, values, and performance goals related for ICT usage
improvement and awareness. The organization must take responsibility for building community
and leveraging the resources already accessible on-site. The organization must provide reasons
for the use of ICT to improve technology integration. This study highlighted the organization’s
PROFESSIONAL DEVELOPMENT 100
needs and as such recommendations are made to influence the knowledge, motivation, and
organizational influences.
Recommendations for Practice to Address KMO Influences
The following section will discuss the recommendations that were identified from the
Chapter Four findings. The section will examine knowledge recommendations that will provide
a brief overview of the declarative, procedural, and metacognitive knowledge solutions to
improve technology integration. The section further explains the motivation influences and
recommendations with solutions to improve self-efficacy and utility value. Finally, the section
concludes with a discussion of the organizational influences that affect the cultural model and
cultural settings for the organization.
Knowledge Recommendations
Introduction. The purpose of this study was to evaluate the School for Quality Education
(SQE) goal to integrate 21st century technology into every classroom. Several knowledge
influences were identified for this study that impacted the organization’s goals. The knowledge
types that influence this study were conceptual knowledge, procedural knowledge, and
metacognitive knowledge. The influences that affect the knowledge of the participants is in
Table 12.
According to Bloom’s Taxonomy, knowledge types must be assessed for design and
implementation programs (Rueda, 2011). Teachers are aware of the collaborative tools available
to differentiate instruction, however, constant training and development is required to remain
aware of the latest educational technology trends. Furthermore, a high priority is necessary to
address teacher’s procedural knowledge. Teachers require additional assistance in professional
development technology training. As suggested by Clark and Estes (2008), effective training
PROFESSIONAL DEVELOPMENT 101
requires that participants are taught exactly how to accomplish a task. Conceptual, procedural
and metacognitive knowledge is important to evaluate to meet the performance goals of the
organization.
Table 12
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence: Cause, Need, or
Asset*

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Teachers need to know
what collaborative tools
are available for
professional practice.
(C)
V Y
Managing intrinsic
load by segmenting
complex material into
simpler parts and pre-
training, among other
strategies, enables
learning to be enhanced
(Kirshner, Kirshner, &
Paas, 2006).

Provide job aids
that includes a
glossary of the
organization’s
collaborative tools
available and a
description of its
functionality.
Teachers need to know
how to use technology-
based collaboration
tools. (P)
V Y
Increasing germane
cognitive load by
engaging the learner in
meaningful learning
and schema
construction facilitates
effective learning
(Kirshner et al., 2006).

Job Aids: Provide
PowerPoints and
printed materials
with pictures for
step-by-step
instructions for
technology-related
tools.

Information:
Provide an
information sheet
that includes the
resources that are
available for
student and
business use.
Teachers need to reflect
on their effectiveness
V Y
The use of
metacognitive
Encourage learners
to discuss and/or
PROFESSIONAL DEVELOPMENT 102
of using strategies for
technology integration
into their curriculum.
(M)
strategies facilitates
learning (Baker, 2006).

identify prior
knowledge before
learning a task for
technology
integration (Baker,
2006).

Declarative knowledge solutions. Conceptual knowledge is the knowledge of
categories, classifications, and structures (Krathwohl, 2002; Rueda, 2011). To improve the
implementation of technology in the classroom, teachers need to know what collaborative tools
are available for professional practice. Intrinsic load should be managed by segmenting complex
materials into simpler parts and pretraining to enable learning (Kirshner, Kirschner, & Paas,
2006). It is recommended that teachers are provided with a list of the collaborative tools that are
available and a brief description of their use would be beneficial to increasing implementation.
Lemley et al. (2014) suggested that organizations are constantly questioned about the
resources that are available to teachers. Hew and Brush (2014) explains that school leaders
should build the professional capacity of their teams. As recommended by Hew and Brush
(2014), providing an information guide to the teachers will improve communication and
accessibility of collaborative tools.
Procedural knowledge solutions. Procedural knowledge is based on the learner’s
ability to know how to complete a task or understand a process (Krathwohl, 2002; Smith &
Ragan, 2005). Teachers need additional assistance when learning how to use technology-based
collaborative tools. The data collected at the School of Quality Education suggest that teachers
understand how to use the collaborative tools that are available. However, the teachers must
receive additional supports from organizations to improve the use of collaborative tools. The
teachers require additional materials to reduce cognitive overload. Kirshner et al., (2006)
PROFESSIONAL DEVELOPMENT 103
research suggest that germane cognitive load can be increased by engaging the learner in
meaningful learning and schema construction facilitates effective learning. To improve
teacher’s procedural knowledge of collaborative tools such as, data collection software or other
work-related tools, guided instruction is required to improve performance. The organization
should provide additional support for teachers utilizing live simulations. The availability of
computers on-site can be used to facilitate simulations by using resources that are currently
available without spending additional funds. The school can provide guided instruction using a
projector to provide a visual simulation to teachers and allowing teachers to utilize computer
hardware to follow step-by-step instructions in real time. When resources are unavailable on-
site, it is beneficial to request assistance from a partner organization or district for support. In
addition, printed materials must be accessible to teachers in a PowerPoint with step-by-step
instructions to improve the transfer of knowledge. Additionally, providing information sheets
that include a list of available business and student resources must be accessible to improve
technology integration.
Effective training can yield better productivity within organizations (Grossman & Salas,
2011). Brownell, Sindelar, Kiely and Danielson (2010) research focused on redefining special
education teacher preparation. It was further stated that the rapid advancement in technology has
contributed to the knowledge base that holds promise for students with disabilities. The rapid
advancements have caused teachers to demonstrate a higher level of sophistication and expertise
in their professional practice. Brownell et al. (2010), recommends that enabling teachers and
providing additional training resources will help improve the learning of complex concepts for
students in special education.
PROFESSIONAL DEVELOPMENT 104
Metacognitive knowledge solutions. Metacognitive knowledge is the ability of an
individual to understand when and why they engage in an activity (Rueda, 2011). According to
Smith and Ragan (2005), comprehensive monitoring strategies are referred to as metacognition
or the ability of an individual to control their own cognitive processes. It was further stated that
the learners maintain concentration, manage performance, and self-regulate. Teachers at SQE
reflect on their effectiveness of using strategies for technology integration into their curriculum.
However, teachers desire constant practice of newly learned skills affecting their ability to reflect
on their previous success. Krathwohl (2002) suggest that learners must be aware of their own
cognition.
Learners must have opportunities to make connections with new learning using prior
knowledge (Baker, 2006). Bishop, Brownell, Klinger, Leko, and Galman (2010) implied that
teachers have complex challenges in school environments. Additionally, teachers require
constant support to allow for opportunities of taking risks, introducing new ideas for instruction,
and providing a forum for feedback. The study suggested that access to quality curriculum
influence a teacher’s ability to provide instruction. Learners must be encouraged to discuss or
identify prior knowledge (Mayer, 2011) before learning task to improve metacognitive practices
for the teachers at SQE. In addition, the organization must redefine what tools should be used
and why. The organization must develop a vision and strategies to integrate ICT into the learning
environment.
Motivation Recommendations
Introduction. The identification of motivational gaps is complex (Clark & Estes, 2008).
According to Rueda (2011), motivation is inherently cultural (pp. 39). Motivation assists
organizations performance with goal attainment. If an individual believes that they can complete
PROFESSIONAL DEVELOPMENT 105
a task, then they are more apt to work towards a goal (Clark & Estes, 2008). The influences that
affects the motivation of the study participants is in Table 13. To improve teachers’, use of
collaborative tools their self-efficacy and utility value were evaluated. Teachers must be
provided with opportunities to successfully complete tasks that are scaffold to improve self-
efficacy. Pajares (2009) defined self-efficacy is the individual’s belief in their ability to
complete a task. Rueda (2011) explained that the theory further suggests that if an individual
does not believe that they can successfully complete a task it will affect their work performance.
Utility value is another influencer that affects the teachers use of collaborative tools.
Teachers must believe that there is a value to the collaborative tools and resources that are
available. Rueda (2011) suggests that utility value is the belief of how useful an activity or task
is to achieve a goal. If there is no value placed on learning a task, the performance of the
organization will remain the same.

PROFESSIONAL DEVELOPMENT 106
Table 13
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence: Cause, Need, or
Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Teachers need to see
the value of using
technology resources in
the classroom. (Utility
Value)
V Y Activating personal
interest through
opportunities for
choice and control can
increase motivation
(Eccles, 2006; Pintrich,
2003).
Activities:
Teachers should
have the ability to
make request
about the types of
trainings that they
would like to
implement at
professional
development
trainings.
V Y Activating and building
upon personal interest
can increase learning
and motivation
(Schraw & Lehman,
2009).
Trainings: Include
case studies that
are relevant to
teacher’s job
responsibilities.
Teachers need to
believe that they are
capable of effectively
using technology
resources. (Self-
efficacy)
V Y Modeled behavior is
more likely to be
adopted if the model is
credible, similar (e.g.,
gender, culturally
appropriate), and the
behavior has functional
value (Denler, Wolters,
& Benzon, 2009).
Modeling:
Facilitate trainings
by using guided
practice and
modeling for
teachers.

Self-Efficacy. Self-efficacy is linked to the transfer of learning (Grossman & Salas,
2011). Lazowski and Hulleman (2016) suggest that self-efficacy can help change the perception
of completing a task and activities to achieve a goal. Denler et al. (2009) explained that
modeling behavior is more credible when individuals can attain their goals. Teachers need
assistance with using collaborative tools for educational purposes. It is recommended that the
PROFESSIONAL DEVELOPMENT 107
organization provide trainings during in-service professional development by modeling new
software and hardware. Lazowski and Hulleman (2016) suggests self-efficacy can be increased
by providing timely feedback to teachers and constant practice to overcome barriers. Allowing
guided practice and an open discussion will allow teachers the opportunity to ask questions and
address concerns.
Utility value. Teachers at SQE would like more resources that would help encourage on-
tasks behavior for students. Activating personal interest through opportunities for choice and
control can increase motivation (Eccles, 2006; Pintrich, 2003). Teachers need to feel that there is
a value associated with using technology in the classroom. According to participant feedback,
technology is a supplemental instructional tool that adds additional content support for students.
Teachers should have the ability to make request about the types of trainings that they would like
to implement at professional development trainings.
Parsons and Vaughn (2016) reported that teachers must adapt their instruction to
navigate the complexity of classroom instruction. The study stated that teachers must constantly
adapt to the needs of their students to improve student learning. Parsons and Vaughn (2016) also
reported that the effectiveness that is associated with procedural actions by teachers that includes
well managed classrooms and direct instruction. If teachers have confidence and value a task, it
will allow teachers to succeed at adapting instruction for their students.
Activating and building upon personal interest can increase learning and motivation
(Schraw & Lehman, 2009). Technology resources are available to SQE teachers; however, their
use would be more effective with frequent trainings. Furthermore, teachers expressed their
concerns about having technology trainings that are impactful and meaningful. Leko and
Brownell (2009) suggested that effective professional development practices provided by schools
PROFESSIONAL DEVELOPMENT 108
can assist teachers with delivering and designing content and curriculum to students in special
education. The study further suggest that content knowledge and pedagogical knowledge is
important to address on an on-going basis. Teachers would improve technology integration and
use of collaborative tools if trainings include case studies that are relevant to their job
responsibilities.
Organization Recommendations
Organizations must understand the genesis of organizational factors such as cultural
models and cultural settings to identify why some policies and procedures exists (Rueda, 2011).
Teachers have a plethora of responsibilities that are assigned to teachers in self-contained special
educational learning environment. Vannest, Hagan-Burke, Parker, and Soares (2011) conducted
a study about special education teachers use of time in special education learning environments.
The study described the use of teacher’s time. Teachers primarily spend time facilitating academic
instruction, conducting preventive behavior management, special education assessments and
special education paperwork. At the School of Quality Education (SQE), administrators have
required teachers to engage in completing numerous task that are similar to the tasks identified in
the study conducted by Vannest et al. (2011). The organizational influences that affect the study
are listed in Table 14.
The participants at the School for Quality Education experienced several issues that affect
organizational performance. First, the processes for hardware and software technical support must
be revisited to enhance teachers’ ability to complete work-related task. Second, the organization
should communicate mandatory systems and tools that must be frequently used to complete work-
related tasks such as Individualized Education Programs (IEP), lesson plans, and progress
monitoring. Third, to improve organizational performance of technology integration it is
PROFESSIONAL DEVELOPMENT 109
recommended that staff be included in the development of learning activities during professional
development in-service trainings. The organizational table below reflects the findings that were
identified in the study.
Table 14
Summary of Organization Influences and Recommendations
Assumed Organization
Influence: Cause, Need, or
Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
There needs to be a
culture of cooperation
amongst school
administrators and
teachers regarding the
use of collaborative
tools. (cultural model)
V Y Effective leaders know
how to build strong
communication skills
among members of an
organization to build
capacity (Fix & Sias,
2006).
Communication:
The organization
must ensure that
employees have
reasonable and
concrete goals for
the frequency of
collaborative tool
usage.
There needs to be a
culture of commitment
to providing
technology. (cultural
model)
V Y Professional
accountability is built
on the assumption that
teachers possess
sufficient expertise to
improve student
learning (Stecher &
Kirby, 2004).
Provide semester
technology
inventory reports
of the technology
tools that will be
provided to the
staff.
There needs to be a
high priority placed
upon the use of
collaborative tools
among administration
and teachers. (cultural
settings)
V Y The field of education
can benefit from
sociocultural learning
perspectives when
considering how to best
support teachers and
use data for validation
purposes (Marsh &
Farrell, 2015).
The organization
must manage
materials such as
collaborative
equipment and
fiscal resources to
meet
organizational
goals.
There needs to be
training resources
available to the
organization to
integrate collaborative
V Y Increased
accountability has
resulted in American
schools engaging in
systematic
improvements in
Include staff in
learning activities.
Create activities
during in-service
professional
development
PROFESSIONAL DEVELOPMENT 110
tools. (cultural
settings)
educational
experiences to improve
academic success
(Elmore, 2002).
meetings to
improve
organizational
learning.

Cultural models. To improve technology integration and the use of collaborative tools
there needs to be a culture of cooperation amongst school administrators and teachers regarding
the use of collaborative tools. Schneider, Brief, and Guzzo (1996) suggests that changing
organizational climate is important to changing employee beliefs. To improve the organization's
cultural model, communication must be improved. It is recommended that the organization
ensure that teachers are provided with a list of the collaborative tools that are required to
complete tasks. The organization must continue to focus on employee professional development
to improve the frequency of collaborative tool usage. Teachers need a rich conceptual
knowledge of understanding the materials that they teach and how to integrate those materials
into the curriculum (Cengiz, 2009; Harris & Hofer, 2017).
Fix and Sias (2006) research stated that leadership-member relationships within
organizations require purposeful communication. Their study further suggests that effective
leaders know how to build strong communication skills among members of an organization to
build professional capacity. Findings suggests that organizations must consider communication
as a more central mechanism in the leader-member relationship (Fix & Sias, 2006).
At SQE, there needs to be a culture of commitment to providing technology. The
participants at SQE stated that resources were not available to help improve the use of
collaborative tools. However, after completing a technology inventory of the organization it was
found that the organization had a computer lab with several computers as well as 17, 2-in-1
laptop units on-site. There is miscommunication about the resources available to the teachers
PROFESSIONAL DEVELOPMENT 111
from the organization. It is recommended that SQE ensure that employees have reasonable and
concrete goals for the frequency of collaborative tool usage.
Cultural settings. To influence behaviors, an organization must understand the cultural
settings that exists (Rueda, 2008). The School for Quality Education must manage materials and
fiscal resources to meet the organization’s goals. To improve the cultural settings of the
organization there needs to be training resources available to the organization to integrate
collaborative tools. Participants cited that technology training is not available frequently within
the organization. The organization facilitated two technology related trainings during at the
beginning of their school year. Teachers reported that they are currently learning about
collaborative tools from collaborating with their peers rather than actual in-service trainings. It
is recommended that the organization include staff in learning activities to create viable and
relevant trainings. The organization must create activities during in-service professional
development meetings to improve organizational learning. The school administrators should
create activities that include the discussion of case studies to build upon prior knowledge;
simulated activities that allow teachers to practice new skills; and open discussions to address
questions and concerns.
Elmore (2002) suggests that increased accountability has resulted in American schools
engaging in systematic improvements in educational experiences to improve academic success.
The study suggested that systematic improvement of schools has become more complex and
demanding. Accountability has been used to hold students, teachers, and administrators
responsible for academic performance. The study further suggests that this accountability has
resulted in individuals being asked to engage in continuous improvement in the quality of the
PROFESSIONAL DEVELOPMENT 112
educational experiences of students. It was concluded that teachers require a level of knowledge
and skills to improve performance.
A high priority must be placed upon the use of collaborative tools among administration
and teachers. The field of education can benefit from sociocultural learning perspectives when
considering how to best support teachers and use data for validation purposes (Marsh & Farrell,
2015). Teachers reported that the organization has placed an importance on data-based student
information systems for Individualized Education Programs and other organization supplied
cloud-based collaborative tools. According to participants, students need to learn skills that will
help facilitate learning for differentiated instruction and to provide life skills.
It is recommended that the organization must manage materials such as collaborative
equipment and fiscal resources to meet organizational goals.
Integrated Implementation and Evaluation Plan
This section will discuss the implementation and evaluation framework using the New
World Kirkpatrick Model. The section will discuss the organizational purpose, needs, and
expectations are discussed. Furthermore, each level of the New World Kirkpatrick Model will
be discussed by reviewing Level 4 results and leading indicators, Level 3 behaviors, Level 2
learning goals, and Level 1 reactions. The section will conclude with recommended evaluation
tools, data analysis and reporting.
Implementation and Evaluation Framework
The New World Kirkpatrick Model was used to create an integrated implementation and
evaluation plan for the School for Quality Education. The New World Kirkpatrick Model
maintains four levels of evaluation to help organizations monitor reactions to trainings, learning,
behavior, and results (Kirkpatrick, J. & Kirkpatrick, W., 2016a). Previously, the Kirkpatrick
PROFESSIONAL DEVELOPMENT 113
model was implemented in order from Level 1 to Level 4. However, it was explained that
following the sequential pattern of the Kirkpatrick Model sometimes led to organizational
opportunities to measure key performance indicators that improve company metrics (Kirkpatrick,
J. & Kirkpatrick, W., 2016b). The model suggests that the four levels should be presented from
level 4 to level 1 to improve potential success with implementation of training and development
opportunities.
Organizational Purpose, Need and Expectations
The purpose of the study is to evaluate the degree to which the organization is meeting its
goal to improve technology integration for differentiated instruction to develop 21st century
technology skills for special education learning environments. The evaluation focused on the
knowledge, motivation, and organizational influences that affect the organization’s ability to
improve technology integration. To assist the organization with meetings its goals, training
programs, job aids, informational guides, and process support systems must improve. The
following sections will address the New World Kirkpatrick’s Model of Evaluation for SQE.
Level 4: Results and Leading Indicators
According to the New World Kirkpatrick model, monitoring leading indicators and
results provide organizations with the opportunity to identify barriers to success. The model
further assists organizations to create interventions to ensure that on-the-job performance is
successful. Level 4 of the New World Kirkpatrick Model will address the results that are
expected within the organization to improve technology integration. Table 15 represents the
proposed Level 4: Results and Leading Indicators that are recommended for this study. The
table includes the Outcomes, Metrics, and Methods for External and Internal Outcomes that
PROFESSIONAL DEVELOPMENT 114
affect SQE. The internal outcomes are met because of the training and support required for the
organization to improve 21st century technology integration.
Table 15
Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
1. Increase student
access to Internet
resources to build
computer literacy
skills.
Ensure stable Internet connectivity. Monthly Reports from teachers and
staff by providing functionality forms
for technical support.
2. Improve Internet
infrastructure to help
minimize teachers
working from home.
Provide technology-based
functionality forms for technical
issues.
Quarterly: Monitor the submission of
functionality support forms from staff
that are submitted via email.
3. Increase the frequency
of technology-based
trainings.
Improve the number of trainings
provided per month during in-service
professional development trainings.
Monthly Reports: Monitor the
frequency of technology-based
trainings for teachers that relate to the
expected tools that are required by the
organization.
4. Increase confidence
and knowledge of
Internet safety
protocols.
Provide a best practices tool to
teachers to improve knowledge of
technology accessibility protocols.
Quarterly reports sent out to staff that
include best practices about current
technology safety and monitoring
protocols.
Internal Outcomes
5. Increase the support
provided to teachers
that experience
technical difficulties
with computer
equipment.
Improved functionality of software and
hardware available to teachers.
Aggregate data from the school
administrators.
6. Improve the
availability of
technology-related
trainings on school
systems.
Increase the frequency of technology
trainings to one training per quarter on
software related programs.
Solicit data from school administrators
reviewing scheduled trainings.
7. Improve technology
hardware request
process.
Provide hardware and software request
forms for teachers.
Aggregate submissions and decisions
of hardware and software request from
school administrators.
8. Improve awareness of
technology tools
accessible to staff.
Improve access to internal technology
resources for differentiated instruction.
Solicit quarterly reports of the
technology resources that are available
to staff.
9. Improve awareness of
technology monitoring
protocols for student
safety.
Improved access to safety resources. Solicit data from teachers about the
utility value of computer safety
resources.

PROFESSIONAL DEVELOPMENT 115
Level 3: Behavior
Critical behaviors. The stakeholder group of focus are teachers employed at the School
of Quality Education (SQE). The first critical behavior is to provide teachers with the
opportunity to request in-service professional development training. The second critical
behavior is that teachers must have a process for submitting hardware and software request. The
third critical behavior is that teachers have a process in place to submit functionality request to
the organization for technical support. The fourth critical behavior is providing teachers with a
form to request specific professional development trainings. The specific metrics, methods, and
timing for each of these outcome behaviors appear in Table 16. The New Kirkpatrick model
recommends that critical behaviors are observable, specific, and measurable (Kirkpatrick &
Kirkpatrick, 2016a).
Table 16
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Correctly identify
and complete
professional
development
request forms.
The number of request for
professional development
in-service trainings.
School administrators will
track submissions for
training request.
During the first 30 days
- weekly.
2. Review
submitted forms
for hardware and
software request.
The number of requests
submitted to order
hardware and software
equipment for instruction.
School administrators will
track the submissions of
hardware and software
request.
During the first 60 days
- weekly.

Quarterly review after
the first 60 days.
3. Review
submitted
technology
functionality
requests.
The number of
submissions provided for
technical support.
School administrators will
designate a lead to track
submissions.
Submission reports will
be reviewed weekly
during the first 30 days.
4. Review
technology safety
protocols for
student
monitoring.
Provide an Internet safety
protocol checklist.
School administrators will
provide an Internet safety
protocol checklist for student
monitoring.
Protocols will be
provided on a quarterly
basis.
5. Job aids that
includes a
glossary of
Provide a glossary of
available collaborative
tools.
School administrators will
provide a glossary of
Glossary will be
provided on a quarterly
basis.
PROFESSIONAL DEVELOPMENT 116
available
collaborative
tools.
available hardware and
software resources.
Required drivers. Teachers require the support from school administrators to reinforce
the desired behaviors from trainings to apply to professional practice on a weekly, monthly and
quarterly basis. School administrators must create job aids, technical support forms, technology
request forms, and in-service professional development forms to provide support for critical
behaviors. School administrators and teachers should review reports of formal submissions and
request to improve transparency within the organization. Additionally, teachers will improve
technology integration if hardware and software resources are functional as well as accessible.
In Table 17, there is a list of critical behaviors by providing the method, timing and critical
behaviors necessary to support required drivers.
Table 17
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Job Aid including glossary of
available technology
hardware and software
resources as well as
descriptions.
Monthly 5
Job Aid including a list of
collaborative tools and
descriptions.
Quarterly 5
Use technical support forms
for hardware and software
functionality issues.
Ongoing 2, 3
Use technology request forms
for hardware and software
purchases.
On-going 3
Use in-service professional
development request forms
for training recommendations.
Ongoing 1
Encouraging
PROFESSIONAL DEVELOPMENT 117
Collaboration opportunities
during in-service meetings.
Weekly 1
Guided practice and
mentorship opportunities.
On-going 1, 4
Rewarding
Public acknowledgement at
in-service meetings.
Monthly
Monitoring
School administration or lead
will follow-up using the
guidelines listed in the Level
4 and Level 3 sections.
On-going 1, 2, 3, 4, 5

Organizational support. The strategies that could be used within the organization to
ensure that the Required Drivers occur are: a) the school administrators must provide reports
about the hardware and software systems that are available for business and instructional use; b)
school administrators should provide a description of the collaborative tools that are available; c)
the school administrators should conduct check-ins with teachers to monitor the utility value of
the tools provided.
Level 2: Learning
Learning goals. Following completion of the recommended solutions, the stakeholders
will be able to:
1. Recall how to access cloud-based systems to access business applications. (Procedural)
2. Recall the collaborative tools needed to complete daily task. (Procedural)
3. Carry out the steps necessary to submit functionality forms in the cloud-based system for
technical issues (Procedural).
4. Recall the process to locate technology (televisions, computer lab, and laptops) check-out
forms. (Procedural)
5. Provide printed training materials for data management systems access. (Procedural)
PROFESSIONAL DEVELOPMENT 118
6. Plan and monitor digital software systems usage to manage lesson plans.
(Metacognitive)
7. Indicate confidence of scheduling technology equipment access (computer lab, laptops).
(Self-efficacy)
8. Create opportunities for teachers to indicate their level of confidence from learned
trainings. (Utility Value)
Program. The learning goals listed in the previous section will be achieved with a
training and development program that includes the organization, School for Quality Education,
technology integration goal. The stakeholder group of focus, teachers, will be provided with a
variety of tools and in-service development trainings to help the organization reach its primary
goal of improving technology integration. It is recommended that the organization ensure that
there are face-to-face trainings consisting of guided practice, peer collaboration as well as
providing printed supplemental materials to improve the performance goal. The guided practice
should consist of visual support aids and simulations to follow the instructions.
During in-service professional development trainings, learners should be provided with
job aids that includes the name of the software programs, description of functionality, and
accessibility guidelines to improve the transfer of learning. Another job aid should be provided
to support learners that includes step-by-step instructions for each system that is included in the
professional development trainings. Following access to Job Aids and professional development
trainings, the learners should be provided with an opportunity for simulation activities. Trainers
should observe learners as well as receive feedback from peers. Feedback must be solicited to
strategically plan future in-service professional development trainings within the time prescribed
in the recommended solutions section.
PROFESSIONAL DEVELOPMENT 119
Components of learning. It is important to evaluate learning for declarative, procedural,
and metacognitive solutions. Understanding the knowledge and motivation dimension of
learning will help the organization to make concrete performance plans to improve job
performance (Rueda, 2011). It is further recommended that organizations to assess what
teachers need to know to design implementation programs or strategies (Rueda, 2011). It is
important that learners are confident and knowledgeable to enact change within the organization
to improve performance. Table 18 lists the evaluation methods and timing for the components of
learning. The table will review the declarative knowledge, procedural skills, attitude,
confidence, and commitment components necessary to fulfill the components of learning.
Table 18
Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks reviewing assigned tasks. During training sessions, record observation
notes and document inquiries.
Knowledge checks during group activities at
in-service trainings.
During training sessions, record observation
notes.
Retrospective pre- and post-test assessment
items.
After the in-service professional development
training.
Procedural Skills “I can do it right now.”
Demonstrate the ability to access systems
during the trainings.
During in-service professional development
trainings.
Demonstrate without the use of job aids, how
to successfully access technology-based
systems for technology equipment scheduling.
After the conclusion of the in-service
professional development training.
Individual application of uploading data (i.e.
lesson plans) into the organization’s cloud-
based technology system.
After the conclusion of the in-service
professional development training.
Individual application of submitting an
electronic functionality technical support
request.
After the conclusion of the in-service
professional development training.
Retrospective pre- and post-test assessment
items.
After the in-service professional development
training.
Attitude “I believe this is worthwhile.”
PROFESSIONAL DEVELOPMENT 120
Discussion of the learner’s value of tasks. During in-service professional development
trainings.
Facilitators observations of participants
involvement in training discussions.
During in-service professional development
trainings.
Retrospective pre- and post-test assessment
items.
After the in-service professional development
training.
Confidence “I think I can do it on the job.”
Discussions following in-service trainings. During in-service professional development
trainings.
Survey participants using Likert-scaled items. At the end of the in-service professional
development trainings.
Commitment “I will do it on the job.”
Actively engage teachers into the process of
generating new knowledge.
During in-service professional development
trainings.
Create individual action plans for participants. During in-service professional development
trainings.
Retrospective pre- and post-test assessment
items.
After in-service professional development
training.

Level 1: Reaction
In Kirkpatrick’s New World Model, Level 1 measures the reaction skills of the learner.
During Level 1, the evaluation must consider what skills are conducive of imparting the
knowledge and skills to improve job performance (Kirkpatrick, J. W. & Kirkpatrick, W., 2016a).
It is important to understand where to focus the efforts of the training in Level 1. In Table 19,
the components to reflect the methods or tools and timing necessary to measure reactions to the
program are listed below.
Table 19
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Observations by lead facilitator or
administrator.
During in-service professional development
training.
Attendance During in-service professional development
training.
PROFESSIONAL DEVELOPMENT 121
Training evaluation Immediately following in-service professional
development training.
Relevance
Brief pulse check with participants during
ongoing discussions and trainings.
During in-service professional development
training.
Training evaluation Immediately following in-service professional
development training.
Learner Satisfaction
Brief check-in with participants during
ongoing discussions.
During in-service professional development
training.
Training evaluation Two weeks after the course.

Evaluation Tools
To properly evaluate the effectiveness of Kirkpatrick’s New World Model for learners at
SQE, attitude, confidence, commitment and relevance will be evaluated using a Paper
Participant Survey instrument to be completed post-training. The instrument will allow the
organization to conduct an immediate pulse-check of the training participants to understand the
impact of the training. The evaluation tool will include Likert-scale items as well as open-ended
questions to solicit feedback from training participants. The instrument can be found in
Appendix C.
Immediately following the program implementation. During the in-service
professional development trainings, the facilitator should collect data to indicate the engagement
level of the training materials. The facilitator will administer a survey to record data about the
participants perspective regarding the relevance of the material to the teacher’s job performance.
For Level 1, brief check-ins must occur to determine the pulse of the participants during the
trainings. Participants will be asked about how the training is relevant to their current job
responsibilities. For Level 2, participants will have frequent checks for understanding to align
different real-life scenarios to the content being taught.
PROFESSIONAL DEVELOPMENT 122
Delayed for a period after the program implementation. Immediately following the
implementation of trainings and four weeks after training, administrators will administer a
survey with scaled items using Rating Scales for Contributing Factors as influenced by
Kirkpatrick and Kirkpatrick (2016a). The approach to measure participants relevance and
satisfaction of the training (Level 1), the procedural skills, attitude, and confidence applying their
training (Level 2), application of the hardware, software, and the professional development
training request process and accessing the support from administration that affects the
organization’s performance of receiving adequate training support and collaborative tool usage
increases.
Data Analysis and Reporting
The Level 4 goal for teachers is measured by the frequency of the use of collaborative
tools, the completion of assigned tasks, and submissions of technology functionality support
requests. After each training, the facilitator will track the completion tasks and a recap of the
performance will be sent out to all school administrators to review the trainings effectiveness.
The recap will include the completion rate of assigned tasks, number of request made for
assistance, and identified errors.
Summary
The purpose of study was to evaluate the degree to which the organization is meeting its
goal to improve technology integration for differentiated instruction to develop 21
st
century
technology skills for special education learning environments. The New World Kirkpatrick
Model will be used to implement the recommendations suggested in this chapter. The model
will assist the organization with maintaining the four levels of evaluation as suggested by
PROFESSIONAL DEVELOPMENT 123
Kirkpatrick and Kirkpatrick (2016b). The organization must maintain the reactions to trainings,
learning, behavior and results.
Level 4 will measure the leading indicators that influence external and internal outcomes
at SQE. The level will create transparency within the organization to improve teachers job
performance. Monthly and quarterly reports will provide transparency and improve
communication between administrators and teachers. Level 3 will provide a framework to
recognize and monitor the critical behaviors necessary to affect the teacher’s implementation.
The organization will have specific methods, metrics, and timing to monitor the effectiveness of
the training. School administrators can react quickly and efficiently to create follow-up trainings
if the behaviors not reflected in the reports. Providing job aids will improve teacher’s knowledge
of collaborative tools and the administrator’s awareness of teacher’s needs.
Level 2 will help build teachers skills by working on their prior knowledge with the
creation of learning goals. When providing teachers with new collaborative tools and resources,
it is important to understand the declarative knowledge that teachers possess for a more efficient
training. Creating learning goals will ensure that the administrators are aware of teacher’s prior
knowledge. Requesting feedback and conducting observations during trainings will provide the
administrators with the knowledge of what teachers desire to learn and impact of the trainings to
create concrete performance goals.
Level 1 will measure the reactions of the teachers following trainings. The
administration must conduct evaluations to understand the relevance and learner satisfaction.
Utilizing evaluation tools post trainings will give the organization an understanding of the
knowledge, motivation, and organizational influences that affect the organization’s goals to
improve technology integration.
PROFESSIONAL DEVELOPMENT 124
Conclusion

This study provided the reader with key concepts and terminology commonly found in
discussions regarding the incorporation of technology integration to teach 21
st
century
technology skills in self-contained special education learning environments. An overview of the
organization’s mission, goals, description of stakeholders and problem of practice was provided
to address the integration of implementing 21
st
century technology. In addition, a review of the
current literature surrounding the knowledge, motivation, and organizational influences that
affect the organizations goal to improve technology integration in special education learning
environments was conducted. This study employed a qualitative data method that included
interviews, observations, and document analysis. The study discussed the choice of participants,
data collection strategies, data analysis and ethics. Based on data collected during the study,
themes emerged and were analyzed during the data analysis. The themes contributed to
interpretation of the perceived gaps and recommendations for an implementation and evaluation
plan based on recommended solutions using the New World Kirkpatrick Model.
The organization has contributed to meeting its goal to integrate technology in everyone
classroom by making internet and communication technologies available. However, the
integration the organization must revisit the school’s infrastructure as it relates to the hardware
and software support services that may deter the teachers use of technology in the classroom.
Teachers knowledge and motivation as it relates to the use of technology use and collaboration is
dependent upon on-going professional development support of conceptual knowledge and
accessibility to resources. The organization must make it a priority to focus on technology
integration. It is recommended that the organization have a vision statement and goals for the
prioritization of resources to improve.
PROFESSIONAL DEVELOPMENT 125
The findings suggest that to improve collaborative tool use within an organization,
teachers need to know which collaborative tools are available for professional practice; how to
use technology-based collaboration tools; and have opportunities to reflect on the effectiveness
of technology integration. The motivation influences that affect technology use is the utility
value of the tools that are provided to teachers as well as self-efficacy. Finally, the organization
must manage collaborative equipment and resources to meet organizational goals.
Understanding the influences that affect the knowledge, motivation, and organizational
influences will allow an organization to identify performance gaps to improve technology
implementation in special education learning environments.

PROFESSIONAL DEVELOPMENT 126
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PROFESSIONAL DEVELOPMENT 139
APPENDIX A
Interview Protocol
Interviewing is a systematic guide to learning (Merriam & Tisdale, 2016). A general
interview guide will be created to outline the issues that will be explored during the study. An
interview guide will serve as a checklist during the interview that relates to the research
questions that are addressed in a study (Patton, 2002). Questions have been created to analyze an
educator's knowledge, motivation, and organizational influences that impact the implementation
of 21
st
century technology in special education learning environments.
Interview Guide
Thank you for taking the time to meet with me this afternoon. The information that you
provide will assist me with understanding technology use in special education learning
environments. I would like to remind you that you have signed a consent form and it states that
you can opt out of the interview at any time. For this study, I will safeguard your information by
using pseudonyms to ensure that your identity is protected. This interview will be recorded with
your consent. If you would like to review the consent form, you may review a copy now. Do
you have any questions about the consent form? May I record your interview? Please note that
if you decide to withdraw from the interview that there is no risk to your employment, and the
information will remain confidential. Let us begin.
Introduction:
1. How long have you been teaching?
2. Tell me about your teaching experience.
3. What are have you taught?
4. What do you currently teach now?
PROFESSIONAL DEVELOPMENT 140
Knowledge Influences
1. In your own words, define 21
st
century technology. (Declarative)
2. What are the technology tools that you use daily, if any? (Declarative)
3. Have you participated in professional development training for technology?
(Conceptual)
a. Tell me about your professional development experience.
b. Can you tell me about what was covered in this training?
4. Have you participated in professional development outside of school for 21
st
century
technology? (Conceptual)
a. Can you tell me about what you learned?
b. What did you enjoy about the experience?
c. How did you bring the information back into the classroom?
i. If you did not use the information, why not?
5. What supports do you need to use technology in the classroom? (Metacognitive)
6. What help do you need to use technology? (Metacognitive)
7. What are the assistive devices or technologies that are available for students with
disabilities? (Declarative)
8. In your own words, define differentiated instruction. (Declarative)
9. Tell me about your planning process when creating lesson plans. (Procedural)
a. What are the technology resources that you use for lesson planning, if any?
b. How do you determine success when creating lesson plans?
10. How do you determine which technology tools to use when differentiating instruction?
(Conceptual)
PROFESSIONAL DEVELOPMENT 141
a. Can you tell me about the resources that you would use to create the lesson plan?
(Conceptual)
b. How do you determine success when creating lesson plans? (Metacognitive)
Motivational Influences
1. Can you tell me your level of confidence when using technology? (Self-efficacy)
2. Can you describe the role that technology tools have in differentiated instruction?
(Utility Value)
3. How would you rate your ability to use technology to differentiate instruction for your
students? (Self-efficacy)

4. How would you rate the importance of technology use? (Utility Value)
Organizational Influences
1. In your own words, can you describe the school’s technology use policy?
2. Based on what you have seen, how much of a priority does the organization place on
technology?
a. How can you tell?
3. What is the process for participating in professional development in-service technology
trainings?
4. Can you describe the most recent in-service technology professional development
training?
5. Give me an example of a professional development technology training that was
impactful.
a. What did you like about the training?
6. Have you been involved in conversations for developing in-service training?
PROFESSIONAL DEVELOPMENT 142
a. Tell me about your experience?
b. What did you learn from the experience?
7. Give me an example of a time when you have collaborated with others in your
organization.
a. What did the collaboration look like?
8. What are the technology resources that are available to you for differentiated instruction?
9. How much time do you spend researching new technologies per week, if any?
10. Have you been involved in requesting technology?
a. Tell me about your experience.
11. What incentives would you want your organization to provide for individuals that are
integrating technology?
Thank you for your time! The information that you have provided has been insightful, and your
contribution has been invaluable. As a reminder, I will send a copy of the interview transcript
for your review. Would you like to add anything to the interview that we have not discussed?
Thank you for your time. Please contact me if you have any questions.

PROFESSIONAL DEVELOPMENT 143
APPENDIX B
Observation Protocol
Researcher to teachers: Thank you for taking the time to speak with me today. I would
like to conduct an observation to understand how you differentiate instruction for your students.
I will not ask your students any questions referencing the study. I would like to remind you that
the information collected will keep your information anonymous to protect your identity.
When conducting observation, the researcher must consider the physical settings, participants,
activities, and interactions (Merriam & Tisdell, 2016). The researcher will adhere to the
following observation checklist as described above by Merriam and Tisdell (2016).
1. The researcher will collect data about the classroom layout, the technology tools that are
available, student assignments, and planned activities used for instruction.
2. The researcher will note the number of teachers and classroom aides located in the
classroom. The researcher will not communicate with students during the observation.
3. The researcher will create a code sheet to record instances of specified behaviors.

PROFESSIONAL DEVELOPMENT 144
APPENDIX C
Evaluation Tools – Post-Assessment

Professional Development Course
Date:
Instructor:

Strongly
Disagree

Disagree

Neutral Agree

Strongly
Agree

1. The instructor had clear
communication.

1 2 3 4 5
2. I feel confident that I can
complete the tasks.

1 2 3 4 5
3. The course materials (job aids
and printouts) were relevant to
my job responsibilities.

1 2 3 4 5
4. The course is relevant to my job
responsibilities.
1 2 3 4 5
5. I was given the opportunity to
practice the skills being taught
in the training.
1 2 3 4 5
What did you like about the course?

How would you improve the course?

Describe the relevance of this training to your job responsibilities.

Abstract (if available)

Abstract There is a need for professional development for teachers and on-going instructional support. The project evaluated the degree to which a self-contained special education learning environment is meeting its goal to improve technology for differentiated instruction to develop 21st century technology skills. The evaluation focused on knowledge, motivation, and organizational influences related to achieving organizational goals. The questions that guided this study were 1) To what extent is the organization meeting its goal to integrate 21st century technology in every classroom by providing technology resources training to all teachers

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Core Title Educator professional development for technology in the classroom: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 06/29/2018

Defense Date 04/23/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,professional development,Special Education,technology integration

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Mora-Flores, Eugenia (committee chair), DeRoss, Lisa (committee member), Maddox, Anthony (committee member)

Creator Email qbobbitt@gmail.com,qbobbitt@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-509207

Unique identifier UC11266400

Identifier etd-BobbittQui-6366.pdf (filename),usctheses-c40-509207 (legacy record id)

Legacy Identifier etd-BobbittQui-6366.pdf

Dmrecord 509207

Document Type Dissertation

Format application/pdf (imt)

Rights Bobbitt, Quinn Monique

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA