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Technology integration and its impact on 21st century learning and instruction: a case study
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Technology integration and its impact on 21st century learning and instruction: a case study
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Content
Running head: TECHNOLOGY IN K-12 1
TECHNOLOGY INTEGRATION AND ITS IMPACT ON 21
st
CENTURY LEARNING
AND INSTRUCTION
A CASE STUDY
by
Armig Panossian
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
May 2016
Copyright 2016 Armig Panossian
TECHNOLOGY IN K-12 2
Acknowledgements
First and foremost, I would like to thank my parents who inspired me on this journey.
Pursuing my doctorate would not have been possible without their endless love and
unconditional support. I am also fortunate to have had many mentors over the years including my
family, friends, colleagues, Los Angeles cohort and professors. I would also like to thank Dr.
Kargodorian for her guidance and valuable advice the past three years while teaching at
Chamlian. In addition, I am thankful for my dissertation team, Dr. Robles, Dr. Zuniga, and Dr.
Delgado, who provided me with encouragement and constant support to complete my academic
pursuits. My acknowledgements are further extended to Dr. Gothold, who has been a wonderful
dissertation chair, providing immediate feedback, and being supportive at every step of the
process. Ultimately, I hope my passion for teaching is reflected in this dissertation and inspires
educators to re-define the skills and knowledge students need to succeed in the 21
st
century.
TECHNOLOGY IN K-12 3
Dedication
This dissertation is dedicated to my amazing family. From submitting my application to
writing this final chapter to this dissertation, my mother has been my angel from start to finish.
She sacrificed countless mornings packing my lunch to dedicating all her time in making sure I
reach the top. In addition, this dissertation is also dedicated to my brother, George. He has been
my rock and my best friend. My hope is that you are inspired to fulfill your dreams and that I can
support them in any way possible.
Finally, this dissertation is also dedicated to my father, George Panossian, who has
proven to be a true example of hard work and dedication. Thank you for always believing in me
and I hope to continue making you proud. This one’s for you.
TECHNOLOGY IN K-12 4
Table of Contents
Acknowledgements 2
Dedication 3
List of Tables 7
List of Figures 8
Abstract 9
CHAPTER ONE: OVERVIEW OF THE STUDY 10
Background of the Problem 11
Statement of the Problem 13
Purpose of the Study 14
Research Questions 15
Importance of the Study 16
Definition of Terms 16
Organization of the Study 18
CHAPTER TWO: LITERATURE REVIEW 19
Purpose of the Study 20
Technology and Teacher Beliefs 21
Benefits when Teachers Embrace Technology 24
Access to Technology 26
Digital Divide (First and Second) 27
Knowledge Divide 28
One-to-One Access 28
Support of Technology Use 29
Design-Based Approach 30
Mentoring or Coaching Model 31
Role of Administrative Support 32
Pedagogy 33
Examples 36
Technology-Enabled Active Learning 39
Summary and Critique of Literature 41
CHAPTER THREE: METHODOLOGY 44
Research Questions 44
Research Design 45
Limitations of a Case Study 46
Population and Sample 47
Instrumentation 48
Survey Instrument 48
Observation Protocol 49
Interview Protocol 49
Document Review 50
Ethics 52
Validity and Reliability 53
Data Analysis 54
Summary of Research Methods 55
TECHNOLOGY IN K-12 5
CHAPTER FOUR: RESULTS 57
Research Questions 57
Methodology 58
Background of School X 59
First Visitation at the School 62
Results for Research Question One 63
Collaboration and Communication 65
Differentiating Instruction 66
PBL - Constructivist Model 67
Summary of Findings for Research Question One 69
Results for Research Question Two 71
Beliefs 71
School Support 72
Culture of the School 74
Access 74
Summary of Findings for Question Two 75
Results for Research Question Three 75
School Culture 76
School Leadership 77
Access and Support 79
Summary of Findings for Research Question Three 81
Results for Research Question Four 82
Formative Assessment 82
21st Century Learning 83
Self-Critical Environment 84
Summary of Findings Research Question Four 85
Emergent Themes 85
Student-Centered Instruction 85
Tech-Driven Administration 86
Shared Leadership 86
School Culture 86
Ongoing Professional Development 86
TPACK Model 87
SMAR Model 88
Summary 88
CHAPTER FIVE: DISCUSSION 90
Purpose, Significance, and Methodology 90
Conclusions 92
Student-Centered Instruction 92
Tech-Driven Administration 92
Shared Leadership 93
Shared Culture 93
Ongoing Professional Development 94
Implications 94
Recommendation for Further Study 97
References 99
TECHNOLOGY IN K-12 6
Appendix A Survey Protocol 105
Appendix B Observation Protocol Checklist 107
Appendix C Interview Protocol 109
Appendix D Document Review Protocol 111
TECHNOLOGY IN K-12 7
List of Tables
Table 1: Interviews 52
Table 2: Observations 52
Table 3: Responses Regarding Students’ Use of Technology 65
Table 4: Responses Regarding Differentiated Instruction 67
Table 5: Responses Regarding Critical Thinking and Problem-Solving Skills 69
Table 6: Responses Regarding Technology Skills 72
Table 7: Responses Regarding Shared Vision and Significance of Professional Development 80
Table 8: Responses Regarding Technology’s Impacts on Student Learning 83
Table 9: Responses Regarding a Student-Centered Approach 84
TECHNOLOGY IN K-12 8
List of Figures
Figure 1: TPACK Model 34
Figure 2: SAMR Model 36
Figure 3: Triangulation 54
Figure 4: Creswell’s (2014) Data Analysis Steps 55
TECHNOLOGY IN K-12 9
Abstract
With the implementation of Common Core State Standards and the incorporation of
technology standards, the demand for a transformative educational change has never been more
imperative. However, recent studies prove there is a gap between instructional practices and the
quality use of technology in the curriculum. Many educators implement technology as a
productivity tool rather than utilizing it to transform their teaching to the new 21st century
standards. This case study examined the dynamics of a private middle school that actively
integrated and implemented technology in curriculum and instruction. The study addressed four
research questions: How do educators at “School X” integrate technology to support students’
learning? To what factors do educators at “School X” attribute their knowledge of instructional
technology skills and pedagogy to utilize technology as an instructional tool? In what ways are
educators at “School X” provided support for technology integration and implementation at
“School X”? The data was analyzed based on the SMAR and TPACK framework model of
technology integration. The SAMR is a hierarchical model that identifies the low- or high-level
use of technology integration. The TPACK model described the content, pedagogical and
technological knowledge needed to integrate technology into the 21st century curriculum
effectively. This study found a high-level use of transformational practices at School X and the
following five themes emerged from the data: Student-centered instruction approach to teaching
and learning, the impact of school culture, technology-driven administration, shared leadership,
and ongoing professional development. As educational leaders engage further into the 21st
century, a focus on learning will be vital to the process of integrating transformational
technology practices as we move through an era of constant change.
TECHNOLOGY IN K-12 10
CHAPTER ONE: OVERVIEW OF THE STUDY
Today’s students grew up in a digital world and now have access to digital tools and
emerging technology. Educators are learning how to implement technology devices into their
instruction effectively. Information and communications technology spurred a dramatic shift in
the role of education, and the education system shifted from an Industrial Age towards the
Knowledge Age. In the Industrial Age, education’s role was to create trade, factory, or
administrative professional workers. Our time and the future, the Knowledge Age, requires
different types of workers who can successfully navigate a technology-infused world (Trilling &
Fadel, 2009).
Studies show that teachers are capable of operating digital devices, but they lack often
knowledge regarding integrating them into their curriculum to foster high levels of learning (Wei
& Hindman, 2011). Recent surveys found that technology is accessible in schools (National
Center for Education Statistics). One hundred percent of U.S. public schools have computers
with access to the Internet, and 96 percent of classrooms have computers with Internet access.
However, access to technology does not necessarily mean digital tools are used effectively for
teaching and learning. Recent studies proved there is a gap in how educators integrate
technology into the curriculum. With increased access to devices, the percentage of teachers who
used them sometimes or often for instruction was 57 percent for interactive whiteboards and 49
percent for digital cameras (U.S. Department of Education, 2010). Additional research is needed
to understand what factors influence teachers’ implementation of technologies in their teaching
and learning practices. This study focuses on the dynamics of a K-12 school that actively uses
technology and examines the impact this use has on teaching and learning.
TECHNOLOGY IN K-12 11
Background of the Problem
“Twenty-first-century students need a deep understanding of the core concepts in the
disciplines that they receive now. Students need to be able to frame, investigate, and solve
problems using a wide range of information resources and digital tools” (Bellanca & Brandt,
2010, pp. 33-34).
The Internet and technology are an integral part of our work, communication, social, and
educational world. Information and communication technologies, or ICTs, are the digital tools of
the 21
st
century. Statistics show that 96 percent of 9-to-17 year-olds use the Web 2.0 culture of
social networking, blogging, and interactive gaming at some capacity (Trilling & Fadel, 2009).
According to the National School Board Association (2007), students spend about 9 hours a
week using social media networking, but there is a significant disparity among students across
the country regarding the type and frequency of classroom technology use (Bellanca & Brandt,
2010). The responsibility of educators is to prepare our 21
st
century learners to live and work in
this high-tech information age successfully.
The new goals of 21
st
century learning are to produce creative thinkers, problem solvers,
and global citizens of our society. The nation developed new Common Core standards, and it
promotes new 21
st
century skills designed to cultivate a student’s creativity, critical thinking,
communication, and collaboration skills (4C’s) to acquire the core subjects (Taylor & Fratto,
2012). There is a new model for 21
st
century learning developed by the Partnership for 21
st
Century Skills (2009), also referred to as the P21 framework, which promotes a vision of how to
re-conceptualize public education, combining 21
st
century student results and 21
st
century
resources into a cohesive framework (Bellanca & Brandt, 2010). Meeting these goals requires a
new model for education connected to technology implementation.
TECHNOLOGY IN K-12 12
The addition of new digital tools led to a more knowledge-based world economy. Due to
the spread of ICTs, people are exposed to data they must learn to access, manage, and evaluate as
part of 21
st
century learning and skills (Bellanca & Brandt, 2010). The Digital Revolution, the
next generation of the Information Age, demands new ICT skills from employees and citizens
(Bellanca & Brandt, 2010). Due to technology access, the service economy reformed businesses
and workplaces (Bellanca & Brandt, 2010). Manual routine tasks were replaced by interactive
non-routine tasks in blue-collar occupations. Technology supplanted workers who perform
routine work while accrediting workers with higher-level skills to be more productive in today’s
workforce (Bellanca & Brandt, 2010). Machines and computers with increased capabilities
achieve human-type tasks. On the other hand, Levy and Murnane (2004) discuss a growing
number of the nation’s workforce is involved in jobs that require “expert thinking or complex
communication-tasks that computers cannot do” (as cited in Bellanca & Brandt, 2010, p. 53-54).
Advanced economies increase their expectations with workers who can adapt, communicate,
problem solve, innovate and apply critical thinking skills to benefit the organization. Therefore,
people who have the knowledge and technological skills to adjust to constant change and manage
new situations will succeed.
The Internet is now more accessible to users, and the new digital divide emerged is under
examination. The concept of the digital divide is the gap between people who have access to
technology and those who do not (Wei & Hindman, 2011). The second digital divide emanated
as the difference between accessibility and computer use (Wei & Hindman, 2011).
Understanding how to use these digital tools for learning is a problem, and a number of
international organizations searched for decades to close the world’s digital learning divides and
provide support regarding the best use of these tools for learning. Today’s generation are
TECHNOLOGY IN K-12 13
surrounded by various forms of technology from birth and are referred to as digital natives
(Trilling & Fadel, 2009). Digital immigrants are those who acquired and utilize technology later
in life. Although our students are more fluent in the use of technology than are their parents or
teachers, they still need guidance on how to best apply these digital tools to learning.
The most effective educational technology teaching practices are those that develop
student-centered learning (Ottenbreit-Leftwich, Glazewski, Newby, Ertmer, 2010). Therefore,
teaching practices are expected to change from a traditional teacher-centered model, teachers
passing on information to their students, to a more a student-centered model, and the Digital
Revolution can transform teaching practices from teacher-centered approaches to facilitate more
student-centered activities. Student-centered learning promotes active learning and the
opportunity for students to take charge of their own learning by creating innovative projects
through authentic experiences (Ottenbreit-Leftwich et al., 2010). Ottenenbreit-Leftwich (et al.,
2010) characterizes good teaching as “teaching that facilitates student learning by leveraging
relevant ICT resources as meaningful pedagogical tools” (p. 257). Teachers are expected to use
technology as a tool to achieve a student-centered teaching style.
Statement of the Problem
Despite the development of effective technology integration, including access to
technology and a re-design in the nation’s school standards to include digital literacy, high-level
technology use is still low (Ertmer, 2005). This suggests that other barriers, specifically related
to teacher beliefs, access to professional development, teaching strategies, or other factors may
play an influential role. New digital tools constantly emerge, and one of the challenges our
education system faces is the gap between teaching practices and the quality use of technology in
curriculum. The quality of technology use determines the impact of student learning. Though the
TECHNOLOGY IN K-12 14
presence of K-12 classroom technology increased, its integration and implementation in
curriculum and instruction is inconsistent. Additional research is needed to understand the
integration of technology and how it connects with pedagogy and learning.
Purpose of the Study
The aim of the study was to examine various teachers’ use of technology integration, the
factors that have an impact on their instruction, and the effects on learning, which may provide
insight on technology implementation in K-12 settings. Understanding influential factors may
facilitate expanded levels of technology integration in curriculum and instruction (Mishra &
Koehler, 2006). Mishra and Koehler discuss a conceptual framework for teacher knowledge in
technology integration called technological pedagogical content knowledge, also known as
TPACK (Mishra & Koehler, 2009). Teaching with technology is a complex task that requires a
dynamic relationship among content, pedagogy, and technology. TPACK was used as a
framework to guide the study’s application of technology and instructional methods. The
intersection of content, pedagogy, and technology is the critical component where instruction is
most beneficial for student learning. TPACK is a type of knowledge base required for high-
quality use of technology integration in curriculum. The study’s aim was to understand how
these digital tools are used to promote student learning and how they affect pedagogical
practices. This theoretical model was used as a lens to understand the relationship among
content, teaching methods, and technology in the curriculum at School X.
Current approaches to use of technology in schooling largely reflect the 20
th
century
pedagogy of substituting technology for the traditional existing instructional approaches, such as
utilizing laptops for students to take notes on instead of writing content on paper. Currently,
research shows that high access to technology in classrooms does not always lead to its effective
TECHNOLOGY IN K-12 15
implementation (Polly, Mims, Shepherd, & Inan, 2010). Technology is frequently used for low-
level searches as an add-on tool rather than for high-level inquiry (Lee & Kim, 2014). Studies
show that low-level use of technology can be attributed to the lack of high-quality professional
development opportunities. One of the professional development models the study examines is
Puentedura’s (2009) SAMR model, which aims to transform the learning process with
technology. SAMR is a hierarchical model that stands for substitution, augmentation,
modification, and redefinition. Technology integration in the substitution level is low-use, and
redefinition is identified as the highest quality, geared towards a student-centered learning
approach. The substitution and augmentation level are models implemented to enhance student
learning, while modification and redefinition are the desired models applied to transform
learning. This study examined the quality use of technology integration at School X using the
SAMR model to measure its impact on teaching and learning. The TPACK and the SAMR
models are used to examine how School X uses the technology.
Research Questions
Recent research emphasizes the significance of the TPACK framework and its
interdependent relationship with technology, content, and pedagogy (Yun-Jo An, 2011).
Teachers need to adapt to this relationship between content and technological pedagogy that
supports the process of learning (Mishra & Koehler, 2006), as teachers require both the
knowledge and the skills to deliver the content (Shulman, 1987), and incorporating technology
plays a critical role in this new dynamic relationship. The study focused on how technology is
implemented into the curriculum, specifically at School X.
TECHNOLOGY IN K-12 16
The following questions guided the study:
1. How do educators at “School X” integrate technology to support students learning?
2. To what factors do educators at “School X” attribute their knowledge of instructional
technology skills and pedagogy to utilize technology as instructional tool?
3. In what ways are educators at “School X” provided support for technology integration
and implementation?
4. What are educators’ beliefs about technology integration and implementation at “School
X”?
Importance of the Study
Bellanca and Brandt (2010) quote U.S. Secretary of Education Arne Duncan as stating,
“Technology presents a huge opportunity…good teachers can utilize new technology to
accelerate learning and provide extended learning opportunities for students” (p. 245).
Technology changed the world we live and work in, and the role of education in the 21
st
century is influenced by the new demands of technological, economic, and global connections.
The technological world changed the way people learn. Educators were encouraged by the new
national Common Core standards and the P21 framework to integrate technology into their
teaching practices to meet the needs of today’s 21
st
century students. The results of this study
may provide educational leaders with additional insight on the relationship between pedagogy
and the use of technology in teaching and learning.
Definition of Terms
The following terms are used in the study. The definitions presented below apply
specifically to how these terms were used herein.
TECHNOLOGY IN K-12 17
Constructivism –The construction of knowledge is a dynamic process that requires the active
engagement of the learners who will be responsible for their learning while the teacher only
creates an effective learning environment (Gilakjani, Leong, & Ismail, 2013).
4C’s – An acronym used for Common Core skills. 4C’s stand for collaboration, creativity,
communication, and critical thinking skills (Taylor & Fratto, 2012).
Information and Communication Technologies (ICT) - ICT (information and
communications technology - or technologies) is an umbrella term that includes any
communication device or application, encompassing radio, television, cellular phones, computer
and network hardware and software, satellite systems and so on, as well as the various services
and applications associated with them, such as videoconferencing and distance learning (Rouse,
2007-2015).
Learner-Centered Instruction (LCI) - The learner-centered model focuses on developing real-
life skills, such as collaboration, higher-order thinking, and problem-solving skills, and better
meets the complex needs of the Information age (An & Reigeluth, 2014).
Digital Divide – Situations in which there is marked gap in access to or use of ICT devices
(Resta, 2008).
Partnership for 21
st
Century Skills (P21) Framework – A discrete focus on 21
st
century
student outcomes with innovative support systems to help students master the multidimensional
abilities required of them in the 21
st
century (Taylor & Fratto, 2012).
SAMR model - SAMR model focuses at transforming learning with technology. SAMR stands
for substitution, augmentation, modification, and redefinition (Puentedura, 2009).
TECHNOLOGY IN K-12 18
Technology Integration – The use of computing devices such as desktop computers, laptops,
handheld computers, software, or Internet in K-12 schools for instructional purposes (Brush &
Hew, 2007).
TPACK model - a conceptual framework for teacher knowledge in technology integration called
technological pedagogical content knowledge, also known as TPCK (Mishra & Koehler, 2009).
Project-Based Learning (PBL) – A student-driven, teacher-facilitated approach to learning.
The genesis of a project is an inquiry. Students develop a question and are guided through
research under the teacher’s supervision (Bell, 2010).
Organization of the Study
This dissertation is organized into five chapters. Chapter One presents the background,
purpose, and research questions of the study. Chapter Two synthesizes the literature related to
factors associated with technology integration and its impact on teaching and learning. Chapter
Three describes the research method and design, the data collection instruments, and data
analysis. The results of the research are presented in Chapter Four. In conclusion, Chapter Five
includes the discussion, implications of the research and recommendations for future study.
TECHNOLOGY IN K-12 19
CHAPTER TWO: LITERATURE REVIEW
Trilling and Fadel (2009) quote Ernest Boyer, the Carnegie Foundation for the
Advancement of Teaching past president as stating, “It is no longer enough simply to read and
write. Students must also become literate in the understanding of visual images” (p. 61).
In the 21
st
century’s globalized society, the use of technology is crucial, but K-12 schools
may not effectively implement technology practices that promote student learning.
Understanding how teaching strategies contribute to the nation’s student achievement gap is
relevant to our education system, as technology plays a critical role in making content
comprehensible and accessible to students (Mouza, 2011). Technology integration does not have
a basic definition in K-12 setting, although scholars observed a common factor that classifies the
term as computing devices used for instructional purposes (Brush & Hew, 2007).
Much of the new literature focuses on the training process on how to implement
technology effectively into the curriculum. However, little is known about the integration of
technology and its relationship with curriculum and teaching. Teachers are required to use
technology in the classroom on a daily basis and are learning how to incorporate content and
technology into the curriculum through their own practice. Technology integration can apply to
low-level use, such as Internet searches, or high-level use, such as multimedia presentations
(Brush & Hew, 2007). As a result, educators need the technological knowledge and skills to
demonstrate high-level use of technology that integrates content curriculum successfully (Mishra
& Koehler, 2006).
In our era, technology integration is used to complete tasks more efficiently (Brush &
Hew, 2007). Society’s educational goals changed throughout the ages; in the Agrarian Age,
farming skills and religious efforts served as the primary purpose for education while, in the
TECHNOLOGY IN K-12 20
Industrial Age, the goal shifted from farming to factory skills (Trilling & Fadel, 2009). In 21
st
century classrooms, the new role of education is shaped by the new technology tools for what is
referred to as the Knowledge Age (Trilling & Fadel, 2009).
Chapter Two contains a review of the literature and begins with a discussion of the
history of technology in 21
st
century classrooms. Next, the literature explores the factors related
to technology integration for teaching and learning, including teacher beliefs, benefits, access,
technology support and professional development, pedagogy, and different models. Then, the
literature review explores the conceptual frameworks for the study, the TPACK and SAMR
models. Finally, the literature review concludes with a summary.
Purpose of the Study
One of the challenges in our education system is the knowledge gap between the teaching
methods of content delivery and the quality use of technology in curriculum. Technology may be
a tool to increase student collaboration, communication, critical thinking, and creativity, which
are the four C’s integrated in the new nationwide Common Core standards. Though the presence
of K-12 classroom technology increased, its integration and implementation within curriculum
and instruction is inconsistent. The purpose of the study was to investigate the dynamics of a K-
12 school that actively integrates and implements technology in curriculum and integration.
The role of education in the 21
st
century is influenced by the new demands of
technological, economic, and global interconnections. To be a productive citizen in the 21
st
century, one must be able to communicate, collaborate, create, and apply critical thinking skills,
which are the new skills that should be acquired in 21
st
century classrooms through the use of
technology (Trilling & Fadel, 2009). Therefore, new technologies and educational goals require
educators to research how students learn differently to meet Knowledge Age expectations.
TECHNOLOGY IN K-12 21
Students of this new generation are referred to as Digital Natives and the first to grow up
with technology, while Digital Immigrants learned how to use technology later in life (Trilling &
Fadel, 2009). Digital natives know more about technology than do their parents and teachers. For
this reason, learning changed over time. Trilling and Fadel (2009) discuss key points to the
research of learning in modern times and finds that teachers need to create a learning
environment that allows students to apply their knowledge with media resources that is
connected to the real world. Teachers need to learn about the diverse ways in which technology
can be used to support environments conducive for the type of learning that is envisioned in
contemporary standards (Lawless & Pellegrino, 2007). Digital natives present a new set of
demands and expectations in education geared towards a more collaborative, interactive, and
innovative learning environment (Trilling & Fadel, 2009).
Technology and Teacher Beliefs
Studies identified two types of barriers that influence teachers’ uses of technology
integration in the curriculum (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012).
A first-order barrier is defined as external, which includes resources, training, and support. A
Second-order barrier is known as internal to the teacher and includes teachers’ beliefs,
knowledge, and confidence about the teaching and learning process. Based on several research
studies, second-order barriers pose the greatest challenge to technology use in the classroom.
Researchers conducted a detailed analysis of the integration barriers that affected teacher practice
(Ertmer et al., 2012). Based on the analysis of 48 empirical studies, internal factors were more
influential than were external factors (Ertmer et al., 2012). Early studies focused on the
relationship between beliefs and practice and its impact on student achievement. The research
indicated that, oftentimes, the teacher’s beliefs and practice did not align due to limited access or
TECHNOLOGY IN K-12 22
time constraints (first-order barriers). Ertmer et al. (2012) illustrated an example with teacher’s
having a constructivist belief but using technology in a traditional format. Reasons for this
disparity seem to relate to external factors, including limited access or administrative support.
However, many of these first-order barriers (access) were eliminated in most U.S. schools.
Therefore, Ertmer et al. (2012) conducted a multiple case study designed to evaluate twelve K-12
classroom teachers to re-examine how teacher beliefs were closely aligned with their practice in
the classroom despite barriers to access or support (Ertmer et al., 2012). There is substantial
evidence that proves that teacher beliefs play a critical role in determining the usage of
technology in a classroom. The study reflected how first-order barriers are not as influential, and
focusing on second order barriers such as teacher value, confidence, and knowledge beliefs
having a greater impact on teacher change (Ertmer et al., 2012).
According to multiple researchers, teacher beliefs have more of an impact on teacher
practice than does teacher knowledge (Ertmer & Ottenbreit-Leftwich, 2010). Researchers
defined belief systems as a complex network of attitudes and values (Ertmer & Ottenbreit-
Leftwich, 2010). Beliefs can have an impact on practice, “especially beliefs that are attributed to
value” (Ertmer & Ottenbreit-Leftwich, 2010, p. 2). Therefore, teachers’ value belief systems in
terms of technology integration are determined by whether they believe technology can affect
their instructional goals based on what is most important (Ertmer & Ottenbreit-Leftwich, 2010).
When educators are introduced to a new digital tool, they make value judgements on whether
that tool is relevant to their instructional goals (Ertmer & Ottenbreit-Leftwich, 2010). This is
specifically true in regards to technology. Studies prove that the more valuable teachers believe
an approach or tool to have, the more likely they will implement it in their own classrooms
(Ertmer & Ottenbreit-Leftwich, 2010). Teachers’ use of technology addresses both professional
TECHNOLOGY IN K-12 23
and student needs influenced by value beliefs. Teachers value their professional needs when they
focus on ways to improve their own teacher efficiency (Ertmer & Ottenbreit-Leftwich, 2010). In
addition to professional needs, teachers used technology to engage and motivate students.
Despite professional or student needs, the core value for integrating technology was to increase
student learning (Ertmer & Ottenbreit-Leftwich, 2010).
When teachers receive training on how to use technology tools in their own classrooms,
they have a higher chance of transferring that knowledge into their teaching practice. When
training experiences are not connected to a specific content area, teachers are unlikely to
implement the approach into their own curriculum (Ertmer & Ottenbreit-Leftwich, 2010).
Hughes (2005) stated that “the more content-specific the example, the more likely the teacher
will see value and learn it” (as cited in Ertmer & Ottenbreit-Leftwich, 2010, p.295). Teachers
tend to focus on the use of a new tool or approach, which first shapes their belief and influences
their behavior. Studies demonstrated that the value belief system is a strong predictor of how
teachers develop their lesson plans.
Technology is a new tool that is constantly evolving. Teachers are expected to be
perpetual learners with technology, and this may affect their self-efficacy beliefs. Bandura
(1997) defines self-efficacy as believing in personal capacity to influence a behavior and belief
that the behavior will develop a certain result (as cited in Albion, 1999). Although access and
knowledge of technology are essential, they are not sufficient if teachers are not confident to
utilize their knowledge to integrate the digital tools (Ertmer & Ottenbreit-Leftwich, 2010).
Ertmer and Ottenbreit-Leftwich’s (2010) study focuses on the influence of self-efficacy on
novice teachers, and the results indicate that self-efficacy was classified as more important than
the knowledge skills among teachers implementing technology in the curriculum. Self-efficacy
TECHNOLOGY IN K-12 24
in regard to technology was found to be a significant factor in decisions about usage (Albion,
1999). Studies showed that higher levels of computer self-efficacy increased in technology-
related lessons (Albion, 1999).
To use technology effectively, teachers need to learn the content they teach, the
pedagogical knowledge required to deliver the content, and, in addition, they need to know how
to integrate technology into their teaching (Ertmer & Ottenbreit-Leftwich, 2010). Knowledge
beliefs play an important role in technology integration; if teachers do not expand their
knowledge, they will not know how to integrate digital tools into their curriculum effectively
(Ertmer & Ottenbreit-Leftwich, 2010). Based on the literature, the most effective way to
influence knowledge and self-efficacy beliefs is through professional development. Teachers
need opportunities to practice in their own classrooms with different ways to implement
technology.
Benefits when Teachers Embrace Technology
Our future society needs people who can effectively solve complex problems, create new
knowledge, and make critical thinking decisions (An & Reigeluth, 2012). Most educators agree
that the traditional classroom model is incompatible with the evolving demands of the
Knowledge Age (An & Reigeluth, 2012). A number of studies examined the implementation of
new teaching models that foster 21
st
century skills and learning. The two teaching approaches
that reveal positive results and align with the new Common Core goals are the learner-centered
and blended-learning models.
The learner-centered model focuses on real-life skills, such as collaboration, problem-
solving, critical thinking, creativity, and higher-order thinking (An & Reigeluth, 2012). These
are the new 21
st
century skills that meet the demands of our society. Learner-centered instruction
TECHNOLOGY IN K-12 25
(LCI) requires the teacher to be a facilitator rather than a transmitter of knowledge. Students
have the opportunity to create new knowledge and take charge of their own learning, rather than
reciting knowledge (An & Reigeluth, 2012). The LCI model guides students to take
responsibility for the learning process and encourage students to interact with one another. LCI
consists of global, interdisciplinary, and technology-related learning activities to foster an
environment that aligns with students’ reality (An & Reigeluth, 2012). The Knowledge Age
made the development of collaboration, critical thinking, creativity, and communication critical
to future success (Hopson, Simms, & Knezek, 2002).
With ICTs increase, online learning (e-learning) environments exhibit the possibilities for
communication, interaction, and media delivery that develop a learner-centered approach (Wu,
Tennyson, & Hsia, 2010). Blended learning is defined as a model that converges face-to-face
learning and e-learning environments (Wu, Tennyson, & Hsia, 2010). There is a fast growing
movement with the blended e-learning model which allows students to interact with their peers
while instructors are present to support different learning needs (Wu, Tennyson, & Hsia, 2010).
One of the benefits of blended e-learning is that it allows students to explore complex concepts
from different angles through a mix of representations. Technology can be used for students to
interact, use higher-order thinking, and problem solve. In a study of at-risk students, the blended
e-model was more effective than a traditional learning model (Hammond, Zielezinski, Goldman,
2014). The results of this study revealed the model being implemented in a science class and the
students were able to acquire new concepts by searching them with simulations, watching
videos, and creating content of their own to represent their own thinking of the topic (Hammond,
et al., 2014). Through technology use, students can visualize content and grasp complex concepts
in numerous forms such as videos, maps, websites, and more. These examples demonstrate how
TECHNOLOGY IN K-12 26
interactive technology can accommodate the needs of all types of learners through different
methods (Hammond et al., 2014).
The effects of technology integration through these collaborative teacher-research models
developed an increase in student learning motivation, an improvement in writing skills, and
created opportunities for students to collaboratively interact in groups. A study that investigated
the impact of technology through a learner-centered model focused on literacy learning and how
technology played an influential role in student achievement (Moore-Hart, 2008). The results
suggested that students became more comfortable writing when they used word processing tools
to rearrange text, insert and delete text, use spell check, how to space between words, and would
extend their writing (Moore-Hart, 2008). Technology is used as a tool for teachers to guide their
students to share ideas with one another by exposing their writing in a visible format, which
seems to encourage social interaction (Moore-Hart, 2008).
A technology-enriched classroom differs from the traditional classroom. Integrating
technology in the classroom effectively was found to be more student-centered than teacher-
centered. The e-learning environment fosters a development of collaborative learning that allows
students to apply their own knowledge. This learner-centered shift benefits students in actively
solving problems in a variety of contexts from different media sources to create a challenging
and meaningful learning environment (Trilling & Fadel, 2009).
Access to Technology
“Access is a function of the amount and kind of hardware used in the learning
environment, as well as the way in which it is used” (Hammond et al. 2014, p. 4).
Availability and access to the Internet and computers are widespread across the world,
although research is concerned about a shift from material access to actual use of technology
TECHNOLOGY IN K-12 27
(Wei & Hindman, 2011). In most research studies, digital inequality focused on the quality of
Internet use as a critical issue in today’s society (Wei & Hindman, 2011). Research stated that
most children, if not all, will have a reasonable level of access to ICT in their schools (Lawless &
Pellegrino, 2007). As access to technology becomes widespread, the issue that is a major concern
is the meaningful use of ICTs. This creates a digital inequality between low- and high-quality
technology use. Wei and Hindman’s (2011) study on Internet access and Internet information
found that the major influence on this relationship is socioeconomic status. As a result, education
is the primary factor that can enable a student to access the Internet for higher use. Most children
have access to technology, but the issue is whether they have access to teachers who know how
to use the technology in the curriculum to support 21
st
century learning (Lawless & Pellegrino,
2007).
Digital Divide (First and Second)
According to the National Telecommunications and Information Administration (1998),
the concept of the digital divide was originally referred to as the gap between the ones who had
access to technology and the ones who did not (Wei & Hindman, 2011). As the Internet is
accessible to more users, researchers reevaluate the notion of the digital divide. A second digital
divide emerged that includes the difference in computer and Internet use (Wei & Hindman,
2011). Wei and Hindman’s (2011) study proved that demographics play a crucial role in
determining the media use and types of content searched on the Internet. People with high SES
tend to acquire knowledge at a greater rate because they know how to select content-specific
information versus people with low socioeconomic status. Effective use of the Internet requires
frequently using the Internet for information-oriented purposes. This study sought to demonstrate
TECHNOLOGY IN K-12 28
the importance of acknowledging the knowledge gap and how its role affects technology use and
accessibility in the curriculum.
Knowledge Divide
Digital equity is more than just access to computers; it is identified as access to high-
quality content and access to educators who know how to use digital tools (Resta & Laferrière,
2008). Perhaps the new digital divide is best defined as the “gap between those who can
effectively use new information and communication tools, such as the Internet, and those who
cannot” (Benton Foundation, 2001, p. 1). The knowledge gap theory is a framework that
highlights the unequal allocation of knowledge (Wei & Hindman, 2011). Schools battle to
overcome this new divide by providing additional training or professional development to
educators to increase their knowledge on the use of technology (Resta & Laferrière, 2008)).
One-to-One Access
One-to-one access refers to schools’ provision of one device per student (Hammond et
al., 2014). According to recent studies, low-income students are less likely to own computers
than are students in affluent communities (Hammond et al., 2014). More than 30 percent of
households do not have access to high speed Internet, which is associated in low-income
households. Researchers discovered that one-to-one accessibility is crucial for lower-income
students to increase their knowledge in learning how to access, manage, and evaluate
information using technology, since they are less likely to have this availability at home
(Hammond et al., 2014). One study that implemented one-to-one laptop access to three
economically different schools demonstrated higher scores in mathematics among lower-income
students than among higher-income students (Hammond et al., 2014).
TECHNOLOGY IN K-12 29
Educators and policy makers must understand the significance of closing the digital
knowledge divide as a national action to help prepare 21
st
century students with the new skills
needed to function in a global society. Teachers often use technology for “routine” low-use
purposes instead of enhancing their teaching methods to transform the teaching and learning
process. This change requires educators to undergo professional development that models how to
use high-quality technology in their curriculum effectively to meet the needs of 21
st
century
learners (Resta & Laferrière, 2008). Fundamental changes would need to be made in how
teachers are trained on technology use (Cuban, Kirkpatrick, & Peck, 2001). Technology is just a
tool, and, without acquiring technological skills on how to use this tool, teachers will be
unsuccessful on implementing technology into the curriculum (Chapman, Masters, & Pedulla,
2010).
Support of Technology Use
Professional development is important to ensure that teachers are up-to-date with changes
in national policies and statewide standards. However, national reports illustrate that the state of
teacher professional development is insubstantial (Lawless & Pellegrino, 2007). In lieu of this
issue, there was an increase of professional development workshops, although the quality of
teaching and impact on student achievement did not progress. Teachers in the 21
st
century
receive digital tools to help enhance their teaching to support 21
st
century learning, but do not
receive adequate training on how to use technology in their lessons (Moore-Hart, 2008). Most
professional development programs teach educators how to operate the digital equipment instead
of teaching how to integrate technology devices into the curriculum effectively (Lawless &
Pellegrino, 2007). Word processing and basic skills practice are one of the common uses of
computer, whereas the applications of collaborative work, critical thinking, or problem solving
TECHNOLOGY IN K-12 30
through simulations and media are nearly limited (Lawless & Pellagrino, 2007). Pre-service
programs and professional development programs are accountable for offering workshops or
courses to teach teachers on both learning about technology and how to use technology in
instruction.
Design-Based Approach
Research indicated that that this type of disconnected approach to professional
development does not meet the technological needs of teachers (Lawless & Pellagrino, 2007).
The best professional development activities are when teachers have the opportunity to practice
new strategies in their own classroom and can follow up with reflection, discussion, and targeted
feedback, also known as the design-based approach (Lawless & Pellagrino, 2007). The design-
based approach allows teachers to learn about specific technologies in their context and
addresses certain curriculum needs. According to research, teachers who received both skill-
based and integration training felt more confident utilizing technology in their classrooms
compared to teachers that did not receive such training or just one type (Mouza, 2014).
The fast growth of open access to online learning resources requires professional
development to prepare teachers on how to use these digital sources in the curriculum.
Technology-related teacher professional development (TTPD) is a design-oriented model that
aims to help teachers design online activities using online resources available on the Internet
(Walker, Recker, Robertshaw, Sellers, & Leary, 2012). TTPD can be an effective way to
improve teacher knowledge (Walker et al., 2012). The purpose of TTPD is not only to improve
teacher technical skills, but to help educators understand when and how to integrate technology
in their curriculum (Mouza, 2014). In a recent study of a large suburban school district in the
U.S. West (Walker et al. 2012), researchers compared two types of TTPD, one that focused only
TECHNOLOGY IN K-12 31
on demonstrating how to search and select online resources (tech-only) and one that paired this
knowledge, to design a pedagogy called problem-based learning (tech-only + pbl). The results
were that teachers could practice technology strategies using a specific pedagogy to design
instructional activities for their students, and as a result increasing their knowledge and skills
(Walker et al., 2012). Using a design-based approach helps teachers take ownership of their new
skills and changes their knowledge, beliefs, and attitudes about integrating technology in their
own classroom (Walker et al., 2012).
A design-based approach also allows teachers to collaborate with other colleagues by
designing solutions, reflecting with their peers, discussing barriers, best practices, and potential
ways to apply technology into lesson planning (Walker et al., 2012). Research supports that
professional development must provide teachers with sufficient time to collaborate and reflect
with each other on the advantages and disadvantages when utilizing technology in the classroom
(Mouza, 2014). Overall, technology teacher professional development provides an enhanced
instruction for the 21
st
century learner (Lawless & Pellegrino, 2012).
Mentoring or Coaching Model
Much of the recent research addressed a new trend that using the mentoring or coaching
model also supports teacher change (Lawless & Pellegrino, 2007). This trend focuses on the
individual needs of the teacher, and, as teachers became more proficient, it targets specific areas
of improvement. A few models include train-the-trainer models or action research practice. The
train-the-trainer model aims to allow teachers to train each other and collaborating ideas with one
another (Lawless & Pellegrino, 2007). A few districts also used technology specialists to model
how to implement technology in the classroom through guidance and ongoing support (Moore-
Hart, 2008).
TECHNOLOGY IN K-12 32
Another type of training approach is action research and involves teachers’ examining
data in their own classrooms and taking action by implementing what they acquired from the
practical research (Dawson, 2012). The argument developed on action research focuses on the
improvement of teacher practice and expands their knowledge of teaching through practical
experience (Dawson, 2012). Dawson (2012) guides teachers to learn how to differentiate
instruction while applying advanced technology tools to enhance student learning. Collaborative
and cooperative learning was the primary instructional strategy. Teachers can collaborate on
teaching strategies that incorporate technology and adapt them into their own practice.
Role of Administrative Support
School leadership is considered a critical factor in determining effective technology use.
Technology use may not be successfully implemented if the administrative or leadership role
does not support technology integration. Administrators or school leaders must create a shared
vision for technology integration (Ertmer & Ottenbreit-Leftwich, 2010). They must provide
access to digital tools and professional development training to increase teacher knowledge on
operating and integrating technology effectively (Ertmer & Ottenbreit-Leftwich, 2010).
The goal of professional development is to create changes in teacher practice. Improving
professional development training to support teachers in developing technology-enhanced,
learner-centered classrooms is essential to transformation. The argument developed in this study
is that professional development needs to focus on preparing teachers to implement technology
instruction in a situated context format using content-specific strategies.
TECHNOLOGY IN K-12 33
Pedagogy
Teaching with technology presents a new challenge to teachers. Because technology
alone is not going to change the learning environment of a classroom, teachers must make sure
they are focused on a student-centered approach that uses a variety of tools to guide students to
construct their own knowledge (Gilakjani, Leong, Ismail, 2013). The quality of technology use
determines the impact on student learning. There is no “one size fits all” approach to 21
st
century
teaching; the literature supports a constructivist theoretical understanding of how technology can
be embedded effectively into the curriculum. Acquiring an additional knowledge base and skill
set is a necessity for pre-service and in-service educators. Teaching with technology is a complex
task that involves the dynamic relationship among content, pedagogy, and technology.
Harris, Mishra, and Koehler (2009) describe a conceptual framework for teacher
knowledge in technology integration called technological pedagogical content knowledge
(TPACK). This perspective builds on Shulman’ (1986) theory on how effective teaching is based
on the interaction between pedagogy, content, and knowledge. The new framework includes
technology, found in Mishra and Koehler’s TPACK model (2009). Content Knowledge is the
teacher’s knowledge of the subject matter. Pedagogical knowledge is a teacher’s knowledge
about the methods of teaching and learning, understanding how students learn, construct
knowledge, and about techniques of effective teaching. Pedagogical content knowledge is linked
with Shulman’s (1986) idea of how knowledge of pedagogy is integrated with a specific content
to teaching. This notion is described as having the ability to deliver the content in multiple ways
based on student needs. Technology knowledge is constantly changing, although a broad
definition consists of computer literacy that requires a person to understand how to apply
technology at work in many different forms to complete a task (Harris, Mishra, & Koehler,
TECHNOLOGY IN K-12 34
2009). TCK is an understanding of how content knowledge can be altered by the utilization of
digital technology tools. TPACK knowledge is an interrelated interaction between content,
pedagogy, and technology (Harris, Mishra, & Koehler, 2009).
Figure 1. TPACK Model
As technology is embedded throughout the curriculum, a new teaching approach is being
examined that aligns with 21
st
century demands. Constructivism is defined as knowledge that is
“constructed by the learner” (Gilakjani et al., 2013). This learning theory is a dynamic social
interaction between subject and object that requires the learner to be actively engaged in his/her
own learning process while the teacher creates the learning environment (Gilakjani et al., 2013).
Studies suggest a positive relationship between constructivism and the use of technology
(Gilakjani et al., 2013). Constructivism is a learning approach that promotes opportunities for
students to analyze, generate, and share ideas based on their knowledge rather than just receiving
information, and the role of a constructivist teacher is to create an environment that is interactive,
TECHNOLOGY IN K-12 35
collaborative, informative, and meaningful (Gilakjani et al., 2013). Technology is a tool that
helps the teacher to design the learning activity, and the tool provides the opportunity to deliver
the cognitive task through application (Gilakjani et al., 2013). Computer-based tools were
“adapted or developed to function as intellectual partners with the learner in order to engage and
facilitate critical thinking and higher-order learning” (Gilakjani et al., 2013, p. 11). Evidence
proves that using both technology and a constructivist approach provides a better use of
technology that meets the learning requirements of a student-centered focus (Gilakjani et al.,
2013).
As access to technology increases, students can benefit from a classroom in which
learning is transformed through learning activities that address the 21
st
century skills (Partnership
for 21
st
Century Skills, 2011). Research shows that, currently, high access to technology does not
always lead to successful implementation of technology (Lee, 2013). Technology is frequently
used for low-level searches as an add-on tool rather than for high-level inquiry-based learning
activities that transform student achievement (Lee, 2013). Puentedura (2009) presents a
hierarchical model that identifies the quality of technology use in instruction and finds that
technology-supported pedagogy may be implemented into four categories: substitution,
augmentation, modification, and redefinition, also known as SAMR. Puentedura’s (2009) SAMR
model focuses on enhancing and transforming the learning process with the use of technology.
Studies demonstrated that most educators implement technology at the basic level, also known as
substitution. At the basic levels, technology can be used to substitute text by presenting it on a
screen. At higher levels, the use of technology is used for students to create digital stories,
simulations, and manipulate their own learning through modification and redefinition. Through
TECHNOLOGY IN K-12 36
technology use in the classroom, substitution and augmentation are ways to enhance instruction,
and modification and redefinition aim at transforming the teaching and learning process.
Figure 2. SAMR Model
In addition to having a lack of technology knowledge, some educators are unfamiliar with
the pedagogy of implementing technology in the curriculum. The TPACK framework provides
teachers a conceptual design of how content, pedagogy, and technology are interrelated and how
a constructivist approach aligns with the interaction of digital tools and learning. The SAMR
model identifies the uses of technology integration and demonstrates how teachers can maximize
their teaching methods to create an optimal technology-based learning environment.
Examples
We live in a technology-enhanced world, and learning is affected by these changes.
Children are learning in new ways and studies proved that,
TECHNOLOGY IN K-12 37
The mind alterations or cognitive changes caused by the new digital technologies and
media have led to a variety of new needs and preferences on the part of the younger
generation, particularly- although by no means exclusively- in the area of learning
(Prensky, 2001, p. 2-3).
Growing up with digital technology altered the way people process information, and
educators implemented different types of technology-based designs to enhance student learning
(Prensky, 2001). Research studies shared positive results and examined these approaches as
opportunities for students to practice 21
st
century skills that are required to meet society’s needs
(Prensky, 2001). As a result, digital storytelling, the Digital Didactical Design, PBL and video
game based learning are ways teachers can alter their instructional pedagogy to meet the learning
styles and needs of our future students of tomorrow.
Digital storytelling is a technology application used to tell a story through images, videos,
recorded audio, and other media sources (Robin, 2008). Digital storytelling allows students to
select a topic, conduct research, and then develop a story; this process, then, enables them to
become creative storytellers through various types of multimedia sources (Robin, 2008). The
tools needed for digital storytelling are becoming more accessible (computers, scanners, digital
cameras), and researchers discovered that integrating images with written text increased student
comprehension and fostered the opportunity to develop other essential skills such as creating and
analyzing images (Robin, 2008). Digital storytelling can be applied to multiple content areas
such as math, history, reading, writing, art, and technology. This approach also helps students
visualize and understand abstract or conceptual material. An example of digital storytelling
presented in a history class involves students using historical images, newspaper headlines, audio
or video clips to create a story that helps develop meaning to the past (Robin, 2008).
TECHNOLOGY IN K-12 38
Jahnke and Kumar (2014) studied iPad use in a large study of fifteen classrooms in
Denmark. The focus was on five case studies of Pre-K to ninth grade classrooms applying the
Digital Didactical Design approach to a learning-centered environment that helps guide students
to collaborate and produce their own knowledge (Jahnke & Kumar, 2014). The study presents a
theoretical framework focusing on the term “didactical design,” which aims to allow students to
learn and develop skills associated with the teacher’s objectives. The digital didactical design is
the advanced model that incorporates technology into the same concept (Jahnke & Kumar,
2014). The design begins with the problem (teaching objectives), constructing knowledge
(learning activities), and self-peer-teacher evaluation (assessment) (Jahnke & Kumar, 2014). The
design used by teachers revealed the significance of producing rather than receiving information,
collaboration, peer-to-teacher feedback, and focus on learning as a process (Jahnke & Kumar,
2014). Learning should focus on problem solving, collaboration, and creativity rather than a
replication of information or test scores (Jahnke & Kumar, 2014). This approach helps guide
teachers on designing and assessing a learning objective while utilizing technology effectively.
One of the learner-centered approaches to learning is referred to as problem-based
learning (PBL). PBL is a pedagogy that encourages students to learn about a subject through
solving real-world problems (Bell, 2010). The goals of PBL are to assist students in
collaboration, self-direct learning, effective problem solving, and in increasing their internal
motivation (Bell, 2010). In a PBL study conducted in Taiwan, students participated in a web-
based community involved in water testing for World Water Day, and the students tested the
water samples in their school district (ChanLin, 2008). Throughout the cyber community,
students interacted on the web and learn multiple ways of how to research and submit testing
data to the assigned website (ChanLin, 2008). In ChanLin’s (2008) study, PBL showed a
TECHNOLOGY IN K-12 39
significant difference in long-term knowledge retention versus a traditional instruction model
that develops short-term retention. Research supports that
Simulating the real-world environment with media or by actually being in a place where
that particular skills or knowledge is used in the world-supplying a more authentic
context for learning-increases the chance that a lesson will be remembered and can be
used in other similar situations (Trilling & Fadel, 2009, p. 31).
Studies suggest that students need more problem solving opportunities to make learning more
meaningful.
Technology-Enabled Active Learning
Technology-Enabled Active Learning (TEAL) was developed in 2001, and it “features
media-rich software for simulation and visualization to facilitate students’ learning” (Shieh,
2012, p. 206). TEAL is supported by a social constructivist theory that engages students to learn
by doing and collaborating. The aim of TEAL is to create a format that stimulates students in
learning physics and other subject matter by understanding the content conceptually. TEAL
incorporates problem solving and hands-on activities to promote a technology-enhanced learning
environment. Studies show that students who are exposed to TEAL outperform students who
study in a traditional classroom (Sheih, 2012). For example, a study conducted in Taiwan
described a classroom using the TEAL method by demonstrating a concept of resonance through
watching a “simulated suspension bridge blown by the wind” (Shieh, 2012. p. 210). This
instructional approach proved to be beneficial for students to be able to visually connect the
theory with their own experiences.
TECHNOLOGY IN K-12 40
Prensky (2001) quotes Diane Ackerman as stating, “Play is our brain’s favorite way of
learning things” (p. 1).
Video Game-Based Learning
Game-based learning is a new powerful tool where learners engage in collaborative
interactions while learning to apply complex tools to solve a problem (Squire, 2013). Digital
games offer children more than just facts but ways to see and understand how to solve problems
through an immersive experience. This new type of learning model is used to engage students to
design experiences in a context that supports their learning (Squire, 2013). The goal of video
game-based learning is to stimulate students to design their own problem and think about their
role and activity on how to complete the task (Squire, 2013). Digital game-based learning can
foster both a task-based and situated learning approach. A task-based learning approach supports
the concept of learning by doing (Squire, 2013). The aim of this approach is to experience a
number of tasks that gradually increase in complexity.
A situated learning approach creates an environment that can be applied to the future in a
similar context (Squire, 2013). For example, a game-based program titled Fast Forward re-trains
students with reading problems, and a study conducted in 35 sites reported 90% of the students
achieved significant gains in test scores when they learned how to improve their reading through
digital game-based learning (Prensky, 2001). Game-based learning supports children’s ability to
move or drag tiles, enhancing their mental spatial processing, learn how to train a creature and
make it adapt and fight, this approach can create instructional strategies on learning how to
complete a task or analyze a situation (Prensky, 2001). Wii Sports is a video game that is also
used to increase math skills to teach about ratios, estimation, probabilities, and other skills
developments (Taylor & Fratto, 2012). Overall, video game based learning, when designed
TECHNOLOGY IN K-12 41
effectively, can increase students’ problem solving, creativity, and collaboration skills that
promote higher-order thinking and meaningful learning.
All the technology-based models are designed to transform 21
st
century learning in the
classroom. Each model presented aims at promoting collaborative, creativity, communication,
and critical thinking skills in a meaningful and active learning environment. Studies validated
that instruction can be carefully designed and effectively implemented through a variety of
learner-centered digital approaches.
Summary and Critique of Literature
Many factors play a role in a teacher’s use of technology integration. These factors
include positive teacher beliefs, knowledge beliefs, and access to quality professional
development in creating a technology-enhanced, learner-centered classroom. All of these factors
are influential in motivating a teacher to integrate technology. However, having access to
technology is not effective unless the teacher incorporates a theory that best models the
instruction. One of the most significant problems facing education today is that our “Digital
immigrant instructors, who speak an outdated language (that of pre-digital age), are struggling to
teach a population that speaks an entirely new language” (Prensky, 2001, p. 2). Learning to
manage our digital tools within the curriculum requires a shift in instruction for 21
st
century
educators.
Technology is transforming the way students learn. These heightened capabilities lean
towards group or hands-on activities and our students are constantly exposed to new
technologies. They are actively engaged with the Internet, playing video games, using social
media, and chatting; these are actions that do not align with traditional teaching methods. The
learning styles of the new generation gravitate towards teamwork, multitasking, and exploring
TECHNOLOGY IN K-12 42
the informational use of digital tools. A review of the literature supports the learner-centered
model that emphasizes the need for students to develop real-life skills, to collaborate, apply
higher-order thinking and engage in problem solving skills. Teachers play a vital role in
facilitating these student-centered approaches and need to develop scaffolding skills to monitor
student learning. A review of the literature reveals “that technology itself is merely a tool, and it
is the method of implementation of technology that can lead to improvements or degradation of
student outcomes” (Chapman et al., 2010, p. 239). Technology integration is not being
implemented to its full potential to transform the teaching and learning process, due to lack of
comfort, knowledge, or access to professional development in utilizing these new tools.
The literature addressed studies that use different forms of technology and examines
ways for effective implementation. One of the key implications for teacher education related to
technology integration is the use of the TPACK framework, as the use of technology does not
guarantee change in the classroom. The practice of technology, pedagogy, leadership, content,
and curriculum all create an impact on developing a successful learning-centered, technology
integration environment.
In addition, researchers discuss student learning and the need for teachers to implement
LCI in an era called the “information age” (Dawson, 2014). Based on this research, pre-service
and in-service teachers can learn how to facilitate student learning through collaboration and
instructional strategies applying content and technology. Our students live in a complex world
and having the ability to challenge their own critical thinking skills requires educators to create
the opportunity for high use of technology integration into the curriculum. The SAMR model is
used as a guided framework to identify the level of technology use integrated in the curriculum.
TECHNOLOGY IN K-12 43
The use of technology changed pedagogical practices. Nowadays, teachers are expected
to apply their knowledge of subject matter, pedagogy, and technology interdependently. The
literature reveals that a teacher’s attitude may influence their quality use of technology. An
increase towards self-efficacy was a critical step to changing teachers’ attitudes on technology
integration. Ultimately, based on current research, a teacher’s decision to implement technology
in the classroom is strongly based on personal beliefs about technology’s effect on student
learning and the teacher’s knowledge level with regard to technology use. Access to computers
and educational software is essential to transform curriculum that matches the needs of our
students of today and the future. As a result, a collaborative effort among teachers, school
administration, educational leaders, and curriculum developers are required in order to
implement technology-based lesson designs successfully.
Much of the recent literature focuses on the conceptual framework and the professional
development that would produce technology-enhanced learning environments. However, little is
known about the integration of technology and how it currently impacts curriculum and
instruction. This study examined the factors influencing a K-12 school that actively implements
technology into the curriculum.
TECHNOLOGY IN K-12 44
CHAPTER THREE: METHODOLOGY
Chapter Three contains a description of the research design, participants, instrumentation
for data collection, and data analysis for this study. The purpose of this study was to examine
what factors support active integration of technology in curriculum and instruction in a private
school. From a review of the literature, little is known about the integration of technology in
terms of the relationship with teaching and learning. The study investigated the dynamics that
support technology integration at a school with a diverse population and evidence of student
achievement. The study examined specific instructional practices and the impact on the learning
process. Research on schools shows there is a knowledge gap in terms of teachers’ effectively
implementing technology in curriculum. TPACK theory (Mishra & Koehler, 2006) guides this
work by explaining how technology is integrated in a classroom and identifying factors or
barriers that contribute to technology implementation in the classroom. Research shows that
teachers require both knowledge and the skills on using technology and incorporating it into the
curriculum (Mishra & Koehler, 2006). The study used a qualitative, descriptive research design
to understand the impact of technology integration in teaching and learning.
Research Questions
A ten-member cohort team collaboratively developed the problem statement, purpose of
the study, data collection protocols, and the research questions. Each researcher individually
conducted data collection and analysis of an individual school meeting the criteria created by the
research team. Research questions formulated by the team aimed to provide descriptive
information about what factors influence technology integration into curriculum and instruction
observed at the school of study. The dissertation team met over the course of one year to develop
the research questions. The team gathered research on the factors that affect technology
TECHNOLOGY IN K-12 45
integration in instruction and narrowed findings to the following key areas. This study
specifically focused on answering the following questions:
1. How do educators at “School X” integrate technology to support students learning?
2. To what factors do educators at “School X” attribute their knowledge of instructional
technology skills and pedagogy to utilize technology as an instructional tool?
3. In what ways are educators at “School X” provided support for technology integration
and implementation?
4. What are educators’ beliefs about technology integration and implementation at
“School X”?
Research Design
The study used a qualitative case study design. A qualitative research approach is
determined by the type of research questions the researcher wants to explore (Maxwell, 2013).
The purpose of utilizing a qualitative method is to understand the interpretation of someone’s
experience in his/her own natural setting (Merriam, 2009). In qualitative methods, researchers
examine the process of a phenomenon and develop their own interpretation based on what they
observe, interview, or collect from their data. The aim for qualitative researchers is to develop an
elaborative descriptive analysis of a person’s experience.
A case study “is a design particularly suited to situations in which it is impossible to
separate the phenomenon’s variables from their context” (Merriam, 2009, p. 43). The focus of
this case study was to understand how a school (a case) integrates technology into the curriculum
and how it influences the teaching and learning process. Qualitative case studies search for
meaning and understanding (Merriam, 2009). A case study is defined as an in-depth analysis of a
bounded system or a particular case (Merriam, 2009). A case study qualitative research design
TECHNOLOGY IN K-12 46
was selected based on the nature of the study’s research problem and research questions. A case
study is the best approach for answering research questions because it provides the opportunity
to examine multiple variables in understanding a phenomenon (Merriam, 2009).
Qualitative research focuses on the meaning of a particular phenomenon rather than
determining the quantity, cause and effect, or results of a specific population (Merriam, 2009).
Qualitative researchers are interested in learning about how people construct their lives and what
factors or meaning they attribute to their experiences (Merriam, 2009). For example, in terms of
the present study, rather than finding out how many teachers use technology to enhance teaching,
the researcher sought to understand the dynamics of how teachers embed technology into a
lesson to make it comprehensible to students.
Limitations of a Case Study
In qualitative research, the researcher gains an accurate description of an experience from
the participant’s point of view (Merriam, 2009). Therefore, qualitative researchers are required to
monitor their own subjectivity during a case study due to being the primary instrument during
data collection. Throughout the analysis, the researcher used memo writing to express biases or
knowledge background to help avoid any threats to internal validity.
Since a case study focuses on one particular case, the issue of transferability is
questionable compared to other types of qualitative research, although what the readers learn
from a case study can be generalized to related contexts (Merriam, 2009). For this reason, a rich
description is necessary to determine what information can apply to similar circumstances. Some
of the limitations of this study are that it only examines one private school; therefore, it would be
difficult to make generalizations. The group’s findings would be more transferrable than any one
TECHNOLOGY IN K-12 47
of the case studies. The study’s results are indicators of a total estimate of seven meetings at the
school, which limits the amount of data collection.
Population and Sample
The most appropriate sampling method in qualitative research is purposeful sampling
(Merriam, 2009). Purposeful sampling is based on the idea that a researcher wants to examine an
accurate understanding about a specific population. The study’s unit of analysis examined the
factors of a school that is actively implementing technology and investigate the impact on
learning and instruction. The school selected for the study met the established criteria. The
school criteria designed by the research team applied to a K-12 school, elementary, middle, or
high school. The criteria are designed to investigate a public, private, or charter school that
reflects some diversity and demonstrates evidence of active technology integration in their
mission statement and student achievement results. The study focuses on a private K-8 school
with evidence of being certified as a Common Sense Media School in 2015. School X instituted
an integrated technology curriculum in 2005 requiring each middle school student to bring a
personal laptop to school every day. This prerequisite allows for technology education to be part
of the regular curriculum. The study focused on primarily the middle school, sixth-eighth grade.
The middle school serves 210 students from the suburb of the Pasadena area
encompassing about 22 square miles and a population of 137, 316. Demographic information of
the area shows the population is 65% Caucasian, 10% African American, 14% Asian, and the
mean annual income is about 55,000 a year. Student demographic information shows that the
students in this school reflect the diverse population of the community. The middle school is
staffed with twenty-five classified employees, including certificated teachers and administrators.
TECHNOLOGY IN K-12 48
The study’s population consists of employees at schools, primarily teachers and administrators.
No children were interviewed or surveyed as part of the study.
Instrumentation
The use of multiple forms of data or triangulation serves to validate the results of the
study. This study used the following forms of multiple data collection: observations, surveys,
interviews, and document analysis. The data was triangulated to determine similarities and
common themes that are perceived to impact teaching and learning.
Survey Instrument
Data was collected through a one-time 22-question survey with specific information
about demographic information, student learning, technology skills, technology support, and
technology beliefs. The survey was given approximately 20 minutes to complete to 13 of the
school’s core teachers. The dissertation team created a Teacher Technology Survey (Appendix
A) and was administered to the participants using a traditional survey method. The survey
instrument consisted of five sections measuring Integration of Instructional Technology using a
4-point additive type scale: Demographic Information (one item, 4-point scale), Student
Learning (eight items, 4-point scale), Technology Skills (three items, 4-point scale), Technology
Support (five items, 4-point scale), and Technology Beliefs (five items, 4-point scale).
The survey was tested for content validity through a sample of teachers to make sure the
questions predicted accurate attitudes, knowledge, and beliefs that the study intended to measure
(Fink, 2013). The survey was administered to the participants on two different occasions to
validate the consistency and accuracy of the scores through re-testing (Fink, 2013).
TECHNOLOGY IN K-12 49
Observation Protocol
The researcher observed a variety of instructional settings for approximately 45 minutes
or an entire class period. The researcher was at the school for seven days to gain depth of
knowledge about the school. The dissertation team created the observation protocol checklist
(Appendix B). The checklist measures how technology is practiced during class instruction
utilizing a summative scale that assesses whether “Practice is Observed” to be mildly or highly
evident. This protocol calls for observing strategies to check for understanding, technology tools,
and classroom environment. The second section aims for observing the use of technology
through summative scale to examine if practice is either enhanced by technology or transformed
by technology. This section of “Practice using Technology” includes level of student
engagement, student grouping, student activity, curriculum resources, and a rigorous level of
instruction. One additional section is the demographics that included gender, race/ethnicity, and
teacher/student behavior.
Observations are a firsthand account of what happens at a natural setting (Merriam,
2009). Observations allow the researchers to see the daily routines or behaviors that occur in the
natural world. Observations are also conducted to verify research findings or used as a tool to
solicit interview questions that help explore a study further (Merriam, 2009).
Interview Protocol
The interview for each participant took place one time and lasted for approximately 60
minutes at a place convenient to the participant. The interview protocol included questions about
instructional technology integration, technology knowledge and skill of teachers, technology
support for instruction, and beliefs about technology integration as it pertained to the school’s
technology integration in the teaching and learning process.
TECHNOLOGY IN K-12 50
The dissertation group used the four research questions to devise a standardized interview
protocol (Appendix C). Each research question was addressed through five or six interview
questions. Conducting interviews allows researchers to gain access to a person’s internal or
external state (Weiss, 1994). Interviews can inform a researcher about a respondent’s personal
experiences (Weiss, 1994). Through the process of interviewing, a researcher can obtain
information by directing the conversation to specific questions related to the study (Merriam,
2009). When a researcher cannot observe the behaviors, then conducting interviews is a required
method during data collection (Merriam, 2009).
Document Review
The document review consisted of the school’s website, the School’s Strategic Plan of
2017, the school’s Western Association of Schools and Colleges (WASC) report, professional
development presentation slides, students’ Educational Records Bureau (ERB) test scores over
three consecutive years, and students’ digital portfolio assessments. All were utilized to have a
comprehensive view of the school. This provided the researcher background knowledge prior to
visiting the school.
The research team was guided by a document review protocol to collect potential
documents as review sources (Appendix D). The document review protocol includes the four
research questions, and data pertaining to each question aided in reviewing potential document
sources to address these. Documents or personal artifacts offer a personal perspective that cannot
be altered in comparison to the method of observations or interviews (Merriam, 2009). Personal
documents such as lesson plans, student work samples, rubrics, teacher feedback, provide “a
reliable source of data concerning a person’s attitudes, beliefs, and view of the world” (Merriam,
2009).
TECHNOLOGY IN K-12 51
Data Collection
Data was collected by implementation of the data instruments mentioned above. The
technology director was informed via email about participation in the research study. The first
strategy to collecting data is to foster a relationship with the school’s principal and staff. The
researcher scheduled monthly informal visits and established a relationship by interacting with
school staff. The next strategy was to distribute the surveys to all teachers during a faculty
meeting. Next, a formal observation of a professional development meeting was conducted.
Based on survey responses, professional development meeting, and technology specialist’s
recommendations, four teachers were selected for interviews. The final step to gathering data
was the class observations of the selected interviewees. The design of this qualitative case study
involved gathering data to search for concepts and shared themes, utilizing the inductive
approach. Inductive research searches for recurring patterns derived from across the data and
develop a theory to support it (Merriam, 2009). Therefore, the researcher used a thematic
approach to data collection. By analyzing the data, the researcher generated a few concepts that
were patterns, consisting of a variety of examples (Glesne, 2011). The researcher also utilized a
sequential approach by going through the analysis process after collecting the first piece of data
(Corbin & Strauss, 2008).
After gathering data from surveys, observations, and interviews, the researcher analyzed
the data through open coding to capture salient themes (Merriam, 2009). Open coding is an
approach used to identify differences and similarities to organize the data into themes (Harding,
2013). The researcher used the inductive approach while coding, which means the researcher
was open to themes that emerged from the data (Harding, 2013). In addition to tapping into the
researcher’s prior knowledge and the literature, the process of open coding reduced the data and
TECHNOLOGY IN K-12 52
helped to create categories and subcategories to generate theory. The following graphic charts
were utilized to organize data from interviews and observations. The length of each interview
was recorded, and each participant was categorized by relevant characteristics A chart recording
the site, setting, participant, and length of observation was employed as well.
Table 1
Interviews
Participant Relevant
Characteristic 1
(Years in
School)
Relevant
Characteristic 2
(Years of
Experience in
Role)
Other Relevant
Characteristics
Length of
Interview
Teacher A # of years # of years Subject Content 45 minutes
Table 2
Observations
Site Setting Participants Length of
Observation
School X Classroom Teacher A 45 minutes
Ethics
The researcher also informed participants about the formal study and addressed the issue
of confidentiality (Glesne, 2011). Prior to conducting the study, the researcher asked
participants’ permission to interview and observe class. The researcher informed participants that
pseudonyms would be used and discussed the main purpose of the study. Glesne (2011) also
mentions the aspect of open autocratic research, which allows researchers to be open to the
participant and solicit feedback that might contribute to their study. In addition to informing the
participant about the study and its formal implications, the researcher informed the Director
about conducting the data collection at school.
TECHNOLOGY IN K-12 53
Prior to the interview, all participants were asked if they agree to have the interview tape-
recorded and all agreed. Transcription of the interviews was the responsibility of the interviewer.
The school’s technology specialist and the researcher selected the interviewees based on
observations and recommendations.
Validity and Reliability
As a current teacher and researcher, the study’s author understands her influence as part
of the participant’s world to be a threat to validity. Therefore, the researcher used several
strategies to ensure the study is credible. One of the strategies was triangulation (Figure 3) and
examining multiple sources of data such as surveys, observations, and interviews to demonstrate
accuracy and consistency (Merriam, 2009). Triangulation is defined as “collecting information
from a diverse range of individuals and settings, using a variety of methods” (Maxwell, 2013,
p.128). This strategy minimizes the risk of biases or chance associations due to one specific
method. The data were triangulated to verify common themes to emerge from the surveys,
observations, interviews, and document reviews. Another strategy was to use direct quotes when
searching for patterns during data analysis. Instead of creating her own terms for the codes, she
will use the language of the participant (Merriam, 2009). The researcher also applied member
checking as a strategy to reduce validity threats. She validated the responses by asking the
participant to share feedback on the data and asking for clarification on specific statements to
reduce misinterpretation (Merriam, 2009).
The research team conducted ten case studies and analyzed the common themes that
emerged throughout data analysis. This qualitative study aimed to provide internal
generalizability for all ten case studies. Internal generalizability refers to the generalizability of a
particular case or setting as a whole (Maxwell, 2013). The results are based on a specific case
TECHNOLOGY IN K-12 54
that can be extended to other similar cases but may produce different outcomes in disparate
circumstances (team discussion). The intent of the qualitative study was not to generalize but,
instead, aimed for a particular description and themes developed from a specific school.
Figure 3. Triangulation
Data Analysis
Creswell’s (2014) six-step framework guided data analysis. Step one consists of
organizing and compiling all the data. This involves transcribing interviews, typing up field
notes, gathering all the memo reports, and arranging the data by the different type of sources
(Creswell, 2014). Step two is to read all the data and to make general meaning of the
information. The researcher makes notes on the margins of the documents and reflects on the
tone, impression, and credibility about the data. Step three is when the researcher starts coding
the data. Coding is the process of categorizing the data by bracketing them in chunks and writing
a word that represents a category (Creswell, 2014). The researcher developed a codebook that
includes predetermined codes and emerging codes based on the study’s theory. The codebook
will develop and change based on the information collected during the data analysis. Step four is
TECHNOLOGY IN K-12 55
the coding process used to produce a description on the people or setting as well as themes for
the analysis. This part of the analysis generates themes or categories and is used as headings in
the findings section of the study. The themes are supported by direct quotes and explicit
evidence. The researcher can develop the themes into a theoretical model, also known as
grounded theory. The themes are analyzed for the researcher’s particular case to form a specific
description. Step five consists of how the information is to be represented in narrative writing. In
this study, the representation will include a detailed discussion of a few themes, multiple
perspectives, and direct quotes. The final step, step six, involves creating an interpretation of the
findings. The researcher will generate meaning by comparing the literature with the information
from the data. This approach can reveal if the findings confirm past research or if there are
discrepancies with the literature (Creswell, 2014).
Figure 4. Creswell’s (2014) Data Analysis Steps
Summary of Research Methods
The theoretical frameworks that guided the themes of the study are based on the TPACK
and SAMR models to examine technology implementation in teaching and learning process.
Thus, to present findings, the researcher began with an analysis of the themes that emerged
TECHNOLOGY IN K-12 56
throughout the interviews, observations, and surveys. The surveys and document analysis
allowed for gathering information on teacher beliefs, technology access, and knowledge on the
use of technology. The observations and interviews aimed at examining teacher pedagogy and
the learning process. The analyses explored themes that are part of an interdependent relationship
among the use of technology, the knowledge and content, and pedagogy. In addition, the analysis
examined the quality use of technology integration by using the SAMR model. The qualitative
case study research design is intended to gain insight that can guide future research and advance
the field’s knowledge base on technology integration. Overall, the research examined the
interactions of individuals in a specific context in order to understand the learning involved in a
technology-enhanced environment (Creswell, 2014).
TECHNOLOGY IN K-12 57
CHAPTER FOUR: RESULTS
K-12 educators in the United States are currently undergoing an instructional shift as
teachers implement the new Common Core State Standards (CCSS) with new technology tools.
A key objective for students in the new framework is to demonstrate college and career readiness
for the 21st century. The CCSS focuses on 21st century capabilities, such as critical thinking,
communication, creativity, and collaboration through the integration of technology. Researchers
examined technological models to support the quality use of instruction, utilizing the TPACK
and SAMR frameworks. The purpose of this study was to identify the factors that have an impact
on the use of technology to transform teaching and learning in an outperforming school.
The first three chapters of this dissertation addressed the problem and the importance of
the study, a review of the literature, and the methodology and design used to study School X.
This chapter discusses the findings from the case study of the selected school. Finally, this
chapter provides an analysis of the results for each research question as well as a summary of the
emerging themes.
Research Questions
The study focused on examining the use of technology integration at a specific school
and determining the factors that play a significant role. A thematic dissertation team of ten met
over the course of a year and developed the research design and questions. Following an in-depth
review of the literature, the team identified key factors that have an impact on teachers’ use of
technology integration and the effects on learning. As a result, four critical areas in relation to
teaching and learning were developed: technology and teacher beliefs, access, support of
technology use, and the role of pedagogy. Therefore, the study was guided by the following four
research questions:
TECHNOLOGY IN K-12 58
1. How do educators at “School X” integrate technology to support students’ learning?
2. To what factors do educators at “School X” attribute their knowledge of instructional
technology skills and pedagogy to utilize technology as an instructional tool?
3. In what ways are educators at “School X” provided support for technology integration
and implementation?
4. What are educators’ beliefs about technology integration and implementation at “School
X”?
Methodology
Data collection took place at School X over a period of four months, which included
seven days on site. The researcher conducted a qualitative study and was the primary instrument
of data collection. The data collection examined various documents, such as the school website,
the School’s Strategic Plan of 2017, the school’s WASC report, a tech- retreat professional
development presentation slides, students’ ERB test scores, and students’ digital portfolio
assessments. In addition, teacher surveys, interviews, and observations were also conducted.
Throughout collection, the researcher analyzed the data using Creswell’s six-step framework to
guide the interpretation of the study. The coding process was utilized in triangulating the data by
generating themes and searching for consistent emerging patterns.
The researcher collected the documents through email with the school’s technology
specialist. The researcher first conducted an informal visit to gain a broader perspective on the
climate and culture of the school. The teacher surveys were distributed to the school’s staff, and
thirteen surveys were completed. Due to teacher schedules and academic school calendar,
interviews were conducted first, followed by observations. For that reason, in a two-week period,
four formal interviews were conducted with the 8
th
grade English teacher, 7
th
grade Spanish
TECHNOLOGY IN K-12 59
teacher, 8
th
grade Math teacher and 8
th
grade biology teacher. Each participant was recommended
by the technology specialist and accepted permission to be recorded.
In addition, four formal classroom observations and one staff professional development
observation was conducted over a two-month period. In addition, the researcher observed eighth
grade students’ digital portfolio presentations. One formal interview occurred with the
technology specialist on the last visit at the school. The study included a total of six formal
observations and five formal interviews. The data collected was triangulated to ensure reliability
and validity of the case study through document analysis, surveys, observations, and interviews.
Background of School X
School X is an independent private school for students in grades kindergarten through
eight, located in suburban southern, California. School X was founded in 1950 and has a school
enrollment of 450 students, while the middle school has 210 students. Demographic information
of the area shows the population is 65% Caucasian, 10% African American, and 14% Asian,
reflecting the diversity of the area. The school’s mission is “to provide each student with the
highest quality and most academically challenging education in a nurturing, balanced and diverse
environment” (School X, 2015). School X is a non-profit institution formed by their board of
trustees. The board of trustees is made up of dedicated volunteers who help to provide each
student with the highest quality of education. The school also developed another volunteer group
to increase communication between families and raising funds for specific needs of the school.
School X receives financial support through private donations, annual funds, and capital
campaigns delegated by parents, local groups, and the board of trustees. As a result, in 2011, a
new south campus was constructed for the middle school, sixth- through eighth-grade students,
featuring a renovated gym and outdoor sports court.
TECHNOLOGY IN K-12 60
Faculty & Curriculum
The study sought to examine the impact of technology integration from the point of view
of educators in different content areas. The school’s technology specialist recommended the
participants. Pseudonyms were provided to ensure confidentiality. The researcher conducted five
formal interviews with the 7th grade English teacher, 8th grade Spanish teacher, 7th and 8th
grade science teacher, 8th grade math teacher, and the technology specialist.
There are 25 faculty members at School X’s middle school. The entire faculty obtains six
or more years of experience. Administrators have both technology and teaching experience. The
technology specialist taught for 7 years prior to accepting the position. The middle school
director also had prior experience at the school as a technology integrationist.
School X implemented a one-to-one laptop program in 2005 requiring every middle
school student to bring a personal laptop to school. In addition, School X adopted a science,
technology, engineering, art, and math skills (STEAM) project as part of the curriculum in 2013,
allowing the opportunity for each grade level to work on a project that integrates STEAM
disciplines. Building on their success, in 2015, School X became certified as a Common Sense
Media School. Common Sense Education is a national non-profit organization committed to
assisting kids excel in a world of technology. The organization provides free-research based
classroom tools to help students utilize technology effectively. School X adopted digital media
courses as part of the middle school curriculum, which focuses on net etiquette, online safety,
effective web browsing and research skills, media creation, organization, and collaboration. As a
result, the school prides itself on successfully meeting the goals of their advanced digital literacy
curriculum.
TECHNOLOGY IN K-12 61
School X is recognized for rigorous academics and a challenging curriculum. As a form
of assessment, School X utilizes ERB test scores to annually evaluate student outcomes. School
X’s ERB scores are comparatively higher than those of suburban and independent schools in the
area. In addition to the developed curriculum, as part of graduation requirements, eighth-grade
students must also complete a comprehensive digital portfolio that encompasses their work from
the entire year.
Students apply for admission through a formal application and are assessed through the
Independent School Entrance Exam. Prospective students also meet with a faculty member for a
personal interview. The population served by the school is diverse. The school’s tuition is
$21,000 a year. Financial aid is offered on an annual basis assessed according to the family’s
income. School X’s faculty members are highly qualified in meeting the academic and social
needs of the K-8 learner.
Parents, faculty, and members of the board collaboratively designed the strategic plan to
meet the school’s mission. The academic program is designed to build strong foundations in
reading, writing, speaking, critical thinking, problem solving, and use of technology within the
core subjects. The school’s mission is to provide each student with an academically challenging
curriculum in a diverse environment and an ability to work collaboratively. The technology plan
supports the school’s mission by integrating technology as part of the core curriculum. Family
relationships, a partnership with a local affiliate, the board of trustees, and a national non-profit
organization helped support an advanced digital curriculum to assure the continued success of
their program.
TECHNOLOGY IN K-12 62
First Visitation at the School
It was the end of the school year as the researcher arrived at the school. Prior to the visit,
the researcher exchanged emails with the technology specialist about coming in for an informal
tour of the school. The technology specialist suggested the researcher come in to observe the
eighth graders end of the year digital portfolio presentations. Upon arrival to the campus facility,
the researcher walked into the front office and checked in for signing in and received a guest
pass. Upon check-in, the researcher was greeted warmly by a teacher and guided to the tech-
specialist’s office. The researcher was led through the hallways and students greeted the teacher
with smiles and politely left the doors open for faculty or school visitors. The informal tour was
guided by the school’s technology specialist and included the school’s building structure,
technology equipment, and classroom visitations. School X’s class sizes consist of about fifteen
to twenty students per class and all classrooms were structured in groups. It was clear this
campus was operated in a non-traditional and student-centered environment.
On this day, the researcher participated in the eighth grade Digital Passion portfolio
presentations. While observing students presenting their culminating portfolios, the researcher
was inspired by the enthusiasm and motivation students embraced as they integrated technology
into their projects. The digital portfolio projects fostered students’ critical thinking, math,
communication, creativity, and collaboration skills. Following the presentations, the technology
specialist shared that teachers wanted to focus on a project that demonstrated students
documenting the learning process and “reflecting on the small adjustments they made along the
year to produce a good product.” Students designed a website and integrated a project from each
of their classes into their digital website portfolio. Students had the autonomy to select their own
TECHNOLOGY IN K-12 63
topic they felt passionate about and design a logo, graphing, and reflecting the process while
meeting the requirements.
As students engaged in listening to the digital portfolio presentations, comfort and trust
with one another was evident. The teachers and staff communicated with the students as with
young adults. During the presentations, the technology specialist and two other parents were
involved in critiquing the presentations. The environment emerged as a school community that
managed as a family with all stakeholders involved. This was confirmed on a second visit when
students were not present on campus. The campus was closed to students who were participating
in their annual Colorado bonding field trip as an introduction to the first week of school. This trip
allowed students and teachers to develop closer relationships and interact in a non-academic
setting. It was clear that School X represents the school motto, “Caring, Challenging, &
Committed.” The following sections present results obtained from surveys, interviews,
observations, and document analysis.
Results for Research Question One
The first research question asked, “How do educators at “School X” integrate technology
to support students learning?” To determine how teachers utilize technology in the curriculum,
the researcher first conducted document analysis. At School X, the importance of technology is
exhibited on their technology plan found on their website. The school’s technology plan
confirms “The technology program embraces and supports the school’s mission by integrating
computing into the core curriculum...greater opportunity for enrichment and innovation exists
within the classroom if technology is available to every student” (School X, 2015). As a result,
the school implements a one-to-one laptop program as part of the middle school curriculum.
TECHNOLOGY IN K-12 64
Students are required to purchase their own Mac laptops, and the IT tech department installs
specific software or programs for each student.
Initially, School X had students bring in their own laptop device, which became
problematic. Students were bringing in Macs or PC’s and teachers were having trouble learning
how to navigate both systems. This was further substantiated in the teacher interviews. As one
teacher explained,
Then they realized okay 80% of the students are bringing in Macs anyways, let’s just
stick with Mac. And that has made my life ten times easier, and made me more successful
in my classroom as an educator because I am not trying to figure out different apps for
different programs and troubleshooting those areas.
As the staff found Mac laptops to be more accommodating for instruction, the school
decided Macs would be a smoother transition. The school’s two on-site tech coordinators are
available to help students install specific software, digital textbooks, or technical issues teachers
may experience with the equipment. In addition, the school’s technology curriculum specialist
assists teachers with integrating technology into their instruction.
As the researcher examined the school’s WASC documents, as part of the technology
curriculum, the middle school incorporates a technology skills and library science class in order
to create a smooth transition into the one-to-one environment. The program emphasizes effective
computer skills, background knowledge on the school’s online resources. Besides participating
in this introductory class, sixth grade students are required to complete a programming class and
a digital citizenship course. School X prepares upcoming sixth grade students with the
appropriate tools and support to help guide their technology-based curriculum.
TECHNOLOGY IN K-12 65
Collaboration and Communication
Based on interviews and observations, teachers frequently utilize Google Drive, Google
Docs, and Google Classroom for organization purposes and student collaboration opportunities.
The school is also paperless, and student assignments are posted and submitted online. They
monitor their grades using an online management system. This was supported throughout the
observations and interviews. During one of the observations, students worked on a group
assignment posted on Google Classroom. Students shared their document with one another.
Throughout this process, a teacher demonstrated how to highlight sentences and comment when
editing a student paper. Students were also shown how to reply to student comments and engage
in an academic conversation. Students had the opportunity to work collaboratively at home, as
well, by exchanging documents using Google Drive.
Table 3
Responses Regarding Students’ Use of Technology
Statement Rarely
or Never
Sometimes Most of
the
Time
Almost
Always
My lessons embed students’ use of
technology in the classroom.
4/13 5/13 4/13
My lessons embed student use of technology
outside of the classroom.
5/13 7/13 1/13
Students are encouraged to work
collaboratively with other students while
using technology
5/13 6/13 1/13
The survey results confirmed that nine out of thirteen teachers agree on implementing
technology into the curriculum as a collaborative resource. Teachers also revealed that a majority
of students extend their technology use outside the classroom by sharing student work with one
TECHNOLOGY IN K-12 66
another. In addition, seven out of thirteen teachers believe that students are encouraged to use
technology to collaborate with other students. These figures were confirmed through teacher
observations utilizing Google Classroom and throughout interviews.
Differentiating Instruction
The English Department also utilized an online program that shares reports on students’
level of grammar called No Red Ink. This is further explained in an interview with a teacher, who
stated,
No Red Ink differentiates their mastery skills of the grammar term. So, if we are working
on adjectives for prep phrases, they’ll ask a question. If they get it wrong, it gives them a
hint, it gives them the question again. If they still get it wrong, then it gives them the rule.
Then, they get the question again with the same format until they master that. Then, it
sends me a grade report, so they can work with individuals the next day who are not
mastering the skills.
No Red Ink is used as an instructional tool to help the teacher differentiate the various
levels of literacy and modify her instruction based on students’ needs. This online strategy was
also prevalent in an observation for a math class. Students worked on an adaptive online math
program called Aleks, which shares reports on students’ level of math. During one of the formal
observations, students worked on their own pace on math problems using Aleks. Utilizing these
online pacing programs, teachers are able to differentiate their instruction.
Most teachers at School X also implement flipped teaching into their curriculum. Flipped
teaching is an instructional strategy that delivers the content online utilizing educational
technologies. This instructional practice shifts the traditional learning model to a more student-
centered approach. Students have the opportunity to explore topics in greater depth by watching
TECHNOLOGY IN K-12 67
lectures posted by the instructor. This strategy was further discussed in the teacher interviews. As
one teacher explained,
You can direct students to review a concept on their own pace, and come back the next
day and take part in a discussion, rather than I present them that information at the same
pace to everyone within that 45-minute time frame.
Table 4
Responses Regarding Differentiated Instruction
Statement Rarely or
Never
Sometimes Most of the
Time
Almost
Always
I use technology to differentiate
instruction
0/13 5/13 8/13 0/13
The survey results reveal that all participants differentiate their instruction with the use of
technology. Based on the triangulation of the data through surveys, observations, and interviews,
teachers use online sources to adapt their lessons to help reach a variety of learners.
PBL - Constructivist Model
School X’s curriculum also embeds STEAM and digital portfolio projects while utilizing
technology. STEAM is a program used to encourage students to work on a real-world problem
while building their science, technology, engineering, art, and math skills. All middle school
students are required to design an assigned model in a two-week period. In addition, students are
required to create a website using Weebly and documenting the process of their project. Based on
the websites students created, students each had a role assigned and were required to post the
daily process of constructing a mini-golf course related to a national monument. Students utilized
their laptops and online programs to design the layout of the golf course. As part of the project,
students needed to collaborate as a team to construct the model.
TECHNOLOGY IN K-12 68
In addition, as part of School X’s graduation requirement, each student must complete a
Digital Passion portfolio project. Students use Weebly to create the sites, and Desmos to design
the logos, and Google Classroom to collaborate with their peers. During the professional
development observation, the tech specialist addressed the digital portfolio project as a year-long
project for the 8th graders that involves every subject. During the math observation, one group of
students worked on their “financial profile” assignment, and they were required to upload it into
their digital portfolios. This project expands the whole year and it showcases their projects
completed in each class.
The biology department also embeds technology as a tool to enhance student learning.
Alongside utilizing Google Docs, Google Classroom, and flipped teaching, the biology teacher
allows students to apply scientific concepts through bio-technology equipment. The bio-
technology equipment allows students to practice applying a scientific concept in a meaningful
context. The biology teacher elaborated on how he integrates bio-technology equipment into the
curriculum by stating,
So, in 7th grade, the kids learn all about DNA, genetics, DNA structure, and then I get
them to apply that knowledge using the bio-technology. So, all that equipment in the
corner there, the kids are able to culture bacteria, to break the cells down, extract the
DNA, magnify the DNA, and then you can analyze it by using the biology apparatus. So,
this is my technology.
In a separate instance, the Spanish teacher had students create a comic life storyboard, which
included dialogue in Spanish. Students were able to visualize the content through the creation of
pictures and audio.
TECHNOLOGY IN K-12 69
Teachers revealed a variety of ways technology was implemented as part of the
curriculum. Class assignments were posted and submitted online, and all used an online learning
management system, Google Drive, Google Classroom, Google Docs, digital textbooks, Weebly,
Prezi, and DEGO while also sharing links for school database. Students were required to use
Google Drive to work on collaborative assignments across content areas. The following tables
present the responses associated with the first research question.
Table 5
Responses Regarding Critical Thinking and Problem-Solving Skills
Statement Rarely or
Never
Sometimes
Most of
the Time
Almost
Always
My lessons embed activities or tasks that
stimulate critical thinking and problem solving
through student use of technology.
1/13 3/13 7/13 2/13
My lessons encourage creativity and
innovation through student use of technology.
0/13 3/13 8/13 2/13
The survey results reveal teachers use technology to foster critical thinking and problem-
solving skills. Nine out of thirteen teachers feel that their lessons embed technology to promote
21st century abilities. In addition, ten out of thirteen teachers encourage creativity and innovation
through technology integration. This was observable throughout the curriculum, which included
digital portfolios, STEAM projects, online adaptive programs, collaborative group work, Google
Classroom, and more.
Summary of Findings for Research Question One
An analysis of the data revealed the shift of traditional teaching methods to the focus of a
student-centered model. This method demonstrates active learning in which students solve
problems, constructs questions on their own, discuss, and collaborate in groups on assigned
TECHNOLOGY IN K-12 70
projects. This shift changes the focus from the teacher to the learner and expects individual
accountability and interdependence. Teachers are still relied on but function more as facilitators.
Student self-reliance is promoted through a variety of projects and online assessments that
replace traditional lectures or formats.
An analysis of the data collected revealed that teachers at School X integrate technology
into a student-centered curriculum to collaborate, differentiate, and apply student learning. The
advanced innovative curriculum at School X engages students to apply their learning in a
student-centered environment, shifting the perspective of students taking on more active roles as
learners and teachers being the facilitators. For example, the digital portfolios, STEAM projects,
bio-equipment and access to a one-to-one laptop program provides students the opportunity to
create models or demonstrations of the learning process. Students documented their learning
through creating their own websites. The technology specialist confirmed this observation by
stating “the focus is more on the process than the product.” The vision and expectation of
preparing students for the 21st century is evident through the student-centered curriculum.
Technology is incorporated as part of the curriculum through the one-to-one laptop
access, the online management system, Google Drive, to assist student and teacher collaboration
and communication. For example, in the past students would receive written feedback, but now
teachers can edit their papers live and provide immediate feedback using advanced features in
Google Docs. Now, students and teachers can collaborate digitally, which allows access to
communication at any time. Based on the surveys, document analysis, observations, and
interviews, teachers utilize Google Classroom, flipped teaching, and online programs to help
differentiate student progress and provide individual feedback to each student. Students gain a
deeper understanding of the content due to self-paced instruction. Students are in control of their
TECHNOLOGY IN K-12 71
own learning and are actively working on projects. Students had the autonomy to choose their
topic on their passion projects. These results indicate the use of technology at School X is
integrated as an instructional tool to transform learning into a student-centered learning model.
Results for Research Question Two
The second research question asked, “What factors do educators attribute their
knowledge skills and pedagogy to utilize technology as an instructional tool?” The second
research question examines the factors that contribute to educators’ background knowledge of
technology integration. In reviewing the surveys, interviews, observations, and document
analysis, it was evident that teachers were expected to utilize technology as part of the
curriculum. The researcher analyzed which component influenced educators at School X to
implement technology. To determine the leading factors to which educators attribute their
technological skills and instruction, the data analysis addressed teacher beliefs, school culture,
and access.
Beliefs
Based on surveys, observations, and interviews, educators at School X tend to (believe
in) independently explore digital resources that would enhance their curriculum based on the
current needs of their students. For example, the technology specialist referred to having the self-
motivation to learn how to implement technology by stating, “I garner ideas from educators at
conferences, self-exploration, finding sources to better reach the students.” During the
interviews, the researcher came across teachers who believed it was crucial to stay current and
up-to-date with educational technology tools. For example, a teacher stated, “I love to keep
learning, teaching continues to evolve.”
TECHNOLOGY IN K-12 72
It was evident through the observations that teachers were no longer the masters of
knowledge but were seen as the facilitators. Every classroom observed was structured in groups,
and students were instructed to work collaboratively on a specific task. Teachers depended on
students working together to solve a task. Teachers recognized the change technology
implementation made in terms of teaching and learning. Teachers believed they had the
responsibility to conduct research on their own to learn how to modify their curriculum to adapt
to their students’ needs. Educators’ beliefs allowed them to be open to adapting an innovative
curriculum utilizing technology to increase student learning. As one teacher stated, “using
technology is a learning process, you can’t be afraid to fail, have to be flexible.” Educators at
School X were viewed as life-long learners who actively seek to improve their teaching. Table 6
represents a majority of teachers believe in the importance of staying current with student needs
and valuing technology as a useful tool to deliver instruction.
Table 6
Responses Regarding Technology Skills
Statement Rarely or
Never
Sometimes Most of
the Time
Almost
Always
I use technology daily in a variety of
ways to present lessons.
0/13 5/13 5/13 3/13
I use technology in a variety of ways to
assess student learning.
1/13 5/13 7/13 0/13
I go out of my way to stay current on
the new innovations with technology.
0/13 4/13 5/13 4/13
School Support
When School X implemented the one-to-one program in 2005, they also created the role
of the technology specialist. Throughout the interviews, teachers accredited most of their
TECHNOLOGY IN K-12 73
background knowledge of technology to the school and the technology specialist. The role and
purpose of the tech specialist was explained in an interview, “their job was solely to guide
teachers and help them get this information on how to integrate technology into the curriculum.”
Teachers had the support from the technology specialist to demonstrate how to deliver content
while utilizing technology. For example, in an interview a teacher stated, “the tech specialist
came in and showed the kids how to use iMovie and showed me. Even with the flipped lessons,
the tech specialist taught me.” Teachers had the one-to-one support on how to effectively utilize
technology into the curriculum.
In a teacher training observation, teachers were provided with multiple resources they can
apply in their classrooms and also had the opportunity to discuss and collaborate with ideas.
During this observation, the tech specialist navigated a website called Graphite.org by
CommonSenseMedia and demonstrated how teachers can search for videos, games, and browse
other resources by subjects. Teachers use the suggested online resources from the tech specialist,
such as Alek’s, No Red Ink, and flipped teaching. In addition to the trainings, the school has a
database of resources in an online library called DEGO, installed by the tech specialist. Teachers
identify which resources they can apply to their own curriculum. It was addressed that the
technology specialist asked for feedback and finds ways to support teachers’ needs.
As part of the faculty requirements, teachers are provided with two required technology
trainings. In 2014, teachers had a training on how to use Google Docs and Google Classroom.
Teachers were arranged by their background level: basic and advanced learners. The Google
trainings were implemented into instruction and were evident in classroom observations. For
instance, a teacher during an observation demonstrated how to highlight and comment sentences
TECHNOLOGY IN K-12 74
using Google Docs. As a result, teachers received training and one-to-one guidance on how to
use technology in the curriculum. As one teacher shared,
when we first started the one-to-one laptop program and I did my first iMovie, I was like,
“I don’t know how to do this,” but the technology coordinator came into my class and
showed the kids how to use iMovie, helped guide them and then guide me.
Culture of the School
Based on the school’s mission and student work, School X demonstrates high-quality use
of technology. The director of the middle school was once a teacher and technology specialist at
the school. The current technology specialist was also a former teacher at the site. As a result, the
administration sustains a strong link to teaching and technology integration. Teachers have the
flexibility to implement new ideas into the curriculum and are supported by administration
through approval of requests for specific professional development. Based on the interviews, it
was evident that teachers were encouraged to enroll in professional development to address areas
of concern. During an interview, for example, a teacher stated, “since the school supports
technology so much, it motivates me to continue to learn.” The technology-driven curriculum
guides the teachers to utilize technology. As one teacher re-affirmed this notion, “the school is
saturated with technology.”
Access
Through observations and interviews, it was apparent that the school provided the highest
speed of bandwidth. As one teacher noted, “if it slows down for 2 seconds, then it’s off.” If
teachers experienced technical difficulties, they notified the technology department and send in a
request. As a result, teachers and students were equipped with easy access to technology. In an
interview, the technology specialist stated, “based on the SAMR model, when we first started,
TECHNOLOGY IN K-12 75
we were using SAM, but not redefinition, but, 3 years ago, we started using redefinition when
the Ed-tech industry and more resources started booming.” As technology resources started
increasing, the school harnessed additional sources to transform curriculum.
Summary of Findings for Question Two
The data collection provided multiple sources of evidence emphasizing that the support,
access, and teacher’s beliefs were strongly supported by the school’s culture. The school climate
revealed a technology-driven environment operated by a team of knowledgeable tech savvy
leaders. School X developed the structure to implement PBL into the curriculum. Students and
teachers have access to personal laptops, high speed Internet, and guidance and support on how
to effectively integrate technology into the curriculum. Technology is used as a tool to support
the needs of students in a 21st century classroom, and it has an impact on instruction. The
school’s curriculum and required professional development motivates teachers to modify their
teaching. Both teachers and administration at School X strongly demonstrated that teaching is a
learning process, and it continued to evolve throughout the data collection. These expectations
and shared vision creates the culture of promoting a tech-driven environment.
Results for Research Question Three
The third research question asked, “In what ways are educators at School X provided
support for technology integration and implementation?” Through document analysis, surveys,
observations, and interviews, it was apparent that the school promotes technology into the
curriculum. A significant highlight was found in the school motto of “Caring, Challenging, and
Committed.” Based on the school’s mission to “provide each student with the highest quality and
most academically challenging education in a nurturing, balanced and diverse environment”
TECHNOLOGY IN K-12 76
(School X, 2015). The school culture demonstrates a strong commitment to providing the
support and access to a high-quality technology-based curriculum.
School Culture
As part of the school’s mission, “students gain a love of learning, a means of thinking
independently, and an ability to work collaboratively” (School X, 2015). As a result, the
classroom structure is centered on group work and inquiry-based projects. Each classroom has
tables, a teacher’s desk, and an LCD projector. Teachers may request specific technology
equipment if they feel it would benefit their classroom. The school’s leadership is very flexible
in approving specific professional development workshops for teachers. For example, during an
interview, a teacher shared,
I did a PD [professional development] that was highly specific, and got approval from the
school...last year, I sat myself on a 2- to 3-day workshop at a lab down in San Diego
where I learned even more of the molecular biology, and I worked in a research lab, again
I’m fortunate that the administration fully supports it.
The ongoing professional development at the school encourages teachers to participate in
specific trainings that enhance their instruction.
Another contributing factor to School X’s high use of technology is the instructional
support exhibited in the curriculum. For example, sixth grade students are required to enroll in
three computer-based classes on how to navigate Google Apps and conduct academic research.
During the in house professional development observation, one of the teachers explained the
purpose of the classes,
We walk through Google Docs, how to send an email, basic stuff, how to use their
computer, commonsense media lessons, Google Drive, and a quarter of digital
TECHNOLOGY IN K-12 77
citizenship, Google Apps. It’s more how do you conduct yourself using the computer,
about media usage.
The school is also Common Sense Media certified, which means staff members are
required to incorporate the website’s resources into the curriculum. This incorporation allows
each student to have digital citizenship. Based on the technology integration, the school values
the importance of a technology-based curriculum.
School Leadership
In addition to school culture, the researcher also analyzed the data to determine the role
of leadership played in guiding technology integration at School X. The head of school is
committed to technology integration. The middle school director was a former technology
integrationist at the school for four years and graduated with a master’s degree in technology
integration. As a result, the administration is tech-driven and promotes educational technology.
Through document analysis, the school’s strategic plan is designed by administration, teachers,
parents, and the board of trustees. This collaborated vision supports Bolman and Deal’s (2003)
four frames of leadership: symbolic, structural, human resources and political.
The school’s curriculum and direction stemmed from a symbolic frame. The technology
specialist was a teacher at the school for seven years prior to working closely with the
administration. She had a strong understanding of the school system and academic history. The
middle school director, as stated, was formerly a technology specialist for the school and had a
strong background on the curricular design of integrating technology. Together, as an
administrative team, they work collaboratively to provide the necessary professional
development for the staff and the flexibility to enhance the curriculum. For example, when
interviewing the current technology specialist, her response to the school’s role of leadership
TECHNOLOGY IN K-12 78
was, “I feel like in our school the tech integrationists are given total autonomy to do whatever is
in the best interests of the school so to that extent, I feel like the leadership is somewhat flattened
in this area.” The school’s leaders set an intentional way of managing relationships that enables
others to succeed while accomplishing a collective outcome, or, in other words, developing a
form of shared leadership.
High performance and expectations are ingrained into School X’s culture. The
technology specialist noted that “the administration essentially says ‘we trust you completely,
here are the goals, do what you think is best for the school.” This example highlights how the
administration provides shared leadership that holds the teachers and staff accountable to
perform at a high level. The leadership focuses on results; they have found that giving people
greater autonomy creates a more responsible culture.
Through a human resource perspective, the administrators were perceived to demonstrate
staff instructional flexibility. Throughout the interviews, teachers stated that the administration
provided both the technological support and professional development needed to support
teachers’ use of technology. From a structural viewpoint, the administration provided the
building and classroom structure to accommodate a technology-based curriculum. Prior to
implementing a one-to-one laptop program, the technology specialist and staff visited other
schools to examine the benefit of introducing a new tool and learning how they can adapt it as a
relevant tool to their school. This was reiterated in an interview with the math teacher:
Taking some of their concepts and the way they do things there and see how they adapt. I
think with technology one of the greatest PD, one of the ways was I felt was networking
and visiting other places and what you’re doing, even just seeing how other places can do
it.
TECHNOLOGY IN K-12 79
School X leadership re-examined existing practices and identified next steps in sustaining a
culture of learning and improvement.
Through a political lens, the school and the board of trustees, parents, and faculty
searched for local partnerships needed to support the school’s innovative curriculum. As part of
the school’s strategic plan, one of the goals is to draw on local and parent resources in
supplementing the school’s mission, which includes strengthening relationships with local
institutions. The strategic plan focuses on building community through ongoing parent
communication, opportunities for parent interaction, and promoting volunteer expectations. The
school’s 2012-2017 strategic plan highlights the school’s annual fund, capital campaigns, and
donations by the school’s families, trustees, faculty, former parents, and alumni. For example,
the strategic plan emphasizes the need to “draw on local and parent resources in supplementing
the school’s curriculum, including strengthening relationships with local institutions” (School X,
2015). The school developed a parent-group organization aimed to recruiting volunteers to
increase communication between the school families and raising funds for school needs.
Through local funding and parent involvement, all members of the community share the
responsibility to support the school’s academic excellence. Furthermore, the staff at School X
demonstrates the ability of using multiple frames to manage a successful middle school. There is
a clear passion that comes from all parts of the community to help continue to cultivate a culture
that allows them to meet their long-term capital needs.
Access and Support
The researcher also came to find that school access and support played a key role in
technology implementation. The school had a tech department accountable for the school’s
fastest bandwidth connection. In addition, School X had a technology specialist who played an
TECHNOLOGY IN K-12 80
integral component at the school. Throughout the interviews and surveys, respondents illustrated
that having access to their technology specialist served as a vital piece to integrate technology
effectively into their lessons. As one teacher noted,
Technology is getting more advanced, and I think the challenge for most schools is how
do you manage all that, I mean I know teachers can be overwhelmed by it because they
see all this stuff and they want to teach their old way, so it can be challenging for
someone who has been doing it for a long time. Again, the evolution of it is so quick, and
using it the right way, that’s the challenge too, how do I incorporate it in a meaningful
way and is it having a positive impact in student learning.
The technology specialist devotes time to searching for resources to enhance the curriculum into
a relevant context that best suits the needs of the students. Furthermore, ongoing professional
development is required to stay current in technology integration. Table 7 is representative of the
responses to the third research question and related to the statements shared during the interviews
and observations.
Table 7
Responses Regarding Shared Vision and Significance of Professional Development
Technology Support Rarely or
Never
Sometimes Most of
the Time
Almost
Always
Use of technology is encouraged and
promoted at my school.
0/13 0/13 1/13 10/13
IT support staff is available to assist when
needed.
1/13 1/13 4/13 6/13
TECHNOLOGY IN K-12 81
Table 7, continued
A mentor is available to support
technology integration.
0/13 1/13 5/13 7/13
Use of instructional technology is a
component of my school’s culture.
0 0 4/13 9/13
Teachers are provided with hands-on
opportunities to learn instructional
technology.
1 1 7/13 4/13
The survey results provide a glimpse of the shared vision and significance of professional
development when implementing technology into the curriculum. Based on the results, the role
of leadership is taken into account in ways such as in ongoing learning opportunities and
motivation to acquire instructional technology.
Summary of Findings for Research Question Three
The data collection provided evidence demonstrating a technology-driven curriculum that
was supported by school culture and leadership. Based on Bolman and Deal’s (2003) four frames
of leadership, the school collectively manages how to reframe an issue by operating through a
multiple frame support system. The school identified all relevant stakeholders to be involved in
the planning of the instruction. It was evident that the administration and staff were
knowledgeable regarding technology and aimed to support the teachers and staff with internal
and external professional development opportunities and access to a technology-rich
environment. The school’s shared leadership helped create the building and classroom structure
dedicated to designing a rigorous educational program of the highest quality. As a result, strong
administrative leadership and ongoing professional development was deemed critical to the
success of the school.
TECHNOLOGY IN K-12 82
Results for Research Question Four
The final research question asked, “What are educators’ beliefs about technology
integration and implementation at School X?” Analysis pertaining to this question focuses on
educators’ beliefs about the use of technology in the classroom. In reviewing the surveys,
interviews, observations, and document analysis, it was clear that, just as the curriculum was
changing, so was pedagogy. Based on the data collection, the common teacher perspectives on
integrating technology into their lessons aimed at monitoring student progress, transform student
learning, and engage in a self-critical environment.
Formative Assessment
To explore the impact technology has on teaching and learning, the researcher
triangulated the data from interviews, observations, and surveys. It was apparent in speaking
with various teachers that technology was viewed as a tool to help monitor student progress and
was thought of as recording student formative assessment. On multiple occasions, the researcher
heard how technology is used to differentiate teaching and learning. For example, the technology
specialist stated,
I think it helps reach a variety of different learners, in different ways, like we can collect
much more data now with our students, and be more responsive to their needs in real
time…so I think that ability to adjust your lessons in real time based on analytics is huge
in meeting students’ needs.
This was also confirmed in the observations when teachers utilized adaptive online programs.
During an English class, students used No Red Ink, an adaptive grammar program and Aleks, an
online math program to scaffold student learning at their own pace. Digital media can also be
used to enhance self-assessment during projects. The table below reveals the number of teachers
TECHNOLOGY IN K-12 83
who believe technology impacts student learning. The survey results reveal that twelve out of
thirteen teachers believe that technology helps students take ownership of learning.
Table 8
Responses Regarding Technology’s Impacts on Student Learning
Statement Strongly
Disagree
Disagree Agree Strongly
Agree
My students are empowered to be
responsible for their own learning.
0/13 1/13 5/13 7/13
21st Century Learning
The types of projects assigned at School X promote a constructivist approach and involve
21st century learning skills. One teacher stated their argument for teaching science, “it has to be
hands-on, applicable, and it has to meet current knowledge that the kids already have.” This
constructivist approach was evident throughout the observations. Students were demonstrating
high use of technology by creating websites, collaborating through Google Classroom,
constructing models through STEAM projects, and other interactive opportunities with the aid of
technology.
Given School X has an advanced curriculum, this structure influenced the educators’
beliefs that technology played a critical role for instruction and learning. One teacher shared that
the use of technology is integrated as a transformative tool to teaching. This teacher stated,
for me technology also extends not just the hardware and the software they’re using on
their computers but this year in particular extending to bringing up a Maker element.
Where they’re having to engineer things from the paper circuits or having to problem
solve something.
TECHNOLOGY IN K-12 84
The school’s innovative tech-driven curriculum proved significant in educating students to be
successful in today’s world. The researcher observed students presenting their digital portfolio
projects. Eighth-grade students had a choice to select a topic and design a logo, create graphs,
and reflect on the process through conducting research and collaborating with a partner. The
assignment’s focus was more on the process than the product and the ability to go deeper with
the content. Students had the opportunity to think deeply than just focus on the model and more
about the critical thinking process. The table below exhibits the results that address the role of
the teacher in delivering the curriculum. Twelve out of thirteen teachers demonstrate a student-
centered approach.
Table 9
Responses Regarding a Student-Centered Approach
Statement Strongly
Disagree
Disagree Agree Strongly Agree
My classroom is student-centered 0/13 1/13 4/13 8/13
Self-Critical Environment
As the curriculum at School X continues to advance with technological tools and
assessment, teachers feel compelled to explore and experiment with new strategies to enhance
their teaching. One teacher noted that, “using tech is a learning process, you can’t be afraid to
fail, have to be flexible.” School X’s mission aims to challenge both students and staff to become
self-critical of their own work. The non-traditional structure of the classrooms and curriculum
demonstrates the importance of working collaboratively and critically with one another. In
addition, based on the school’s “flattened” leadership and rigorous curriculum, the school’s staff
feels accountable to find sources to better reach the needs of the students. A common response
TECHNOLOGY IN K-12 85
among teachers interviewed was to remain open and curious to learning. The math teacher
summarized this belief as “be willing and a willing participant.” This adaptable outlook was
exhibited among teachers throughout the observations. During one of the observations, a teacher
tried to display one of the students’ comic life presentations and asked the class, “Who can help
me open this?” One of the students came up and walked her through it. Teachers felt open to take
risks in the classroom and exemplified their role as the facilitator throughout observations.
Summary of Findings Research Question Four
The staff at School X clearly perceived technology as impacting teaching and learning.
Technology was viewed as a transformative tool that changed the way of looking at pedagogy.
Teachers at School X believe that a project-based curriculum and technology increased students’
21st century skills of collaboration, communication, creativity, and critical thinking. It also
improved the way teachers can monitor their student learning and identify which students needed
remediation. Based on the results, the school culture plays an integral role in shaping teachers’
beliefs of technology integration and promotes student-centered instruction. School X fostered a
culture that embraced a love for learning as an essential and continuing part of the school’s
mission.
Emergent Themes
The following are the five major themes that became apparent from the findings.
Student-Centered Instruction
An analysis of the data collected revealed that teachers at School X integrate technology
into a student-centered perspective to differentiate, collaborate, and apply student learning. This
learner-centered approach allows teachers to adapt their teaching practices to meet the needs of
TECHNOLOGY IN K-12 86
their students. The advanced innovative curriculum at School X engages students to construct
their learning in a student-centered environment.
Tech-Driven Administration
It was evident that the administration’s background of teaching and technology helped to
support the teachers and staff with learning opportunities and access to a technology-rich
environment.
Shared Leadership
School X had a strategic plan designed by the board of trustees, faculty, parents, and
students to ensure that the school adheres to its principles while effecting positive change to the
school. It was evident through collegiality that both staff and administration explicitly respected
each other’s abilities to work towards a common vision. All stakeholders, including students,
collaborated in making technology responsive to the learning process.
School Culture
School X’s tech-driven administration, staff, and community, helped foster an inquiry-
based 21st century learning environment. The school seeks to encourage a self-critical
environment in which our administration and faculty continually examine and improve the
school’s mission to teaching and advance the curriculum.
Ongoing Professional Development
Due to the administrators’ experience with technology and teaching, School X developed
the structure to implement PBL into the curriculum through ongoing professional development
and networking opportunities, such as in-staff trainings, national conferences, school
observations, and more. The administration continues to provide extensive faculty training in the
TECHNOLOGY IN K-12 87
use of technological tools in the classroom and to monitor the effectiveness of the current
integration of technology into the curriculum.
TPACK Model
Students, being digital natives, exhibited expertise skills with technology as they
completed their PBL projects and constructed their own websites. However, as digital
immigrants, teachers had to learn how to adapt to this environment. Despite the difference, both
digital participants demonstrated a learning capacity for the use of technology. According to the
TPACK model, technology is a new knowledge that provides the teacher the ability to integrate
it into the content curriculum. Although teachers may not have held a degree in technology, they
had possessed a love for learning and had prior experiences that shaped their curiosity for
technology integration. As a result, the administration provided the flexibility and professional
development to guide teachers on how to use specific technology tools or Google Apps to
transform their curriculum. The school created a paperless-based community and required
teachers to expand their level of technology use through ongoing professional learning
opportunities that strengthened content and pedagogical knowledge as well.
In lieu of the TPACK model, both teachers and support personnel valued the significance
of ongoing professional development to meet the current needs of their content, technology, and
instructional delivery. As a result, shared leadership had been cultivated and helped the school
sustain their vision of 21st century learning. Based on the data collection, the school constantly
seeks to improve and provide the most challenging curriculum while fostering teachers’ content,
technology, and pedagogical knowledge.
TECHNOLOGY IN K-12 88
SAMR Model
Through the interviews, faculty shared that the use of technology is changing pedagogy.
Teacher responses were focused on the application of concepts and visualizing learning through
the use of technology. As a result, 21st century teaching is influenced by technology as a tool to
integrate into instruction. This study used the SAMR model to examine how teachers
implemented technology into the curriculum: to enhance or transform learning. As part of the
mandated curriculum, students showcased their PBL assignments on their own websites and
constructed 3D STEAM projects. Based on the data, teachers at School X are utilizing
technology to not just enhance the learning process but to transform student learning. These
results indicate the use of technology is integrated through student-centered teaching methods
that foster student collaboration, communication, creativity, and communication skills through
PBL.
Summary
The purpose of this study was to identify which factors influence School X in the use of
technology and how does this affects teaching and learning. This chapter provided an
examination the results regarding the four research questions that guided this case study:
1. How do educators at “School X” integrate technology to support students learning?
2. To what factors do educators at “School X” attribute their knowledge of instructional
technology skills and pedagogy to utilize technology as an instructional tool?
3. In what ways are educators at “School X” provided support for technology integration
and implementation?
4. What are educators’ beliefs about technology integration and implementation at “School
X”?
TECHNOLOGY IN K-12 89
Through triangulation of the data, which came from document analysis, staff interviews,
teacher surveys, and classroom observations, five themes emerged: school culture, shared
leadership, a tech-driven administration, ongoing professional development and student-centered
instruction. These themes were addressed in relation to the TPACK and SAMR conceptual
models. The discussion revealed School X integrated both models to sustain PBL, collaboration,
and an inquiry-based curriculum that supported technology implementation and promoted 21st
century learning. The student-centered curriculum, shared leadership, and tech-driven
administration promote a technology infused environment.
TECHNOLOGY IN K-12 90
CHAPTER FIVE: DISCUSSION
Chapter One provides a discussion on the obstacles surrounding technology integration in
K-12 schools and the potential impact these may have on teaching and learning. Chapter Two
presents the recent literature on the topic of educational technology, the current barriers,
conceptual models, and instructional practices that are used for high-quality technology use in
the classroom. Chapter Three describes the methodology of this qualitative case study, defines
the research questions and design, population of the case study, instrument tools, data collection
process, the conceptual model, and describes the validity of the methodology. Chapter Four
presents the study’s results by research question and reflects on the emerging themes collected
from the data. Chapter five will provide a summary of this case study, and discuss implications
and recommendations for further research on the suggested factors impacting technology
integration.
Purpose, Significance, and Methodology
The purpose of this study was to identify the factors related to technology integration in
an outperforming school and examine its impact on teaching and learning. One of the issues in
our education system is the knowledge gap between instructional delivery and the high-quality
use of technology integration in curriculum. The purpose for analyzing the relationship between
teaching and technology use was to provide recommendations for teacher development and
student learning. The following four research questions developed by ten members of a thematic
dissertation group were addressed:
1. How do educators at “School X” integrate technology to support students learning?
2. To what factors do educators at “School X” attribute their knowledge of instructional
technology skills and pedagogy to utilize technology as an instructional tool?
TECHNOLOGY IN K-12 91
3. In what ways are educators at “School X” provided support for technology integration
and implementation?
4. What are educators’ beliefs about technology integration and implementation at “School
X”?
This is one of ten case studies validating the factors that affect teaching and learning from
a technology-based curriculum which can be replicated across schools. In addition, it
recommends practitioners understand potential factors that may influence technology integration.
The study provides models that can be used to examine the critical components of teaching and
how to transform student learning while incorporating digital devices. This study provides
additional research revealing the influence of a tech-driven administration that acquires both
teaching and technology experience. Furthermore, the study identifies an instructional method
that is aligned with 21st century learning and influential for technology integration to enhance
student learning.
The study used qualitative, descriptive research methods to identify the factors used in
schools in integrate technology in the classroom. The case study was one of ten case studies.
This particular study focused on a private middle school setting. Data collection was guided by
the four research questions, and the data was collected through document review, survey,
interviews, and observations. The process of triangulation guided the researcher in interpreting
the data and checking for validity (Maxwell, 2013). The purpose of using a qualitative approach
was to understand the interpretation of a school’s experience utilizing digital tools and
developing a descriptive analysis. The researcher verified what was said during interviews by
confirming the data through surveys, document analysis, and observations to minimize the risk
TECHNOLOGY IN K-12 92
of biases. This case study can only be generalized to a related context of a private school setting
and compared by a similar description to the school’s background.
Conclusions
Through triangulation of the data collection, five themes emerged from this case study.
The themes were student-centered instruction, tech-driven administration, shared leadership,
school culture, and ongoing professional development.
Student-Centered Instruction
Innovation and creativity are vital to the success of our economy, which required a shift
in teacher instruction. School X strived to implement a rigorous academic program to provide
students with the opportunity to pursue an advanced curriculum. It was apparent through the data
analysis that the school molded students into independent, critical, and creative thinkers.
Instruction shifted from a 20th century teaching model to a 21st century student-centered
approach. The main avenue for this work was PBL. Moreover, teachers were encouraged to
become facilitators, and students had the opportunity to discover their own learning.
Tech-Driven Administration
Leaders coming from both a teacher and technology-driven perspective generated the
infusion of technology at School X. Throughout the interviews, it was evident that the
administrative background influenced the school’s technology-driven curriculum and supported
the staff with ongoing professional development that enhanced a teacher’s content, pedagogy,
and technology knowledge. The middle school director’s background in technology helped
support the school’s vision by allowing access to an on-site technology specialist to devote time
to in-staff training on current teaching practices that align with 21st century learning. The
school’s technology specialist embraced a background of teaching and technology use, which
TECHNOLOGY IN K-12 93
played a critical role in the direction of the school’s curriculum. The technology specialist
expanded her role through teacher mentoring and student review to evaluate and improve faculty
performance.
Shared Leadership
School X designed a strategic plan to continue to build a rigorous academic program,
fostering 21st century skills. The strategic planning committee included all stakeholders,
including board of trustees, faculty, staff, parents, students, and the local community. The
school’s administration maintained clear channels of communication with parents, students, and
staff through school functions, parent forums, activities, and local funding events to reinforce a
team of leaders. The school’s shared vision and collective leadership helped shape the
instructional practice to a more student-centered learning environment. Students and teachers
collaborated to design 3D models during the process of working with STEAM and other PBL
projects. This type of behavior demonstrated a strong bond of collegiality. Based on the high-
level use of technology integration at School X, teachers and staff had a common motive to work
towards inquiry-based lessons. Furthermore, this relationship extended to their students as well,
allowing for experimentation and even failure. Students were given a choice on topics to explore
for their digital portfolios based on their own interest and what they found relevant. Students and
teachers were committed to learning how to integrate technology with the content and construct a
meaningful learning environment. School leaders need to be mindful of distributing leadership to
all stakeholders to build a sense of ownership and model collaborative behavior.
School Culture
An essential component to School X’s success has been engaging students with real-life
connections, and to provide them with the choice in their learning. The staff at School X
TECHNOLOGY IN K-12 94
provided the space to learn in a collaborative environment. The school’s curriculum included a
digital literacy course to help guide student transition to Google Classroom and other digital
platforms embedded in the curriculum. Students and faculty were encouraged to be open and
take risks as part of the learning process. The school culture affected teachers’ self-efficacy in
terms of embracing change in their own teaching practices. Ongoing training supported the shift
to a student-centered curriculum. As a result, the school’s staff placed a high priority on
modeling collaboration and a professional culture of high expectations, ownership, and a
personal culture of cooperation.
Ongoing Professional Development
School X had a strategic plan and vision for ongoing professional development. This
occurred through staff meetings, yearly technology trainings, conferences, school observations,
and more. In addition, teachers had the flexibility to request their own subject based professional
development and continually improve instructional practice through observations of other
successful technology-driven schools. Furthermore, as digital technology is evolving, School X
advocates a culture of life-long learners to stay current in instructional methods and to
continually seek improvement.
Implications
Research has shown there is a knowledge gap between those who can successfully
integrate technology into the curriculum and those who can solely operate digital devices. Based
on the literature, access to technology does not guarantee successful learning outcomes. As part
of the second digital divide, learning how to use technology is the current challenge and often is
the first obstacle schools encounter. School X implemented a one-to-one laptop program to
support the 21st century needs of students. Prior to this implementation, administration observed
TECHNOLOGY IN K-12 95
other schools that had experience using one-to-one individual access to laptops and eventually
adapted its system to School X in 2005. Leaders at School X found they could effectively
provide technology access by investing in a technology specialist and IT support to help guide
the shift in instruction, while students bring in their personal Mac laptops. Technology access at
School X transformed teaching and learning, especially as a method for increased
communication and collaboration. The project-based curriculum at School X requires students to
have access to laptops to support the research and collaboration needed to better communicate
and gain digital literacy. The shift to a technology-infused curriculum required a new way of
teaching, which was supported through ongoing professional development and instructional
guidance from the staff.
This study confirms that, when shared leadership and school culture align, technology
integration has a positive impact on teaching and learning. It was evident through data analysis
that the TPACK and SAMR conceptual models were practiced to follow 21st century
expectations. These models guided the study by helping to demonstrate the level of technology
use in a classroom and to identify the factors that contribute to technology integration. It requires
leadership that promotes a technology-driven environment for teachers and students and also an
environment that provides a culture of increased collaboration, an environment that encourages
self-critical assessment and an understanding of the need to take risks as essential parts of the
learning process when integrating digital tools into the curriculum. The students modeled the
staff’s behavior and embraced a culture of exploration, which cultivated creativity and
innovation by the entire community.
This is an outperforming school, although any school can achieve this success if leaders
reach out to local partnerships, continually raise funds, and stimulate communication and
TECHNOLOGY IN K-12 96
accountability with all stakeholders. In addition, School X had a team of tech-driven leaders who
adopted pedagogical, content, and technology knowledge to help advance the curriculum.
Guiding the curriculum through the TPACK and SAMR models was needed to successfully
integrate technology to support a 21
st
century teaching framework. The technology specialist
guided teachers on how to integrate all three bodies of knowledge, content, pedagogy, and
technology through one-to-one training, in-staff workshops, and additional professional
development opportunities. Moreover, the IT department created the infrastructure to have
access to a high-tech learning environment. The students and teachers demonstrated a positive
transition to technology integration by recognizing the culture of trial and error as part of the
learning process. The school fostered a culture of innovation, which was sustained by strong
team leadership.
School X is an influential model for educators to recreate. This case study identifies five
factors that may have an impact on classroom technology integration. In this case study, School
X needed student-centered instruction, school culture, shared leadership, tech-driven
administration, and ongoing professional development to successfully embed technology into the
curriculum. The faculty and staff recognized the shift to a more student-centered program design
and, therefore, placed an emphasis on integrating technology into a project-based curriculum. A
PBL environment created the opportunity for students to take ownership of their own learning,
and increase collaboration, critical thinking, communication, and creativity skills. Therefore, in
order to sustain a 21st century education, a school’s administration needs to recognize the
implications of teaching with technology and continue to provide a culture of ongoing learning
with the support of all stakeholders.
TECHNOLOGY IN K-12 97
Recommendation for Further Study
Research on the impact of technology integration on teaching and learning is limited.
Studies show that teachers are capable of operating technology devices but lack knowledge on
how to integrate it effectively into the curriculum. Understanding influential factors will be
beneficial since technology is constantly evolving and changing. Increased technology use
introduces new knowledge to teaching and learning. Learning how to manage digital tools and to
sustain critical thinking and literacy skills is a challenge for 21st century educators. To aid in this
challenge, the following section presents recommendations for further research in the area of
technology integration and its impact on teaching and learning.
First, further analysis is needed on the impact school size may have on integrating
technology. The middle school student enrollment was just about 210, which provided a highly
personalized environment for students. When a student or a teacher needed academic guidance, it
was supported with immediate attention. The small school size allowed the administration to
cater to student and teacher needs with sufficient access to technology tools and IT support.
Second, School X recognized that an innovative curriculum and exceptional facilities cost
money. Additional studies on how financial support affects the sustainability of technology
integration in schools would also contribute to the literature. This case study focused on the
importance of having the support from administration and the community to foster a technology-
rich curriculum. Gaining a deeper knowledge at the level of significance financial support has on
the implementation of technology would benefit school leaders as they search for resources to
maintain a technology-infused curriculum.
Lastly, research on the learning design to create and recreate an innovative curriculum to
support 21st century learning will remain a challenge. There will be many obstacles to overcome
TECHNOLOGY IN K-12 98
as we engage further into the 21st century, and an emphasis on learning will be essential to the
process of integrating technology into the curriculum. Teachers perceptions regarding the
efficiency and success technology can have on student learning would be significantly
informative. Research specifically in the area of learning and growth mindset could be highly
beneficial.
The results of this study may provide additional insight on the intersection of pedagogy,
content, and the use of technology in teaching and learning. Technology is not simply having
access but also requires administrative leaders help support the ongoing training necessary for
teachers to succeed in modeling current instructional practices. The literature identified teacher
beliefs as the leading factor impacting technology integration. Consequently, based on the
findings of this case study, teacher perception was influenced by the school’s culture, innovative
curriculum, shared leadership and ongoing professional opportunities.
Throughout the case study, it was evident that, in addition to the robust infrastructure,
administrators were willing to provide resources critical to technology integration. Leadership
played an important role in fostering the culture of the school. A school culture that is conducive
to promoting 21st century skills is more likely to support transformational technology practices
and innovation. More importantly, by increasing technology and literacy skills, students will gain
the opportunity to develop strong communication, collaboration, critical thinking, and creativity
abilities instrumental to a 21st century learning environment.
TECHNOLOGY IN K-12 99
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TECHNOLOGY IN K-12 105
Appendix A
Survey Protocol
TECHNOLOGY SURVEY
Integration of Instructional Technology
Demographic Information 1
0-5
Years
2
6-15
Years
3
16-25
Years
4
26 +
Years
How many years have you been
teaching?
Student Learning 1
Rarely or
Never
2
Sometime
s
3
Most of
the Time
4
Almost
Always
My instruction involves use of
technology.
My lessons encourage creativity
and innovation through student use
of technology.
My lessons embed activities or
tasks that stimulate critical thinking
and problem solving through
student use of technology
My lessons embed student use of
technology in the classroom.
My lessons embed student use of
technology outside of the
classroom.
Students are encouraged to work
collaboratively with other students
while using technology.
Professional development (PD)
sessions have improved my use of
technology in the classroom.
I use technology to differentiate
instruction.
TECHNOLOGY IN K-12 106
Technology Skills 1
Rarely or
Never
2
Sometime
s
3
Most of
the Time
4
Almost
Always
I use technology daily in a variety
of ways to present lessons.
I use technology in a variety of
ways to assess student learning.
I go out of my way to stay current
on the new innovations with
technology.
Technology Support 1
Rarely or
Never
2
Sometime
s
3
Most of
the Time
4
Almost
Always
Use of technology is encouraged
and promoted at my school.
IT support staff is available to assist
when needed.
A mentor is available to support
technology integration.
Use of instructional technology is a
component of my school’s culture.
Teachers are provided with hands-
on opportunities to learn
instructional technology.
Technology Beliefs 1
Strongly
Disagree
2
Disagree
3
Agree
4
Strongly
Agree
I support the use of technology in
the classroom.
Instructional technology has a
positive impact on student learning.
Technology is an important part of
teaching and learning.
My classroom is student-centered.
My students are empowered to be
responsible for their own learning.
TECHNOLOGY IN K-12 107
Appendix B
Observation Protocol Checklist
TECHNOLOGY IN K-12 108
TECHNOLOGY IN K-12 109
Appendix C
Interview Protocol
Research Questions Interview Questions
RQ1: How do educators at
School X integrate technology
to support students learning?
1. How would you describe the use of technology in
your classroom?
2. How are students using instructional technology in
the classroom?
3. What are some instructional strategies that
technology can help in differentiating instruction
for diverse students?
4. What technology device is used to assist in student
motivation? How do you know?
5. What applications and/or software programs are
used to support student learning?
6. Is there anything else you would you like to
share?
RQ2: What factors do
educators attribute their
knowledge of skills and
pedagogy to utilize technology
as an instructional tool?
1. To what do you attribute your background
knowledge of technology?
2. How do you continue to acquire knowledge of
technology device use?
3. How did you learn to integrate technology in your
instruction?
4. How do you determine what technology to use with
your students?
5. Is there anything else you would you like to
share?
RQ3: In what ways are
educators at School X
provided support for
technology integration and
implementation?
1. How does the school support and train teachers to
use technology devices and applications?
2. How does the school make technology accessible
to teachers?
3. In what ways are teachers provided support and/or
informational resources regarding integrating
technology in the curriculum?
4. What are some obstacles in implementing
technology in student learning?
5. Is there anything else you would you like to
share?
TECHNOLOGY IN K-12 110
RQ4: What are educators’
beliefs about technology
integration and
implementation at School X?
1. How do you feel about the use of technology?
2. What do you believe are the benefits of technology
in the classroom?
3. Some people say technology takes too much time,
what would you say to this?
4. What advice would you give a novice teacher in the
inclusion of technology in their classroom?
5. What is your favorite technology to use while
teaching? Why?
6. Is there anything else you would you like to
share?
TECHNOLOGY IN K-12 111
Appendix D
Document Review Protocol
RQ 1: How do educators at “School X” integrate technology to support students learning?
Data Needs Potential Document Review Sources
How are teachers using instructional
technology in the classroom?
Lesson plans
School plan
Technology plan
Classroom artifacts
Student work samples
Rubrics
Teacher feedback
How are students using instructional
technology in the classroom?
Lesson plans
School plan
Technology plan
Classroom artifacts
Student work samples
Rubrics
RQ 2: What factors do educators attribute their knowledge of skills and pedagogy to utilize
technology as an instructional tool?
Data Needs Potential Document Review Sources
Teacher education programs
Professional Development
Personal knowledge/research
Teacher responses
Professional development records
Staff meeting/training agendas
RQ #3 - In what ways are educators provided support for technology integration and
implementation?
Data Needs Potential Document Review Sources
Types of PD
Resources
School plan
Professional development records
IT Support Coaching/observation schedules
Site Budget LCAP Plan
Site Budget Process
Coaching – formal and informal
Staff meeting/training agendas
SARC
WASC Documents
RQ #4 - What are educators’ beliefs about technology integration and implementation at “School
X”?
Data Needs Potential Document Review Sources
Educators’ Beliefs School Plan
Lesson Plans
Abstract (if available)
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Panossian, Armig
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Technology integration and its impact on 21st century learning and instruction: a case study
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04/22/2016
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