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A case study: technology, teaching and student learning

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A case study: technology, teaching and student learning

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Content Running Head: Technology, Teaching and Student Learning

A CASE STUDY:
TECHNOLOGY, TEACHING AND STUDENT LEARNING

by

Anissa Sorley Sequeida

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

May 2016

Copyright 2016 Anissa Sorley Sequeida
Technology, Teaching, and Student Learning 2

Dedications

I am blessed to be surrounded by people who believe in who I am and what I stand for.
There are those that believe in and support my desire to positively impact the lives of students;
while others believe in my ability to succeed at anything I set my mind to. This dissertation is
dedicated to the people in my life who embody those beliefs.
To my husband Carlos, I dedicate this to you as it is as much a testament to your undying
love, support, and hard work as it is my own. You stood by my side throughout this journey. It is
because of you that we are still a family; you were the glue that kept us together this last three
years. You are the love of my life.
To my sons Zach and Parker, may you feel as supported in your own journeys through
life as I have throughout mine. Success comes from a commitment to lifelong learning and the
ability to embrace opportunity; my hope is that you experience great success.
To my daughters Camdyn, Laira, and Irelyne, and my niece Alison, this work is
especially dedicated to you. This is just one example of what women can do when we believe in
ourselves, work hard, and pursue our passions. My hope is that you grow up to believe that you
can do anything you set your mind to.
To my parents, Gary and Debie, I would not be who I am today if it were not for you
instilling in me a strong work ethic, the importance of seeing things through, and the value of
family. I can always count on you to keep me grounded.
Finally, to my grandma and grandpa Sorley, your contributions to my journey through
life and as an educator are invaluable. You believed in me before I believed in myself and
provided me with opportunities and resources that led me to the place I am today; for that I am
Technology, Teaching, and Student Learning 3

eternally grateful. The completion of this work has allowed me to check two items off of my
bucket list: to become a doctor and a degree from USC. I did it grandpa!

Technology, Teaching, and Student Learning 4

Acknowledgements

Throughout this three-year process I have received undying support from so many
individuals. That support has allowed me to experience professional growth, personal growth,
and unexpected opportunities. I would not be where I am today without the support of each of
the following people.
I am thankful for my husband and children for maintaining stability while I was focused
on this project and maintaining my career. Thank you for allowing me to go through this journey
with you by my side, I cannot imagine sharing it with anyone else.
I am thankful for my grandma Gwen for helping fund this journey. Your contribution is
greatly appreciated and will benefit the lives of many extending far beyond my own.
To my aunt Karen, and uncle Jeff, thank you for supporting me through this journey.
Your willingness to donate resources and entertain my passion for education are much
appreciated.
I am thankful to Dr. Gothold for serving as my dissertation chair, guiding me through the
dissertation process, and believing in the work of our research group. Your guidance has further
developed my quest to close the achievement gap.
Thank you to Dr. Roach, Dr. Hocevar, and Dr. Escalante for serving as members of my
dissertation committee. Your insight and guidance is much appreciated and will impact my
actions as an educational leader.
I am thankful to my principal, David Richey for supporting me through this journey. You
have accommodated my many schedule requests, empowered me as a leader and most
importantly supported me as a mother. My family and I thank you.
Technology, Teaching, and Student Learning 5

Finally, I give thanks to the University of Southern California, Rossier School of
Education and the Orange County cohort for providing the pathway, support, and collegiality
that saw me through this program. Fight On!

Technology, Teaching, and Student Learning 6

Table of Contents

DEDICATION 2

ACKNOWLEDGEMENTS 4

TABLE OF CONTENTS 6

LIST OF TABLES 8

ABSTRACT 9

CHAPTER 1: Overview of the Study 10
Introduction 10
Statement of the Problem 11
Purpose of the Study 12
Research Questions 12
Significance of the Study 13
Methodology 14
Assumptions, Limitations, Delimitations 14
Definitions of Related Terms 15
Organization of the Study 20

CHAPTER 2: Review of the Literature 22
Introduction 22
History of Technology 23
Traditional Technology Usage 23
The K-12 Setting 27
Purpose 29
Teaching and Learning 29
Current Practices 32
Technology and Teacher Beliefs 34
Benefits When Teachers Embrace Technology 35
Access to Technology 38
Supporting Technology Use 40
Professional Development 40
Technology Support 43
Pedagogy 44
Constructivist 44
Other Models 46
Figure 1: TPACK Conceptual Model 47
Figure 2: SAMR Conceptual Model 48
Current Examples 49
Technology, Teaching, and Student Learning 7

Figure 3: Blended Learning 55
Summary and Critique 56

CHAPTER 3: Research Methodology 59
Research Questions 60
Research Design 61
Sample and Population 62
Instrumentation 64
Figure 4: 21
st
Century Teaching and Learning Framework 67
Data Collection 68
Validity and Reliability 72
Data Analysis 75

CHAPTER 4: Findings 76
Introduction 76
First Observation of the School Site 76
Research Questions 79
Criteria 80
Methodology 80
Participants 81
Responses to Research Questions 82
Data for Question 1 82
Data for Question 2 85
Data for Question 3 89
Data for Question 4 93
Emergent Themes 97
Site Leadership 97
School Wide Instructional Focus on Technology for Teaching and Learning 98
A Shift in Site Leadership 100
Themes through the lenses of TPACK and SAMR 101
Summary 103

CHAPTER 5: Conclusions and Recommendations 106
Introduction 106
Purpose, Significance and Methodology of the Study 107
Themes 108
Conclusions 109
Recommendations 111
Summary 112

References 113
Appendices:
APPENDIX A: DOCUMENT REVIEW PROTOCOL 117
APPENDIX B: SURVEY 118
APPENDIX C: INTERVIEW PROTOCOL 120
APPENDIX D: OBSERVATION TOOL 122
Technology, Teaching, and Student Learning 8

List of Tables

Table 1: Survey Questions #2-8 83
Table 2: Survey Questions #9-11 86
Table 3: Survey Questions #12-16 91
Table 4: Survey Questions #17-21 94

Technology, Teaching, and Student Learning 9

Abstract
Public education has continued its practice of one size fits all instruction for over a
century. With the continuation of archaic practices socioeconomically disadvantaged populations
continue to fall short of performance standards, thereby continuing a long-standing achievement
gap. This qualitative study evaluated one school’s ability to employ innovative technologies and
practices for the purposes of supporting student learning. This technology minded site reflected
the importance of a committed and consistent site administration, specific and differentiated
professional development, ongoing support for implementation and use, and a risk-taking culture
committed to using technology for teaching and learning. These themes are evident of the
beginning stages of a 21
st
Century educational culture, which reflect the importance of a
consistent leadership team and sustainability of policies, practices, and programs. Findings
revealed that implementation and integration of technology at this school has contributed to the
lessening of its achievement gap.

Technology, Teaching, and Student Learning 10

Chapter 1
Overview of the Study

Introduction

When one looks at the overall picture of public education, it is clear that the system is
broken. Not all students succeed at the same rates, and some do not experience success at all.
K-12 continues to struggle with closing the achievement gap between groups of students
designated as socioeconomically disadvantaged (low SES), English Language (EL) learners, and
disengaged or students who do not embody persistence. Persistently low achieving schools
(PLAS) face the greatest challenge, as their largest student body is comprised of such students.
Within the last several decades K-12 has reflected an increase in student enrollment. The greatest
number of student enrollments consist of recently immigrated, English Learners many of whom
are socioeconomically disadvantaged (Christensen, 2012). Middle and high school students at
PLAS sites are home to greater numbers of students that show lack of motivation and show signs
of disengagement in the learning experience. According to Christensen (2012), motivation can
come from intrinsic and extrinsic factors, and those that embody either one or both are more apt
to be successful in school. But what about students who lack intrinsic, extrinsic or both
motivations? How do we close the achievement gap for these students? It is this dilemma that
has become of great concern to K-12 educators.
For decades K-12 has struggled with closing the achievement gap. The fact that K-12 has
continued to experience some success is commendable considering the demands placed on it;
demands for which the system was not built to handle (Christensen, 2012). One way in which
public education may be able to alleviate such problems is through the adoption and
Technology, Teaching, and Student Learning 11

implementation of technology for student learning. For the first time schools are receiving
students whose generational differences are greater than those previous. Traditional K-12
teaching is not reflective of learning desires and styles for 21
st
Century students. This disconnect
between teaching and learning may be one reason the public perception of K-12 is that education
is not in-line with the demands of today’s society, thereby producing unprepared students (An &
Reigeluth, 2012). Technology for teaching and learning may offer ways in which to engage
students, enhance the teaching and learning experience, and develop individualized learning
opportunities. Public education must face the challenges today’s students bring head on, and
venture out of its antiquated and archaic practices. Asking teachers to be creative on their own
and experiment with innovation, while still being held accountable to district, state, and federal
measures is unrealistic and unfair. Technology for teaching and learning may be one way to
resolve some of these issues K-12 faces.

Statement of the Problem
K-12 education has been inconsistent in its ability to the close the achievement gap.
Today’s students are placing demands on the system that have never been seen before. Students
that are socioeconomically disadvantaged, EL students, and those who lack persistence continue
to fall behind in public education. The research presented in this study delineates the systems in
place in public education and how they have become out of touch with the needs of today’s
students. In the literature review several methodologies, philosophies, and the need for a shift in
pedagogy highlight ways in which K-12 teaching and learning may be transformed. This study
will provide insight as to the practices, policies, and procedures in regard to technology in
teaching and learning. Through the in depth study of one school, the impact technology has on
Technology, Teaching, and Student Learning 12

teaching, learning and climate and culture will be examined. This case study contributes to the
existing literature the impact technology may have on instruction and student learning in a
diverse, urban, Southern California middle school.
Looking at the inner-workings of a K-12 school that actively uses technology as a part of
their curriculum and instruction may provide guidance for adoption by other sites. There are a
multitude of ways technology is used in public education. Technology in K-12 schools has been
in a state of ongoing evolution. Highlighting the importance of a pedagogical shift toward using
technology in instruction and the newly adopted methodologies may assist in broadening its use
for closing the achievement gap. Technology can be used as a tool to increase student
collaboration, communication, creativity, and critical thinking. The presence of technology in K-
12 classrooms has increased in recent years, however its integration into teaching and learning
practices has been inconsistent.

Purpose of the Study
The purpose of the study was to examine a school whose student population was
socioeconomically disadvantaged, and that has made progress toward closing the achievement
gap, by looking at policies, procedures, and techniques related to the integration of technology.
The study focused on four areas: professional development, access to technology, technological
support, and use of technology for teaching and learning purposes. The study specifically sought
to answer the following questions:
1. How do educators at Middle OC Intermediate School integrate technology to support
student learning?
Technology, Teaching, and Student Learning 13

2. What factors do educators at Middle OC Intermediate School attribute their
knowledge of skills and pedagogy to utilize technology as an instructional tool?
3. In what ways are educators at Middle OC Intermediate School provided support for
technology integration and implementation?
4. What are educators’ beliefs about technology integration and implementation at
Middle OC Intermediate School?

Significance of the Study
It is imperative that K-12 public education find a way to meet the demands of today’s
student clientele. Closing the achievement gap for socioeconomically disadvantaged students is
the only way to assure that a greater number of students will be high school, college and career
ready. Using technology for teaching and learning provides opportunities for students to engage
in an active learning process that can be individualized. Due to the inability of the K-12 system
to close the achievement gap, students suffer from an unhealthy perception of self-efficacy,
endure poor grades and abysmal rates of success (Christensen, 2012). Technology is a tool for
which students can learn, interact with content, and apply newly acquired skills in an effort to
build their efficacy and increase motivation. This study will contribute to the existing literature
by examining the use of technology in teaching and learning at one school which has
demonstrated the ability to reduce the achievement gap.
This qualitative study cannot be used for generalization due to its focus on merely one
school which has committed to using technology. However it can be used to spur conversations
in relation to other schools with similar struggles. In an effort to reduce the achievement gap at
similar schools, teaching and learning practices, and the pedagogical shift represented in this
Technology, Teaching, and Student Learning 14

study may be able to be replicated. In general, outside stakeholders may consider the methods,
philosophies, and pedagogy highlighted in this study to assist them in improving teaching and
learning at a multitude of sites, thereby impacting the lives of many disadvantaged students.

Methodology
Only one school was the subject of this study, however the entire study consisted of a
parallel thematic dissertation group of ten case studies. This University of Southern California
dissertation group met over the course of one year to gather research which identified factors that
may positively impact K-12 students’ high school, college and career readiness, and student
engagement. This was a qualitative study with a descriptive research methodology. The
interpretive design was used for various reasons. The methods of research used were survey,
observation, interview, and document analysis. These were appropriate methods for qualitative
data collection and assisted in gaining a complete understanding of the circumstances and
practices observed. Qualitative practices are essential in telling the story of the case study
through a thick and rich description typically not present in statistical data.

Assumptions, Limitations, and Delimitations
In conducting this study several assumptions were made. First, the researcher assumed
that the school was honest and forthcoming in the information presented. Second, there was an
assumption that data represented on the School Accountability Report Card (SARC) and School
Quality Improvement Index (SQII) were accurate. Third, as stated previously the findings of this
study were based on one intermediate school located in Southern California. Finally, the fourth
assumption was that each stakeholder who participated in the study was knowledgeable about the
Technology, Teaching, and Student Learning 15

policies, practices, and procedures in question regarding technology and teaching and learning.
There were several limitations that the researcher encountered through the study. The
focus of the study was one public intermediate school which created a limitation on the sample
size. This limitation disallows the findings to be generalized. Others reading this study may
develop their own interpretation from the findings, as the study was limited by the brevity of data
collection and study. Finally, participation in the study was strictly voluntary thereby opening the
opportunity for skewed data to be collected by the researcher.
Few delimitations were present in this study. The researcher did not interview students.
As part of a thematic dissertation team, criteria was agreed upon and guided in the selection of
the study site. The site chosen was located in an urban city in Orange County, California. The
site was comprised of mostly Hispanic students who were socioeconomically disadvantaged.

Definitions of Related Terms
The terms listed below are used throughout this dissertation. In an effort to provide
familiarity with such terms the definitions are presented below.
4 C’s: collaboration, communication, creativity, and critical thinking as related to
the Common Core Standards
API (Academic Performance Index): used by the State of California to measure
school performance based on student test scores on state and federally
mandated testing
Blended Learning: instruction that intertwines instructional practices through the
use of the virtual world, i.e. online learning, and traditional methods
employed within the classroom walls or school day
Technology, Teaching, and Student Learning 16

Brick-and-Mortar: describes traditional classroom instruction confined to within
the hours of the school day or classroom walls
BYOD (Bring Your Own Device): programs that encourage students to bring their
personal mobile devices to school for use during instructional time
California Distinguished Schools: the State of California presents this honorable
award to public schools that achieve an API of 800 points or higher,
thereby acknowledging the site as a high performing school
CTE (California Technical Education): offers programs, resources, and services
to students in grades 7-12 that prepares them for specified industries and
academic preparation for postsecondary education related to fields of
interest
Cognitive Theory of Multimedia Learning: contends students learn better through
words, pictures, and interacting with information; developed by Richard
Mayer
Common Core: widely adopted standards that have identified the development
of the 4C’s – collaboration, communication, creativity, and critical
thinking, as essential skills students need to succeed
CORE SQII: a report regarding a federal NCLB waiver called the School Quality
Improvement System, which forces districts to measure areas of academic,
social/emotional, and culture/climate in an effort to provide a clearer
picture of student access to college and career preparedness
DOK (Depth of Knowledge): refers to complexity of thinking required to
complete a task; level one is the lowest level of DOK focusing mostly on
Technology, Teaching, and Student Learning 17

recall and replication and level four is the highest level of DOK which
includes skills such as synthesis, analysis, and designing.
Digital Learning: learning by way of the virtual world or through software
programs via desk top computers or other electronic devices
EL (English Learner): students’ whose home language has been identified as that
other than English and enter school not-proficient in the English Language
Flipped Classrooms: classroom instruction that uses virtual methods to facilitate
foundational student learning outside of the school day thereby allowing
for interactive methods of learning during class time
Grants: the giving of funds by way of government programs or private
foundations to provide K-12 fiscal assistance and flexibility
K-12: refers to the system of public education, including charter schools,
kindergarten through twelfth grade
LCI (Learner Centered Instruction): a method of instruction that focuses on the
needs and interests of students, thereby providing an environment where
teaching is individualized
LEA (Local Educational Agency): a school district that is run by an elected school
board which provides public education to its constituents designated by
geography
Methodology: practices, procedures, and rules used by educators for teaching and
learning purposes
Mobile Devices: electronic devices that are portable, i.e. cell phones, tablets-
including iPads, lap tops, etc.
Technology, Teaching, and Student Learning 18

Multimedia Academies: pathway programs facilitated through CTE that focus on
careers related to the media, i.e. film and television, graphic design,
broadcasting, computer animation, etc.
One-to-One: device to student ratio, one device for every one student
PBL (Project Based Learning): teaching methods that encompass a student focus
on using content knowledge/skills and applying them to projects;
projects are often replications of real-life scenarios
PD (Professional Development): training via on-site meetings or off-site
workshops
Pedagogy: the theory and practice of education; the art of teaching
Persistence: the ability of a person to commit to learning, persevere,
despite extenuating circumstances
PI (Program Improvement): status assigned by the State of California to Title I
Schools who fail to meet the Adequate Yearly Progress (AYP) growth
targets
PLAS (Persistently Low Achieving School): schools who have been identified as
PLAS schools have shown a continued inability to meet state and federally
projected growth targets or goals
SAMR: a theory of learning by way of integrating technology at different levels;
substitution, augmentation, modification, and redefinition; SAMR was
created by Dr. Reuben Puentedura
SARC (School Accountability Report Card): a report put together by site
personnel using data provided by the district office, state and federal
Technology, Teaching, and Student Learning 19

reports, and on-site data collection
Self-efficacy: extent or strength of one's belief in their own ability to complete
tasks and reach goals
SPSA (Single Plan for Student Achievement): a site and district written document
used to guide planning and the implementation of programs for the
purpose of improving student achievement
Social Media: virtual forums that facilitate person to person interaction, i.e.
Facebook, Twitter, Instagram, Edmodo
Socioeconomically Disadvantaged (low SES): students who are either eligible for
the free and reduced lunch program, whose parents do not have a high
school diploma, or both
Student Engagement: interest in the activity of learning
Title I: schools identified as having at least 40 percent of their population as low-
income, eligible to receive free and reduced lunch; Title I funds are used
for programs to improve the academic achievement of children from low-
income families
TPACK: a theory of learning by way of integrating technology into teaching;
Technology, Pedagogy, and Content Knowledge or TPACK, delineates
the process for which each of these focuses come together in support of
one another; TPACK was created by Koehler and Mishra
Virtual Learning: learning via the virtual world using computer-based software
or the World Wide Web/internet

Technology, Teaching, and Student Learning 20

Organization of the Study
This study is comprised of five chapters or sections.
The purpose of Chapter One is to provide a call to action regarding the severity of the
problem. It is to bring awareness to the achievement gap and layout the importance of addressing
the issue. The urban, Southern California school chosen for this study has demonstrated the
ability to reduce the achievement gap in its student population. This study focused on one
specific intermediate school that committed to using technology and examined what its impact
may have had on teaching and learning.
Chapter Two places the subject of the study within the context of the problem. This is
done by providing an in depth literature review. The literature review provides information
pertaining to the history of K-12 education, the shortcomings of public education, and a look at
modern models. Methodology, philosophies, and pedagogy are discussed in relationship to
teaching and learning. Variables that may impact effective teaching practices are delineated in an
effort to provide insight as to how meet the needs of 21
st
Century socioeconomically
disadvantaged students.
The methodology and research design are illustrated throughout Chapter Three. It
discusses the reasons behind using the case study method. The chapter evaluates the purpose
behind using the interpretive design and the importance of documenting practices related to
teaching and learning in relationship to lessening the achievement gap.
Chapter Four uses the four instruments adopted by this study to provide a description of
the case study site. Document review, surveys, observations, and interviews were employed in
data collection. The findings are presented in this chapter in relationship to the four identified
Technology, Teaching, and Student Learning 21

research questions.
Recommendations and conclusions for this study are presented in Chapter Five. Based on
the data collection discussed in Chapter Four, findings are interpreted and presented in such a
way as to provide a guide to sites who face similar challenges.

Technology, Teaching, and Student Learning 22

Chapter 2
Review of Literature

Introduction

Public education has been a frontrunner in the adoption of technology since its advent.
Technology exists in many forms, can be used in various ways and serves a multitude of
purposes. Most recently, technology has been described as a tool that can increase student
collaboration, communication, critical thinking, and creativity. Though the presence of
technology in K-12 classrooms continues to increase, its integration and implementation into
curriculum and instruction is inconsistent. With the purpose this study being to investigate the
dynamics of K-12 schools that are actively integrating and implementing technology in
curriculum and instruction, this chapter will serve as a means to familiarize the reader with the
history and background of technology in education. It will explore the various ways technology
is used in public education. The study will highlight the importance of technology integration
into the pedagogy and methodology of teaching, and evaluate how it is used in the classroom.
Teacher beliefs and attitudes are discussed, including their impact on the integration of
technology on teaching. An evaluation of past and present practices in using technology in the
classroom will be presented. This chapter will focus on the history of technology in the
educational setting. Finally, current models and the impact technology has on student
performance will be examined. Technology in K-12 schools is ever-evolving and in order to
determine whether or not there is a need for change, it is important to begin with an exploration
of where technology in education is and where it may be headed.

Technology, Teaching, and Student Learning 23

History of Technology in Schools
Traditional Technology Usage
The onset of new technologies in education began administratively to better facilitate the
housekeeping duties of teachers and administrators. With the advent of personal computers the
education system streamlined accounting, record keeping, and attendance by installing them in
offices and classrooms. With the introduction of computers into classrooms for such purposes,
teachers have been reticent to use them in other ways. Educators have [had] the tendency to use
technology for administrative purposes rather than instructional (An & Reigeluth, 2012). The
computer continues to be seen as a device to turn the paper-pushing aspects of teaching into
digital grade booking and attendance tracking. The hesitancy some teachers have in moving
forward with including technology as part of their teaching is due in part to this antiquated and
traditional use of computers in the classroom.
As teaching has evolved, classroom technology has become one avenue in which to
disperse information, i.e. used for presentation purposes on the teachers’ behalf. Most often
technology is used for the delivery of content rather than a way for students to access,
manipulate, and critically interact with material. This is due in part to school districts and
individual sites neglecting to include technology as part of their plans for curriculum reform and
instead developing separate plans that go unsupported (Kleiman, 2004). Teachers receive
professional development (PD) explaining how to utilize presentation programs to enhance their
lectures, but rarely were they trained in how to use technology in their instruction. As time has
progressed many teachers embrace technology by embedding YouTube videos in their
presentations and seeking online resources as ways to enrich their teacher-centered lessons. As a
Technology, Teaching, and Student Learning 24

result, students continue to be the recipients of information via teacher use of computers with
little opportunity for themselves to create and engage (Darling-Hammond, et al., 2014).
Computers have historically been, and continue to be, a device for teacher-centered instruction
with little opportunity for hands-on student use.
When students are given the opportunity to work with technology the activity continues
to revolve around cursory tasks, such as limited researching. Technology has become an avenue
for students to research teacher designated topics. Just as with teachers, the primary purpose for
computers is often geared toward limited learning opportunities with little to no depth of
knowledge. In fact, lack of preparation and planning regarding how to implement the use of
technology for instructional purposes, has relegated such equipment to be used for peripheral
reasons (Kleiman, 2004). Student use of technology has been limited for many reasons, one of
which is the teachers’ limited knowledge of computers and research being the one skill students
and teachers share; students know how to Google for information without much teacher
facilitation. Today’s students come to the classroom knowing how to search for and access
information, making it easy for teachers to use research as their way of integrating technology
into instructional practice.
Teaching practices rarely encourage student interaction with technology in purposeful
ways to impact student learning. This is due in part to constraints on curriculum and instructional
practices, which have a negative impact on the use of technology in the classroom (Dhir, et al.,
2013). It is not uncommon for local educational agencies (LEA) to adopt computerized programs
that are reflective of antiquated teaching methods. With the demands of the No Child Left
Behind (NCLB) administration, now the Every Student Succeeds Act (ESSA), and the heavy
focus on test scores, many districts have invested in computer-based programs that are geared
Technology, Teaching, and Student Learning 25

toward improving student performance on tests and test-taking skills (Kleiman, 2004). Such
programs often focus on rote memorization and re-teaching of concepts in the same form as the
original instruction. These traditional classroom settings are not conducive to learning for 21
st

Century students. In fact, it may be a contributing factor to the development of the public
perception that education is not responsive to the needs of today’s students or society (An &
Reigeluth, 2012). Continuing to conduct education in its antiquated form, may lead to the demise
of public education as it exists today. With charter schools and alternative education programs on
the rise, there are options for students outside of traditional K-12 public education. For public
education to survive, it must become responsive to the needs and desires of its clientele.
K-12 educators are not in agreement as to whether or not technology has to be in the
hands of students in order for students to be positively affected by it. Parents and guardians have
their own opinions about how students should use technology for learning. As a result many
convey dissatisfaction with public education in its current form, expressing that schools do not
teach in ways that are relevant to the times. This is due to the inability of educators to make
connections between learning and life (An & Reigeluth, 2012). Students that do better in school
and are authentically engaged in the learning process, understand that learning is ongoing inside
and outside of school (Skinner & Belmont, 1993). The act of learning is a life-long, ongoing
process that is not limited by the hours in a day or the walls in a classroom. Teaching that breaks
traditional boundaries and transforms learning from the brick-and-mortar methods into the
virtual, interactive digital world beyond, provides students greater opportunities to learn.
Teachers who implement technology in their methodology have higher performing students
(Tamim, et al., 2011). Student use of technology may be one way to achieve genuine buy-in to
the learning process and to the content in which they are expected to learn.
Technology, Teaching, and Student Learning 26

In general, public education has neglected to implement technology for instructional
purposes at the same rate that technology has evolved. As a result, technology thus far has had
little impact on student learning outcomes. Up until the 21
st
Century students had access through
computer labs and limited desk top computer stations in teacher classrooms. Most commonly,
computer access has come through limited computer labs that require scheduling or shared
computers. It is not enough to provide students with periodic visits to computer labs (Norris, et
al., 2003). Teachers and students must have access to technology and technological support if
they are expected to provide a level of education that is aligned with the times (Ritzhaupt, et al.,
2012). Such limited access has contributed to the perception that technology is a supplemental
material to be integrated as teachers see fit. Students have continued to be educated under this
mindset and as a result experience limited access to technology.
The K-12 Setting
Technology includes more than desk top computers allocated for teacher use alone. One
way to become a 21
st
century school is by improving access to various technological devices for
staff and student use. Technology used for instructional purposes are an essential component in
transforming today’s brick-and-mortar classrooms into classrooms of 21
st
Century caliber. Such
devices include, but are not limited to: desktop computers accessible by all, the use of the
internet, laptops, and mobile devices such as tablets or cell phones (Hew & Brush, 2006).
Students that attend schools which encourage the use of technology for student learning are
perceived as being in line with the times. With proper supports in place, electronic devices can
provide a platform that is simple for students to access content and use (Dhir, et al., 2013).
Classrooms that provide technology for students give students another avenue of which to access
information and interact with curriculum. Devices that are portable, allow for students to
Technology, Teaching, and Student Learning 27

showcase their work and share what they have created (Dhir, et al., 2013). Students who are
encouraged to use tablets and other portable devices have opportunities to take the learning
outside the classroom setting and into the larger world around them. Such items also lend
themselves to enhancing small group activities (Dhir, et al., 2013). Due to the portability of
many technological innovations, and with the proper supports, policies, and procedures in place,
students can be more readily able to collaborate in small groups around the classroom or outside,
and interact with content and inquire about the global world around them.
Most states across the nation have adopted the Common Core Standards in an effort to
enhance and improve public education. In an effort to equip students with 21
st
century skills the
Common Core Standards encourage learning through the four “C’s.” These standards are:
communication, collaboration, creativity, and critical thinking. In the 21
st
century world
technology is an integral part of each of these components. Communication is directly linked to
collaborative activities inside the classroom and in the virtual world. Through the use of
electronic devices students can communicate with each other, the instructor, and those outside of
the classroom setting. The digital world is a place that lends itself to interaction and ongoing
learning. Teachers who embrace technology see the benefits of communicating through the use
of social networks and forums present in the digital world. Through social networks students can
work on projects together and interact with their peers as well as the instructor (Ed Week, 2011).
Using technology for such purposes provides yet another avenue for students to experience
learning in ways that make sense to them.
Collaboration comes hand-in-hand with communication and occurs every day with the
assistance of technology in the workplace, social venues, and institutions of education. Students
who are hesitant to speak up in class and interact with peers face-to-face, may experience relief
Technology, Teaching, and Student Learning 28

at the idea they can collaborate via teacher websites or education forums (Ed Week, 2011). Some
students have difficulty with the social aspect of school and their learning can be hindered by
such fear. Through social media students can interact with each other on a platform that they
understand and are equipped to use (Ed Week, 2011). Teachers can tap into social media
websites that are geared toward the purpose of collaborating about curriculum thereby protecting
students from exposure to unscreened predators. The social media platform enhances
communication and collaboration as part of the learning experience and facilitates the interaction
with content in meaningful and relevant ways.
Interacting with technology may enhance ones’ ability and opportunity to be creative. In
using technology in the classroom, students gain the ability to explore, collect, and analyze data
and then create artifacts that demonstrate the degree of learning and understanding (Popejoy,
2003). Technology elicits creativity by way of access and exposure. Students are exposed to the
interpretations and demonstrations of subject matter via the World Wide Web. With internet
access through electronic devices students have the chance to develop a deeper understanding of
what they learn inside the classroom. When the teacher acts as a guide, students are compelled to
use technology for learning purposes. As a result they can demonstrate their learning by creating
artifacts and participating in projects that go beyond the classroom setting.
The use of technology encourages critical thinking outside of what is elicited inside the
classroom. When students use technology they further develop their critical thinking skills by
immersing themselves in environments where problem-solving, analyzing, and exploration are
encouraged. Students who are given the opportunity to access computer data bases and
manipulate data or create artifacts in using data engage in authentic learning experiences that can
be meaningful. Through the use of technology in the classroom students gain the ability to not
Technology, Teaching, and Student Learning 29

only problem solve, but also inquire about real-world problems and apply [newly] acquired skills
to solving such problems (Popejoy, 2003). Instruction is expanded outside of the classroom in
allowing students to interact with the material in the context of the larger world around them.
Teachers can be expected to guide students in evaluating the authenticity and legitimacy of
sources, thereby teaching students how to use critical thinking skills for real-world application.
The evaluation of technology and its impact on learning is essential in refining education
to meet the needs of today’s students. Student achievement may be impacted by whether or not
classrooms implement the use of technology effectively. There is a difference between using
technology for delivery of content and using it to support learning. According to Tamim, et al.
(2001), the environment that shows a greater impact on student learning is that of true integration
of technology for learning purposes. This is opposed to traditional classroom settings without
technology (Tamim, et al., 2011). When teachers implement technology in teaching as a tool or
strategy, rather than as a way to deliver teacher-centered content, their students perform better
(Tamim, et al., 2011). Previous findings indicate, students perform higher in classrooms where
technology is used as a means to assist students in achieving learning goals.

The Purpose of the Study
Teaching and Learning
21
st
century instructional practices may include the use of technology in teaching. During
adolescence students are pressured to prepare for college and perform well in high school.
However, many experience a system that continues to be disconnected from their individual likes
and needs. As a result students lose autonomy and disengage from the learning process. Children
of all ages who are given freedom in learning perform better in school (Skinner & Belmont,
1993). When true autonomy is present, students gain the ability to make their own connections
Technology, Teaching, and Student Learning 30

between learning and their personal lives. Technology is one way to authenticate learning and
further develop meaningful and pertinent content. When content, methods, and skill-sets are
ingrained as part of student development they are more likely to integrate what is learned into
who they are and how they live. Including technology in the learning processes may facilitate the
development of autonomy since students live in and are familiar with the digital world.
Instruction that puts technology in the hands of students is one way to develop
meaningful learning experiences. Traditional pedagogy has created classrooms that entertain
teacher-centered instruction with students as passive participants. Public education has
developed a methodology that supports a limited number of students with little regard for those it
fails to reach. As a result, those who are academically inclined do well and those who fail to fit
the mold suffer. Technology is just one avenue in which to change the system. Students who
experience failure can be highly engaged in digital learning environments if given the
opportunity to actively interact with material (Darling-Hammond, et al., 2014). Student use of
technology develops learning opportunities that are meaningful. Regardless of the category of
student, technology bridges gaps and allows students to access curriculum in ways that were
traditionally not possible. This creates an authentic learning environment for just about all
students.
One way to provide an authentic learning environment and develop student engagement
may be through the use of technology. Those who are engaged in the learning process report a
more positive learning experience as well as receive better grades. Motivated students come to
school ready and willing to learn. They immerse themselves in the learning experience, and as a
result try harder and do better (Skinner & Belmont, 1993). However, as students mature many
lose their intrinsic motivation. Children that suffer from a lack of motivation are susceptible to
Technology, Teaching, and Student Learning 31

poorer academic and behavioral performance. This inhibits students from meeting grade level
standards and expectations. Children who perform better in school and remain engaged in the
learning process are encapsulated in the mentality that learning is ongoing both inside and
outside of school (Skinner & Belmont, 1993). Such students better adjust to being in school and
are more inclined to continue on to higher education and complete college successfully.
Technology provides an environment that is conducive to developing authentic learning within
the student. The learning is internalized, relevant, and levels the playing field for students with
varying backgrounds and skills.
The role of the teacher is transforming to that of facilitator of the student learning
process. Teachers who maintain the ability to successfully integrate technology into their
instructional practice acquire the ability due to personal experience in their own learning or
through collaboration with colleagues or personal use (Ritzhaupt, et al., 2012). The greater the
teacher comfort level and exposure to using technology the more apt teachers are to using it
during instruction. This means however, that the teacher must be comfortable with releasing the
control of the classroom to the student and the device and becoming a facilitator. Traditional
classroom settings allow teachers to deliver instruction as the “sage on the stage.” True 21
st

Century classrooms encourage teachers to learn alongside their students and facilitate the
learning process. Teachers assist and support students in achieving their learning outcomes as
part of the teaching and learning process.
Students benefit from classrooms that use technology as part of the learning and teaching
process. Classroom instruction can be enhanced and supplemented through the use of technology
for instructional purposes (Popejoy, 2003). When students are given the chance to interact with
content by using technology their skill-set broadens. Students become engaged in an authentic
Technology, Teaching, and Student Learning 32

learning environment, their self-efficacy further develops, and they develop critical thinking
skills that are necessary for fully functional adulthood. Electronic devices provide much more in
value than entertainment. Showing students how to authenticate their learning and use such
devices for learning, develops skills that are essential to function in the 21
st
Century world.

Current Practices
Despite increasing technological innovations, the practice of teaching relies heavily on
using computers for the delivery of teacher-centered instruction. Current instructional practice
often uses technology as a means to deliver information, thereby keeping it out of the hands of
students. As a result student performance levels have plateaued. Schools that have been awarded
California Distinguished School recognition continue to suffer the same stalemate performance
ratings as schools that have been ushered into Program Improvement (PI) status. Without a clear
plan as to how to re-invent the pedagogy and methodology for teaching and delivering
instruction, there is little chance of improving. Students continue to sit in seats and are expected
to learn as passive learners.
For skeptics it is unclear as to the impact technology has on student learning and as a
result some educators continue to keep devices out of the classroom and away from students.
Looking into the future, teachers need to see technology as an important way to help students
achieve positive learning outcomes rather than the current mentality, which sees technology as
merely supplemental (Ertmer & Ottenbreit-Leftwich, 2010). Teachers who value technology
integrate it as part of their instruction. They encourage student use of devices during instruction
and develop lessons in which technology is an integral part. There are sites that support
innovative lesson design which include electronics for student use. Such sites have found ways
Technology, Teaching, and Student Learning 33

to use technology for learning purposes. Technology for instructional purposes has to be part of
the norms and culture of the school in order for it to be fully embraced (Ertmer & Ottenbreit-
Leftwich, 2010). Until there is a shift in pedagogy some students will continue to be denied
access to technology for instruction and learning.
Pedagogy often remains disconnected from the impact technology has on learning. Until
there is a pedagogical shift in the philosophy of education and the role technology has as a key
component in instruction and learning, students will continued to be denied access (Ritzhaupt, et
al. 2012). Through the path analysis findings reported by Ritzhaupt, et al., (2012), various factors
were identified and show a direct correlation to having a positive effect on both teacher
integration of technology in the classroom and student use of technology. Findings suggest PD
and support for teachers are essential in determining whether or not teachers will use technology
in instruction (Ritzhaupt, et al., 2012). Each of these requires a new pedagogy to be adopted
before wide-spread implementation. Sites that have accepted this modern school of thought,
report teachers use technology in the classroom and as a result their students are more likely to
use technology themselves. Teaching practices that imbed technology as part of instruction and
learning impacts the likelihood of students using technology for learning.
Teaching methodologies remain ingrained in past practices rather than evolving to meet
the needs of today’s students. Students are encouraged to use technology for research and
presentations, and continue to be discouraged from interacting with the technology to further
learning (Popejoy, 2003). Once there is the aforementioned pedagogical shift, methodologies can
be fully re-invented to include technology as a key component. It is up to educators to eliminate
traditional means by which teacher-centered instruction is delivered. With proper preparation
Technology, Teaching, and Student Learning 34

teachers are able to develop and execute lessons that embrace technology and integrate it as a
key component in the teaching and learning process.

Technology and Teacher Beliefs
Many educators harbor the mindset that they are the content expert. The attitudes and
beliefs of teachers toward technology weigh heavily in determining whether or not technology
will be used in instruction (Hew & Brush, 2006). If teachers do not buy into the importance of
using technology in learning it is unlikely they will use it in their instructional practice. Those
who have negative feelings toward technology due to lack of competency or as a result of
negative experiences with technology are highly unlikely to include it in their own instruction.
Some teachers are not confident in their ability or skill level, and as a result they are less likely to
use technology to enhance student learning (Ertmer, et al., 2012). For others, there is so much
pressure to work within the confines of NCLB, ESSA, curriculum maps and pacing guides that
teachers become fearful of taking the time to delineate how, where, and when to integrate
technology into their teaching practice. However, there are teachers that believe they can use
technology without sacrificing the quality of the content and it is those teachers that embrace
technology in their instruction. Teachers have to believe that technology is an important part of
teaching and learning (An & Reigeluth, 2011). LEAs and site leaders must facilitate risk taking
on behalf of teachers to encourage the use technology in lesson planning and execution. For
teachers, technology can be an enrichment resource that offers supplemental material, ideas,
encourages innovation, and increases creativity. Sites that do not provide administrative support
for teachers to take risks and use technology for instruction are less likely to provide innovative
and technologically enhanced lessons (Ertmer, et al., 2012). It is important that teachers realize
Technology, Teaching, and Student Learning 35

that using technology and the resources that are associated with it, do not undercut their content
expertise. Rather, it enhances the classroom experience for students and validates the teachers’
knowledge and curriculum by facilitating meaningful learning opportunities.
It is not uncommon for technology to be perceived as a research instrument and not as
means for meaningful learning to occur. Oftentimes teachers turn to technology to conduct their
own research in developing lessons. One constraint reported by teachers which deters them from
using technology in the classroom is time (Ertmer, et al., 2012; Hew & Brush, 2006). The
preparation it takes to research, locate, and develop a lesson using technology can be significant
(Ertmer, et al., 2012). Teachers complain about the time consumption integrating technology
takes and is one reason they give for not focusing on utilizing technology in the classroom
(Kopcha, 2012; An & Reigeluth, 2012). Pre-planning ways to use technology when teaching is
essential before delivering a lesson. In creating lessons that utilize technology teachers are
required to take the time to find websites, online resources, and other digital materials that are
integrated into the lesson. This can act as a deterrent when it comes to including technology in
lessons. As a result, teachers give students their technology fix by integrating student research
opportunities into their lessons. Such passive ways of exposing students to technology does not
necessarily effect student learning outcomes.

Benefits When Teachers Embrace Technology
Today’s students are technologically minded and function between the material world
and the virtual or digital world around them. They are in need of cutting edge practices that
represent the 21
st
Century world of which they are a part of. It is not uncommon for student
motivation to decrease as they age thereby forcing secondary school leaders and teachers to be
Technology, Teaching, and Student Learning 36

innovative in figuring out how to reach students (Skinner & Belmont, 1993). One way to reach
students is through the relationship with the teacher and with the teacher and the curriculum
(Skinner & Belmont, 1993). Teachers using technology effectively are moving away from the
traditional role of provider of information. Innovative teaching practices place the teacher as
facilitator (An & Reigeluth, 2011). They assist students in locating information and building
skills through technology that are then applied to projects and problems. Teachers who connect
with students through content, building relationships, and technological innovation have the
ability to increase motivation in student learning (Skinner & Belmont, 1993). Increased student
motivation gets students engaged in the learning process and has a direct impact on student
learning outcomes.
Student engagement is positively impacted when technology is effectively integrated in
teaching. Some teachers are finding ways for students to use technology in and outside of the
classroom for learning purposes. Those who model the use of technology for learning purposes
provide learning environments where students are more equipped and capable of using
technology (Ritzhaupt, et al., 2012). When students are placed in classrooms with teachers who
understand how to use technology in their teaching students develop confidence in using
technology to access lessons and content. This assists students in furthering their development of
self-efficacy, in gaining greater confidence in their own ability to learn and understand their
individual learning processes.
Education that equips students for life after school integrates technology into the teaching
practice and provides students opportunities to use technology in learning. According to the
International Society for Teaching and Learning (ISTE, 2007) there are six standards in
equipping students for the 21
st
Century world waiting for them. The first standard is allowing
Technology, Teaching, and Student Learning 37

students to use technology to develop creativity and innovation as a part of the learning process.
The second element is to elicit collaboration and communication with technology as the tool.
Third, students need access to technology to develop their skills in research and finding
information. Fourth, with access to technology students develop critical thinking, problem
solving, and decision making skills that will be useful in the world around them. Fifth, students
develop morals and ethics as they relate to the global world around them. Finally, the sixth
standard is an understanding of technology and its operations and concepts (ISTE, 2007).
Providing students an instructional environment that meets the ISTE standards equips students
for the competitive world around them and increases student engagement and learning. The 21
st

century world is inundated with technology. Graduates who are not equipped to use technology
for more than social interaction are at a deficit when entering the workplace.
Education is a growingly competitive industry due to open enrollment, charter schools,
private education, and the onset of virtual schools. In order for LEAs to keep up, it will likely
need to begin including technology as an integral part of the learning and teaching process. For a
variety of reasons students are entering virtual high schools at greater rates than years previous.
In 2005-06 approximately 700,000 students nation-wide attended virtual schools (Tucker, 2007).
With children growing up technology inclined and wired, they are drawn to programs that use
technology. In higher education over 90 percent of colleges and universities offer online courses
and degrees (Tucker, 2007). For LEAs to be competitive its schools have to expand the
integration of technology into its practices and begin to advertise it. Due to such pressures, high
schools continue to develop online courses and pathways at increasing rates for students (Tucker,
2007). Students are no longer relegated to attending their neighborhood school. They have
Technology, Teaching, and Student Learning 38

options to learn in environments where they may be able to interact with the curriculum on
platforms they are familiar with and in ways specific to their learning needs.
Virtual schools and schools with blended learning programs are competing for students.
Brick-and-mortar classrooms may not be as appealing to today’s students and families as they
once were. Schools that seek to individualize learning compete with traditional sites that have yet
to embrace technology (Tucker, 2007). Students want learning experiences that are responsive to
their needs (Tucker, 2007). They have grown up in a culture where practically everything they
want can be personalized. For example, their music choices are not confined to what comes on
an album, but can be personalized by selecting only the songs choices that appeal to them
(Tucker, 2007). Educators are being forced to develop learning environments that are
differentiated and empower students to take ownership of their learning. Todays’ generation of
students want an interactive world of learning that allows them to be innovative and creative, yet
provides them the educational foundation they need.

Access to Technology
With the push for student access to technology gaining momentum, many school sites
and districts have invested heavily in computer labs. Campus-wide computer labs provide
students with limited access to technology. Access is monitored through teacher planning at the
discretion of site personnel. The labs are most often assigned to a specific course or instructors
can reserve them for their classes. Students typically encounter a period of research and word
processing with little engagement and almost no critical thinking or meaningful interaction with
content. Such limited access does not allow students to fully experience the benefits of
instruction with technology integration. Yet, it is not teachers who can be expected to use
Technology, Teaching, and Student Learning 39

technology for instructional purposes if students are not provided access (Ritzhaupt, et al., 2012).
Even with limited access occurring at school, the circumstances may be even grimmer at home.
Students who come from low SES neighborhoods have little to no access to technology and the
internet at home. One of the barriers to teachers using technology in the classroom is access to
technology for [all] students (An & Reigeluth, 2011). Teachers cannot be expected to implement
and model technology in the classroom if their students do not have immediate access to
equipment. Access to technology or lack thereof directly impacts a teacher’s willingness to use
technology in the classroom (Hew & Brush, 2006). Learning through technology may be most
effective when students have access to devices with the teacher present. This enables them to
replicate what the teacher is doing in real time and work in a safe environment protected from
adverse consequences.
It is common for school sites to provide access to technology through laptop or tablet
carts. These carts are portable and can be used by teachers in their own classroom. This allows
students an assigned device to work on and with, in the comfort of the classroom close to other
essential materials. However, such access is designed for onsite use only. This may pose a
problem for students that are socioeconomically disadvantaged. Research reports, students with
one-to-one access experience greater success than those who do not have such access (Darling-
Hammond, 2014). As a result a disparity may begin to reveal itself between students with
ongoing access outside of school and those without. The portability of lap tops and tablets may
lend itself to a system where students without access can check out items to take home.
However, with the debacle that occurred in Los Angeles Unified School District there has been
hesitancy on the part of LEAs to adopt such programs and a call for more creative and
responsible ways of providing access.
Technology, Teaching, and Student Learning 40

Supporting Technology Use
Professional Development
One way to increase teacher willingness to use technology in instruction is by providing
relevant and ongoing PD. Teachers are more apt to include technology in instruction when they
are supported through PD opportunities (Ritzhaupt, et al., 2012). Ongoing PD that supports
teachers in developing lessons that implement the use of technology for instructional purposes
increases the likelihood that technology will be used for learning in the classroom. Teachers
benefit from training that takes place in the classroom setting and with ongoing support as well
as being assigned a mentor to assist in helping the teacher develop the belief and skill of using
technology (Kopcha, 2012). Most PD includes how to use the technology itself with little to no
regard for how to develop lessons that use technology in meaningful ways (Hew & Brush, 2006).
Sites who have onsite technology for instruction support, experience a greater degree of
implementation of technology for instructional purposes. According to Ritzhaupt, et al. (2012),
there is a need for educational institutions to focus on providing support for teachers in
developing their skills to use technology in instruction, to provide ongoing support for continued
learning and refining of such skills, and to encourage student use of it through their instruction.
When this is not present it may provide teachers an excuse as to why they do not use technology
in instruction. The teacher is one of the most important pieces in successful use of technology in
the classroom setting as well as continued use for learning beyond the school day (Popejoy,
2003). A teachers’ attitude toward technology impacts student use of technology. When teachers
are positive about using technology and approach it with enthusiasm students exhibit the same
attitudes (Dhir, et al., 2013). Also, the attitudes of a teachers’ colleague has a significant impact
on whether or not they will include student use of technology as part of their instructional
Technology, Teaching, and Student Learning 41

practice (Ertmer, et al., 2012). Those who work closely with colleagues who embrace technology
are more likely to use technology (Ertmer & Ottenbreit-Leftwich, 2010). Resources in the form
of peer support, technology coaches or mentors, and PD are important components to consider
when a site is on the quest for technology integration. As a whole, the staff must be a part of a
culture that embraces the use of technology and provided the necessary tools for implementation
and experimentation (An & Reigeluth, 2011). Sites that are successful in providing ongoing PD
increase the odds of authentic use of technology in teaching.
Technology PD must be tailored to meet the skill-levels of teachers, keeping in mind
some are more equipped than others to integrate technology into teaching. A common complaint
among teachers is that the technology training they receive is not specific enough. Most training
is geared toward new users and not toward furthering the skill-level of already trained teachers
(An & Reigeluth, 2011). It is not enough to expect a technologically competent teacher to deliver
instruction through the use of assigned devices and programs. These are two different skills that
are often treated as one in the same (Ertmer & Ottenbreit-Leftwich, 2010). Self-efficacy for
students and teachers is a key component in successfully implementing the use of technology for
teaching and instruction (Ertmer & Ottenbreit-Leftwich, 2010). Teachers can develop self-
efficacy through tried and true experiences in using technology. Students gain it through
continuous use of technology inside the classroom and beyond for learning purposes. With
proper PD in place that is individualized and specific, teachers can build self-efficacy in
integrating technology into their instruction.
Teachers need PD that is specific to the various devices and functions they are expected
to include as part of their instructional practice. Oftentimes a site will provide one PD when a
new device is handed out. Leadership or technology support personnel may give a one-time walk
Technology, Teaching, and Student Learning 42

through explaining how to use the device from a logistical perspective. It is not uncommon for
teachers to receive little support specific to devices they have access to. Teachers can be
supported in gaining competency by providing workshops specific to devices and programs for
their peers (Chadband, 2013). Part of the PD plan may include equipping teachers with data and
information regarding how technology affects student learning. Such information is one way to
increase teacher use and efficacy in delivering instruction with technology (Ertmer & Ottenbreit-
Leftwich, 2010). For example, lesson study is a form of professional development that gives
teachers the freedom to experiment with technology in instruction in a safe environment among
their peers (Ertmer & Ottenbreit-Leftwich, 2010). Site leaders should encourage teachers to take
risks and give time and support for teachers to refine their implementation of using a device or
program. Teachers need time to reflect on the making of a good lesson and how the device at
hand can enrich their lessons.
There are new and innovative ways for PD to occur. Time with staff is valuable and
limited. With so many demands placed on administrators to provide PD and disperse top down
information, there is little time to meet the training needs of the staff. One way that districts and
school sites are providing PD is through online training sessions (Kleiman, 2004). According to
Marcinek (2013), PD is available through iTunes, Coursera, Google+, Twitter, and EdCamps.
Other districts use Gooru Online Learning and Youtube to provide training. Providing PD in
creative ways allows for teachers to receive training at their own pace and according to their own
learning styles. This increases the odds of teacher implementation, which is especially important
for up and coming teachers. New teachers have a tendency to acclimate to the culture of their
site, often leaving behind their innovative technological skills (Ertmer & Ottenbreit-Leftwich,
2010). When new teachers are exposed to colleagues who are not on-board with transforming
Technology, Teaching, and Student Learning 43

their instructional practice to include technology it may adversely impact their own decision in
how to approach instruction. Those who have been classroom teachers without implementing
technology are less likely to embrace instructional practices that require technology (Ritzhaupt,
et al., 2012). Classroom teachers that are supported through effective PD are more likely to
utilize technology in their instructional practice and to seek out new and innovative ways to use
technology in their instruction.

Tech Support
Tech support is an important piece of the integration of technology in teaching puzzle.
Support is defined as training, mentorship, equipment diagnostic and rehabilitation, and access.
The need for support at all levels cannot be denied. The degree of success for which technology
policies are rated, depend greatly on level of support provided. LEAs and school sites that do not
effectively allocated resources for technology support, may experience greater difficulties than
those who do. In order for teachers to effectively integrate technology in their teaching, resources
must be made available.
Due in part to the lack of tech support, overall student performance has not improved
despite the incremental move toward integrating technology in teaching. This is most notably
due to lack of access on the teachers’ behalf (Norris, et al., 2003). The vast number of teachers
work in technology poor environments, thereby inhibiting their ability to integrate technology
into their daily lessons. LEAs and school sites traditionally provide staff with minimal resources
regardless of the expectations placed on teachers. Teachers experience increased pressure to use
technology yet they continue to work in classrooms where there is one computer, thereby
causing them to be less likely to include student use of technology in instruction. The results are
Technology, Teaching, and Student Learning 44

similar for those who have access through computer labs (Norris, et al., 2003). It is clear that in
order for teachers to use technology in instruction they, and their students, must have access
(Ritzhaupt, et al., 2012). Those who have immediate access to technology in the classroom are
more apt to use it for instructional purposes. Tech support for teachers, or lack thereof, may be
the defining moment in whether or not they choose to utilize technology for teaching.
In order to include technology in teaching effectively hardware and software support
must be readily available. If proper technology support is not provided to teachers they are less
likely to use it in the classroom (Hew & Brush, 2006). When teachers run into technological
barriers that they are not equipped to troubleshoot, their level of frustration is increased and they
are discouraged from using technology in the classroom. Encountering technical obstacles
decreases the likelihood that technology will be used in the classroom (Dhir, et al., 2013). Sites
that have successfully implemented technology in instruction have technical support that is
immediate, preventative, and responsive. In such environments, teachers can fully embrace
technology in the classroom and provide a rich learning environment for students.

Pedagogy
Constructivist
Students develop learning through experience. With the use of technology students are
able to take their knowledge gained from the classroom and apply it to real world problems and
scenarios. Classrooms that embrace electronic devices as a way to facilitate instruction result in
increased student motivation and a greater degree of student self-efficacy (Code, et al., 2006).
Methods such as eLearning increase student learning and self-efficacy through allowing students
to monitor their own learning in relationship to goals specific to their projected outcomes (Code,
et al., 2006). In order for students who are at-risk to be successful in digital learning three factors
Technology, Teaching, and Student Learning 45

must be present: the learning must be interactive. In other words, learning cannot be passive.
Students must be actively involved in the learning process. Second, technology should allow
students to create or explore. Finally, teachers must continue to be part of the learning process
alongside technology (Darling-Hammond, et al., 2014). The constructivist model points toward
student experiences as the means for learning. When students are interacting with material in
gathering information, creating artifacts from such information, and supported in attaining their
learning goals they are experiencing learning according to the constructivist model. Facilitating
student interaction with and the manipulation of information, increases student learning
opportunities (Darling-Hammond, et al., 2014). Technology is one way in which student learning
opportunities expand from within oneself outward into the world around them.
Interaction between students and the outside world through technology in learning allows
for students to develop depth of knowledge. For example, a constructivist science teacher,
facilitated her elementary science class according to the belief that her job was to assist students
in strengthening their understanding of the world around them (Popejoy, 2003). Once teachers
realize their role is no longer disperser of information, rather to facilitate learning alongside their
students the learning experience will improve. Through project-based learning (PBL) and learner
centered instruction (LCI) models that integrate technology into their practice students gain
exposure to the global world that surrounds them. They interact with outside constituents that
give them avenues for which they can develop critical thinking skills and build moral and ethical
foundations. Learning via access to the global world by use of technology broadens the student
learning experience.

Technology, Teaching, and Student Learning 46

Other Models
Cognitive Theory of Multimedia Learning presented by Mayer, states students learn
better through words, pictures, and interacting with information (Mayer, 2009). Multimedia
learning allows students to synthesize and make meaning of content through the use of
technology. This requires a pedagogical shift in education. Teachers must re-evaluate how they
see instruction and how they see themselves as instructors (Ertmer & Ottenbreit-Leftwich, 2010).
Educators have the tendency to approach instruction in similar ways they received or
experienced learning when they were students. A pedagogical shift must occur into one where
educators see themselves as facilitators who use technology as the avenue for which students
interact with content. Using the Cognitive Theory of Multimedia Learning, educators become
part of a world where technology is an integral part of instruction and learning.
Koehler and Mishra developed their own theoretical framework for how to integrate
technology into teaching effectively. Technology, Pedagogy, and Content Knowledge or
TPACK, delineates the process for which each of these focuses come together in support of one
another (Koehler & Mishra, 2010). The technological knowledge is that which includes the
adoption of technology into the teaching practice. The levels of technological knowledge vary,
but the ultimate goal is to use technology in such a way that it transforms instruction and
enhances the learning experience for students. Content knowledge relates to the teaching of
subject matter and pedagogical knowledge includes the methodologies and practices in teaching
(Koehler & Mishra, 2010). Teachers possess the content knowledge they need to teach an
assigned course. In TPACK, content knowledge is communicated and interacted with according
to Bloom’s Taxonomy higher order thinking. Students are encouraged to learn in ways that build
on depth of knowledge. Pedagogical practice is addressed through an awareness and execution of
Technology, Teaching, and Student Learning 47

the four C’s: collaboration, communication, creativity, and critical thinking. When proper
implementation of TPACK is present teaching reflects the areas where the three focus areas
overlap (see figure 1). Adopting TPACK as a framework provides teachers a clear picture in how
they can expect to use technology in teaching effectively.

Figure 1

Another framework for which to integrate technology into teaching is SAMR. SAMR
stands for substitution, augmentation, modification, and redefinition and was created by Dr.
Reuben Puentedura (Brown, 2015). The SAMR model works itself from the bottom up (see
Technology, Teaching, and Student Learning 48

figure 2). The most cursory levels of employing technology into teaching are substitution and
augmentation. This is where some traditional tasks are replaced or enhanced by technology, but
not in meaningful and transformational ways. The upper half of the SAMR model, modification
and redefinition, integrate technology in meaningful ways that transform both teaching and
learning. In employing the SAMR model, the goal is for technology to transform teaching by
creating new tasks that did not exist before.

Figure 2

The integration of technology in teaching and its benefits are clearly illustrated in the
Cognitive Theory of Multimedia Learning, TPACK and SAMR. In each of these models teachers
Technology, Teaching, and Student Learning 49

can find the rationale for which technology impacts student learning. Students may benefit from
teaching that integrates technology in the form of any of these models. Each are complimentary
to one another and advocate for the ultimate development of student learning through the
creation of their own unique work. Technology is merely the platform for which creation and
authenticity can occur. It is the embracing of methodologies such as these that will impact
teaching and learning in ways never seen before.

Current Examples
Multimedia Academies provide venues for students to engage in instructional
environments that encourage the use of technology at every stage of learning. A current trend in
high schools is the offering of multimedia pathways through career and technical education or
CTE. The CTE vision states that its purpose is to prepare students for college and career through
mastering the necessary skills pertaining to a particular course of study or pathway (CDE, 2007).
Multimedia programs that are housed in CTE give students access to a variety of learning
experiences including field specific technologies. Such access allows them to develop a skill-set
only professionally trained individuals receive in post K-12 environments. Multimedia
academies integrate technologies used by professionals in the field as one way for students to
interact with content and to enhance their learning experience.
Flipped classrooms enhance the learning experience by giving students the opportunity to
familiarize themselves with content outside of the classroom and interact with it via labs and
projects during class time. A new and innovative way to make the learning experience more
engaging is by providing a flipped classroom environment. In flipped classrooms students access
curriculum via websites, digital readings, and podcast lectures typically outside of the classroom
Technology, Teaching, and Student Learning 50

setting (Educause, 2012). Students gather information from these sources, complete assignments
and attend class ready to engage in labs, projects and discussions. The flipped classroom
environment gives students the opportunity to become active learners at school (Educause,
2012). Students who engage in the flipped classroom experience have the opportunity to come to
class equipped with information and ready to engage in an environment where they are protected
from adverse consequences. In flipped classrooms teachers take on the role of facilitator. They
spend class time engaging students in activities, collaborating and monitoring student interaction
and performance.
Virtual classrooms allow students to learn from the comfort of their own home or stay
on-site at school. Students enrolled in virtual courses access content and instruction by way of a
computer or other electronic device. School districts across the nation have begun employing
virtual learning courses to provide students with opportunity for remediation, initial credit,
access to Advanced Placement (AP) courses, and access to courses that are not offered for
logistical reasons (Christensen, 2011). Virtual courses are designed for students to work in a
self-paced environment with little to no support from in person personnel. It also allows students
to fit extra classes into their course load they may not have been able to due to other scheduling
demands (Christensen, 2011). Students who participate in virtual learning have the ability to
extend their learning beyond the school day and from any location where a computer and internet
connection is present. The adoption of virtual instruction by LEAs increases student access to
learning.
Bring your own device (BYOD) policies have been adopted in schools in an effort to
increase student access to technology. BYOD policies encourage students to have their own
electronic devices available for use during instructional time. Students are encouraged to bring
Technology, Teaching, and Student Learning 51

their own lap tops, tablets, and cell phones. Early on school sites were not appropriately
equipped when it came to supporting such large numbers of mobile devices, especially in regards
to band width and hardware. In recent years districts and sites with BYOD policies have worked
to develop the infrastructure to support student use of mobile devices from anywhere on campus
at any time. In the last several years districts have worked to support practices, invested in loaner
devices for those who do not own a personal device, and increased wireless capability
(Chadband, 2012). As a result BYOD policies are in full swing on many campuses. Such access
allows students to interact with material provided by the instructor and integrate technology into
their learning as they see fit.
Grants allow for schools to integrate technology into teaching by improving the student
to device ratio. One-to-one grants aim to assist schools in increasing student access to technology
inside and outside of school. Schools and districts that apply for grants are eligible for their
students to receive a tablet or laptop for school and personal use. This benefits the site and the
student in several ways. One benefit is the site is relieved of the financial burden of investing and
providing equipment to students. Once the infrastructure is in place, teachers can conduct class
using personal technology that students have acquired from the grant. That leads to the second
benefit, which is teachers can develop lessons that are inclusive of technology because they
know the student has ongoing access. Third, with students having access to technology around
the clock, the learning day extends beyond school hours. One-to-one grants provide access, but
the only way for it to impact student learning in meaningful ways is through good teaching
(Marcinek, 2013). One-to-one programs encourage integration of technology for instructional
and learning purposes, but expecting students to learn in a self-directed, unsupported way is
unrealistic. Teachers need to be supported in creating learning opportunities that integrate
Technology, Teaching, and Student Learning 52

technology and in developing learning objectives that are innovative by design (Marcinek, 2013).
Innovative learning objectives in one-to-one settings can create avenues for which students can
access content around the clock and interact with material in creative and collaborative ways.
The philosophy behind these grants, to improve student engagement and learning outcomes
through the use of technology, occurs best when teachers are equipped to support it.
LCI encourages the implementation of technology as a learning instrument to better the
connection between learners’ needs and instruction. There is an urgent need to move away from
traditional classroom settings and move toward a modern model of educating students. Parents
and students are generally dissatisfied with public education and its inability to authentically
connect learning with real life (An & Reigeluth, 2012). LCI encourages teachers to focus on
skills that are relevant to real life and make learning personal. It also allows for the inclusion of
student use of technology. Through the implementation of LCI students experience greater
control over their learning, greater self-efficacy, improved critical thinking skills, and improved
self-regulation (An & Reigeluth, 2012). LCI can impact the learning experience of all students
through the integration of technology for student use.
In order to develop classroom instruction that is learner-centered technology may be
integrated as one of the components, however several factors must be present. First, students
should be given the opportunity to have hands on time with devices. Second, learning occurs
most when the use of technology reflects the subject being taught. Third, teachers should feel
equipped through receiving training on how to practice learner-centered instruction. Finally,
teachers should have the skill-set to show students how to use technology for learning (An &
Reigeluth, 2012). LCI gives students the chance to absorb the curriculum through means that
meet their needs. Teachers are key players in LCI. They are required to be in-tune with the
Technology, Teaching, and Student Learning 53

development of their students both academically and emotionally. Instruction is then adjusted
according to the projected learning outcomes for each student. Technology is yet another way for
instruction to be differentiated, thereby contributing to the effectiveness of LCI.
Teachers that use LCI as their methodology conduct classes that focus on the needs and
interests of students, thereby creating an atmosphere of learning that is individualized.
Philosophically, 21
st
Century education has embraced individualized learning. As we move
further into the 21
st
Century educators are gaining a gradual understanding of what exactly LCI
looks like and its impact on student learning. The integration of effective use of technology in
LCI, includes allowing students to use it to demonstrate their understanding of the material
covered (Ertmer, et al., 2012). As time has progressed it has become clear that students should
not be evaluated by way of one teacher or government created instrument. Rather, to get an
accurate measure of student performance there must be a variety of ways in which students
express their competency. One way is to approach teaching from an LCI perspective and
integrate technology as an avenue for which students gather, interact, manipulate, and create
information. When students are given choices in how they will, and who and what they have
learned, they are more engaged and motivated to perform better (Ertmer, et al., 2012). The
inclusion of technology in instruction provides learning environments that are responsive to
student needs, and increases opportunities for positive learning outcomes.
PBL gives students the ability to participate in learning environments that resemble real
life situations. Through technology students can participate in PBL which results in a more
enriching learning environment with students taking an active role in their learning (Ertmer, et
al., 2012). With access to electronic devices students are encouraged to communicate with
classrooms, environmentalists, scientists, and others in seeking solutions to their problems. PBL
Technology, Teaching, and Student Learning 54

elicits collaboration between stakeholders on a global level. PBL through the use of technology
allows students to get a sense of real world application regarding content learned inside the
classroom. PBL along with the LCI approach increases retention of knowledge (An & Reigeluth,
2012). Students who are given the opportunity to apply classroom learned concepts to real world
problems, i.e. PBL, report their engagement and degree of learning is increased. Problems
solving scenarios force students to consider the complexity of problems and develop critical
thinking skills alongside their peers (David, 2008). The philosophy behind PBL gives students a
chance to test their knowledge and repeatedly revise solutions until their understanding is
accurate. Those who attain the ability to effectively apply what they have learned through PBL
are better equipped for life outside of school.
Modern and traditional practices can coexist in the same classroom. This such practice is
referred to as blended learning (see figure 3). Blended Learning is a combination of learning in
the traditional classroom environment and learning through the virtual world (Staker & Horn,
2012). Blended learning embraces a multitude of practices including but not limited to: students
working at stations and moving about the different stations as needed, students working at labs,
students learning in a flipped classroom environment, and individual rotations (Staker & Horn,
2012). Students are given opportunities to collaborate and interact with content. They interact
with content that is partially or sometimes entirely received through online learning. Students
may be encouraged to take information from the virtual learning segment and apply it to in class
projects and assignments. They may also experience classrooms where learning is broken up into
segments, giving the students variety in the learning process. With blended learning students are
more apt to receive and interact with information in modalities that fit their learning style best.
Technology, Teaching, and Student Learning 55

The virtual learning aspect of blended learning is accessible inside and outside of the classroom,
providing students opportunities to come to class prepared to engage in active learning practices.

Figure 3

Arguably students who have control over the pace of their learning and the ways in which they
interact with the content are more fully engaged in the learning process. Blended learning with
teachers as facilitators more positively impact student learning than environments where students
learn in a digital world without teacher support (Darling-Hammond, et al. 2014). Blended
learning allows students such freedom. It provides students a variety of modalities of which to
learn, thereby ensuring student learning.
Technology, Teaching, and Student Learning 56

Summary and Critique
The literature review delineated traditional K-12 practices related to integrating
technology into teaching and learning. With public education’s reputation for being an early
adopter in the quest for using technology, its continuous shortcomings are remarkable. In
general, K-12 education has been inconsistent in its technology implementation practices.
Technology integration continues to occur at varying degrees and serves a variety of purposes,
albeit inconsistently. LEAs struggle with the economic impact technology has placed on budgets
in regards to access and support. Students from low SES neighborhoods suffer from lack of
access thereby impacting K-12 budgets. Essential components in successfully integrating
technology into teaching and learning are lacking in the overarching K-12 structure.
Classroom commitment to traditional methods of employing technology continue to be
prevalent. Teachers turn to technology to conduct class as lecturer and presenter. Students
continue to experience limited access to devices inside the classroom. BYOD and one-to-one
device policies are frequently adopted in an effort to combat traditional methods. However,
without proper training and support teaching continues to be conducted in its antiquated form.
Innovative teaching methods have been accepted by some, but not in large numbers. Practices
such as blended learning, LCI, PBL, and flipped classes are innovative in form and in theory, but
can be challenging to implement without proper structures in place.
Several frameworks illustrate and may serve as guides for the desired level of
implementation regarding technology for teaching and learning. Mayer’s Cognitive Theory of
Multimedia Learning, TPACK and SAMR all serve as models that could be adopted. Each
provides a guide as to the ultimate goal in student use of technology and how teachers should use
Technology, Teaching, and Student Learning 57

technology in their teaching. These theories reflect similar philosophies and overlap in their
framework. Even though the existence of these frameworks are widely available they are not
widely accepted or understood. K-12 education continues to conduct classroom instruction in
archaic ways despite accessibility to innovative philosophies.
In order for innovative teaching to occur a pedagogical shift must occur. Traditionally
teachers served as the provider of information, a gatekeeper. Innovation calls for a shift in
education pedagogy. Such shift would move teachers into the role of facilitators of learning
where classrooms embrace technology. Classrooms must include 21
st
Century practices to create
opportunity for students to communicate, collaboration, create, and become critical thinkers.
These practices also require pedagogy to redefine the role of teachers and develop a modernized
model. Students want to interact with the world around them inside and outside of the classroom
alongside their teacher. In 21
st
century learning there is a partnership between student and
teacher.
Despite data that provides evidence that schools have and do continue to succeed, many
have plateaued. California Distinguished Schools and PLAS sites have reached a point of little to
minimal growth as measured by state and federal guidelines. The needs of today’s students have
challenged K-12 to find ways to motivate students regardless of outdated and impersonal
systems in place (Christensen, 2012). So much competes for the attention of students, and with
personalization at their fingertips it is no wonder they continue not to be engaged in public
education in its current form. Teaching needs to be customized to address learning needs; it has
to become student-centric (Christensen, 2012). It is this identified need that leads the charge for
this case study. This study will seek to examine practices, policies, and procedures related to
technology in teaching and learning. It will provide insight into the inner workings of one school
Technology, Teaching, and Student Learning 58

and inspect what impact technology has on teaching, learning and climate and culture. This case
study will serve as a contribution to the existing literature the purpose technology serves in a
diverse, urban, Southern California Middle School.

Technology, Teaching, and Student Learning 59

Chapter 3
Methodology

The purpose of the study was to examine a school that utilized technology in the teaching
and learning of students from a diverse, urban, Southern California community. The study
examined policies, procedures, and techniques regarding the integration of technology that has
impacted the learning experience for students from a low SES background. Various systems
were examined such as, professional development, access to technology, technological support,
and use of technology for teaching and learning purposes. Research on urban K-12 schools has
shown that such schools do not implement the use of technology for teaching and learning in
meaningful ways, thereby graduating students who are ill-equipped for college and career as well
as disengaged from the learning process. The study investigated how an intermediate school in
Orange County, California has integrated technology, its effect on school climate, and its impact
on teaching and learning.
This was a qualitative study with a descriptive research methodology. The interpretive
design was used for various reasons. This body of work should help develop a deeper
understanding of such phenomena as well as contextualize situations in relationship to the
participants (Maxwell, 2013). In an effort to gain insight into student use of technology for
instructional purposes it was important to witness it firsthand. There was a need to become
immersed in classroom environments where technology was present. Observation and
documentation of the variety of ways teachers use technology and student reaction to it, was an
essential part of conducting this study. Administrators were fundamental in providing further
understanding of how technology for learning is supported by the district office and site
administration. The interpretive design allowed for examination of each method in relationship
Technology, Teaching, and Student Learning 60

to one another, which led to an explanation for the reported findings (Maxwell, 2013). The
methods of research used were survey, observation, interview, and document analysis. These
were appropriate methods for qualitative data collection, which occurred through observations
and interviews. To gain a complete understanding of the circumstances and practices,
documentation of characteristics and occurrences from firsthand witnessing were essential and
are not likely to be present in strictly statistical data.

Research Questions
Research questions aimed at providing descriptive information were used to deliver
detailed information regarding the practices observed at Middle OC Intermediate School. The
research questions were developed at the University of Southern California by a parallel
dissertation team of ten students that met over the course of one year. The team collected
research on the factors that positively impact students’ high school, college and career readiness
of K-12 students, and student engagement. The findings were narrowed to four areas:
professional development, access to technology, technological support, and use of technology for
teaching and learning purposes. The study specifically focused on answering the following
questions:
1. How do educators at Middle OC Intermediate School integrate technology to support
student learning?
2. What factors do educators at Middle OC Intermediate School attribute their
knowledge of skills and pedagogy to utilize technology as an instructional tool?
3. In what ways are educators at Middle OC Intermediate School provided support for
technology integration and implementation?
Technology, Teaching, and Student Learning 61

4. What are educators’ beliefs about technology integration and implementation at
Middle OC Intermediate School?

Research Design
The study used a qualitative case study design. The purpose of using a case study was to
provide an in depth description of themes that were identified through data collection in an effort
to connect themes with outcomes. Evaluation of themes allowed the researcher to draw
conclusions based on the collected and analyzed data. Through surveys of school staff, document
analysis, interviews of teachers and administrators, and classroom observations findings were
triangulated in an attempt to identify how the integration of technology for teaching and learning
impacts teaching and learning. The study site and participants were purposeful and convenient
with each participant and the site chosen for reasons to benefit the study (Merriam, 2009). The
purpose for choosing to conduct the study at Middle OC Intermediate School was based on its
recent culture shift, performance measure increases and commitment to technology for teaching
and learning.
Through the collaboration of the research team, six criteria were determined essential in
securing a site for the study. Criteria one required the site be a part of an urban K-12 system.
Middle OC Intermediate School is located in one of the few urban communities in Orange
County, California. It is a grade 6-8 intermediate school that is part of a large K-12 public school
district. The second criteria states, the site must have a technology claim stating that it actively
implements technology. Middle OC Intermediate School is a one-to-one site in its second year of
school-wide implementation. Third, the schools’ mission, vision, and Principal’s message must
reflect an embracing of technology. The mission, vision, and Principal’s message each include
Technology, Teaching, and Student Learning 62

statements encompassing the importance of technology in learning. The fourth criteria is for the
identified site to have some degree of outperforming similar schools in the urban setting. At
Middle OC Intermediate School there has been an 82 point growth in API in the last three years
(SARC, 2014). The fifth criteria requires the site to show diversity. The student population that
attends Middle OC Intermediate is predominantly Hispanic with a high EL population that is
mostly low SES. The final criteria, is that Middle OC Intermediate school had to be part of the
public school system. As stated previously, Middle OC Intermediate is a grade 6-8 school
located within a large, K-12, urban school district.
Middle OC Intermediate provided direct access to participants who were experienced in
using technology in instruction. The site demonstrated a culture that embraced technology and a
focus on student learning outcomes. Middle OC Intermediate School allowed the researcher to
delve into the inner-workings of what it takes to prepare students for high school, college and
career through its integration of technology in instruction. Through the analytical interpretation
of themes and reflective analysis of findings practices were revealed for possible application to
other K-12 sites.

Sample and Population
Middle OC Intermediate is located in Orange County, California. The sample criteria
required each site to be a member of the K-12 system with an urban population. Public, magnet,
or charter schools were acceptable in type as long as they were diverse in socioeconomic
designation, included EL students, and were ethnically diverse. The site must have had a
technology claim in which it actively implements technology as well as a vision, mission, or
Technology, Teaching, and Student Learning 63

school message that includes technology as a key component. The site must also have been
considered outperforming other similar schools.
Several schools were visited before choosing Middle OC Intermediate. This intermediate
school is a public school, located in an urban city in Orange County, California. The
neighborhood is 98.1% socioeconomically disadvantaged with 100% receiving free and reduced
lunch. The racial profile shows 97% of students as Hispanic/Latino with the second largest group
as Asian. EL students comprise 45.9% of the student population with their primary language
being Spanish. This intermediate school is staffed with ten classified employees, forty-nine
certificated teachers, and three administrators. The site emphasizes its focus on technology as an
integral way of delivering instruction and has a one-to-one technology to student program.
Student performance outcomes show a greater degree of high school and college and career
readiness, as compared to similar schools. Middle OC Intermediate reports over eighty points of
growth in the last three years according to formerly used API calculations (SARC, 2014). After
consideration of the above data, it was determined that this intermediate school was an ideal site
for participation in the study in regards to access, support and integration of technology for
teaching and learning.
This study focused on how Middle OC Intermediate has integrated technology as part of
its culture and practice of teaching and learning. Research shows K-12 schools have a tendency
to adopt technology to increase productivity. In general, sites have yet to successfully implement
technology as an integral way of delivering instruction and increase student learning. This is due
to many factors some of which are: lack of professional development or training, lack of
technological support, lack of access to equipment for both teachers and students, and lack of
pedagogical shift. The value of studying Middle OC Intermediate is found in the student
Technology, Teaching, and Student Learning 64

population, which suffers from challenges common in low SES communities. Many sites face
demographic challenges that are often used as a scapegoat for their lack of performance. Middle
OC Intermediate has shown success despite such challenges. It also exemplifies the integration
of technology into its school culture, and as a result students are engaged in learning and enter
high school with skills that indicate they are college and career ready at greater rates than similar
schools. Using this site to conduct the study may pave the way for similar sites to use technology
purposefully in teaching students.

Instrumentation
Multiple forms of data were used and triangulation of the different forms of data allowed
for themes to be identified and researcher conclusions to be drawn. The data protocols include
observations, surveys, interviews, and document analysis. These methods were chosen in an
effort to gain insight into each of the key stakeholders’ perspectives and role in bringing
technology into instruction. Teachers and administrators were interviewed because they had a
direct impact on the overall adoption, integration, and use of technology on the intermediate
school campus. Surveys of teachers were conducted for two reasons. First, it is imperative to get
a sense of where the staff is in regards to how technology impacts teaching and learning. Second,
it helped identify those who would be good candidates to follow up with an interview. The most
essential component of gathering data was observation. Observations provided the researcher
insight into the school culture and classroom climate. It allowed for commentary and behaviors
to be noted and interaction between stakeholders to be recorded. The review of several
documents took place in an effort to further validate the findings. The SARC, school vision,
district and site technology plan, electronic device policy, and principal’s expectations for staff
Technology, Teaching, and Student Learning 65

through weekly newsletters were all reviewed. Each data-gathering instrument provided a
platform for which to develop a theory.
The interview instrument provided a semi-structured format in which to gather
information from teachers. Five to six questions were asked per research question, which
comprised an interview of twenty-two questions (see appendix A). The final question in each
category allowed interviewees the opportunity to elaborate on the topic as needed. Those who
participated in the interview could expect it would last approximately thirty to forty-five minutes.
Data gathered from the interview assisted with clarifying findings from observations, surveys,
and document review.
The observation instrument was also semi-structured (see appendix B). It included nine
categories with check boxes that allowed the observer to document whether practices, tools, and
strategies were mildly evident or highly evident. The instrument provided the observer a medium
for which to document whether student engagement, grouping, activity, and curriculum resources
and rigor were enhanced by technology or transformed by technology. The observation
instrument included an area to document demographic information as well as free-hand note-
taking and illustrating as needed.
The survey instrument was comprised of twenty-two questions (see appendix C). There
were up to eight questions related to each research question. Teachers were asked to provide
their answers according to a Likert scale. Answers ranged from rarely, sometimes, most of the
time, or almost always (see appendix C). The purpose of surveying teachers was to get a sense of
how they rated themselves in regards to technology for student learning, their own technology
skills, beliefs about how important technology is to teaching and learning, and technology
Technology, Teaching, and Student Learning 66

support. The answers to the survey helped identify teachers to be observed and possibly
interviewed.
The conceptual framework for which this study was conducted guided the researcher in
analyzing data from a variety of sources and instituting various methods of gathering. Document
review was conducted first, as it was an essential part to choosing the proper site for the study.
Once Middle OC Intermediate was determined to be the ideal site, the staff was surveyed. This
allowed the researcher to gain some perspective on how the staff felt about technology and
teaching via self-reporting. The surveys also assisted in identifying which staff members would
be good candidates for observation. Observations were conducted inside classrooms and on
campus in common areas. Interviews followed observations as needed. Analyzing data from each
instrument and coding the data facilitated the development and identification of themes. The
themes that were most prevalent contributed to the development of a theory. In conducting the
data analysis portion of the study the findings from the various instruments allowed for
triangulation of the data.
In developing the conceptual framework many sources of information were consulted.
Pulling from the research and compilation of data essential elements were identified and are
depicted. The image below (figure 4) identifies outside pressures as Common Core Standards:
collaboration, communication, creativity, and critical thinking. It illustrates the essential
elements in developing technology integration into instruction. The essential elements are
identified as learner centered instruction, Cognitive Theory of Multimedia Learning along with
TPACK and SAMR, virtual and blended learning, including flipped classrooms. Elements also
included are access, tech support, and professional development and training. Each of these
elements have a direct impact on the level of success when integrating technology into
Technology, Teaching, and Student Learning 67

instruction. The desired outcome, represented by the star, depicts technology enhanced
instruction resulting in 21
st
Century learners that are high school, college, and career ready.

Collaboration

Communication
Creativity

Critical
Thinking

Figure 4
Learner

Centered

Instruction

Cognitive

Theory
of

Multimedia

Learning,

TPACK,

SAMR

Virtual,

Blended,

Flipped

Classrooms

21
st

Century

Learners-‐
High
School,

College
and

Career

Ready

Technology

implementation

and
integration
in

instruction

Access
to

Technolog
y

Tech

Support

Professional

Development,

Training

Technology, Teaching, and Student Learning 68

Data Collection
Data collection took place at Middle OC Intermediate located in Orange County,
California for two weeks. Additional information was obtained through phone conversations,
emails, websites, and document review. The documents included were: the SARC, vision,
district and site technology plan, electronic device policy, principal’s expectations via the
principal’s weekly newsletters. Websites included Middle OC Unified School District, California
Department of Education, Orange County Department of Education and that of Middle OC
Intermediate School. Surveys, interviews, and observations were also included as data collection
instruments.
Surveys were provided to the entire teaching staff of this intermediate school. The survey
was created in a Google Form and distributed via email. This provided quick and easy access to
the survey. Using Google Forms gave the researcher immediate access to responses, the ability to
gauge response rates, and to convert responses to an Excel document for analysis and review.
Approximately 60% of teachers participated in the surveys. There are 47 teachers on staff,
including special education teachers, and 28 of the 47 responded to the survey. The survey
period was extended with the first distribution resulting in 12 responses and a second release
resulting in an additional 16 responses.
The survey findings revealed that Middle OC Intermediate School does have a culture of
technology in the classroom. Findings showed that 68% of the staff surveyed reported using
technology in their instruction almost always and most of the time. There were no teachers that
reported not using technology at all for instructional purposes. Half of those surveyed reported
conducting lessons where creativity and innovation are encouraged through the use of
technology and half also reported that they use technology to stimulate critical thinking and
Technology, Teaching, and Student Learning 69

problem-solving. However, 68% of surveyed staff reported embedding student use of technology
in their lessons. Regarding students working collaboratively while using technology, 58%
reported almost always and most of the time. Half of teachers surveyed reported that PD has
improved their use of technology in the classroom. A large majority of those surveyed reported
using technology to differentiate instruction at a rate of 89% with 79% reporting they use
technology daily to present lessons almost always or most of the time. Of those surveyed 68%
reported using technology in a variety of ways to assess student learning. There are 57% of those
surveyed who go out of their way to stay current on new innovations with technology. The use of
technology being encouraged and promoted at Middle OC Intermediate School was reported at
96%. The entire body of surveyed teachers reported IT support staff is available to assist when
needed, that a mentor is available to support technology integration, and that the use of
instructional technology is a component of their school’s culture. In regard to hands-on
opportunities to learn instructional technology, 64% reported this occurs almost always or most
of the time; no one reported rarely. All of those surveyed reported they support the use of
technology in the classroom, that instructional technology has a positive impact on student
learning, and that technology is an important part in teaching and learning. Those surveyed
reported they believe their classroom is student-centered and 97% reported they empower their
students to be responsible for their own learning.
Observations were conducted during the first and second week of the data collection
period. School climate and culture observations were noted in common areas during student
breaks, including lunch, and in computer labs. Classroom observations were conducted in the
classrooms of teachers who self-reported on the survey that they were adopters of technology for
instructional purposes. Each observation lasted 10 to 20 minutes depending on the class activity
Technology, Teaching, and Student Learning 70

and instruction. There were 20 observations recorded. The observations revealed that Middle OC
Intermediate School has fully embraced the use of technology in its teaching methods. Each
teacher uses technology in their own way and only one teacher did not use technology at all
during the observation period.
Observations revealed a variety of ways teachers used technology. There were also a
variety of ways in which students were using technology. Half of the classes observed had
students using iPads. There were17 classes engaged in collaborative learning and only one class
conducting whole class instruction. The remaining two classes had students working
individually, one on worksheets and the other using iPads. The most common use for student
iPads was to quiz each other on vocabulary and access Google Classroom. Some teachers had
students access videos and log onto math or English programs for skills practice. In all but one
observation students were actively learning with 11 of the 20 showing entire class engagement
and the other 9 showing compliant engagement. DOK remained at levels one and two for all of
the observations with two showing emerging level three.
Most of the interviews were completed during the second week of the study. Those
chosen for interviews were two administrators, the technology coach and three teachers. The
administrators included of a current assistant principal and the former principal. The former
principal was the first to be interviewed at the beginning of the study in order gain perspective on
the impact technology has had on Middle OC Intermediate’s campus and the level of support
both site and staff were receiving and providing. Teachers who were chosen for interviews were
done so based on the observation notes. Those who were observed and notes indicated a need or
desire for further explanation were asked for an interview.
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There were six interviews conducted. The interviews revealed that Middle OC
Intermediate School believes in using technology in teaching and learning. Each interviewee
reported that teachers use technology in the classroom to some degree and all teachers allow or
encourage students to use their iPads when the time is right. Interviews revealed that every
teacher on campus had a Google Classroom and had been trained in setting it up. Technology
was given credit for increasing the ability to differentiate, which enhances student learning. All
of the interviewees commented on technology being a motivator for students. They stated the
iPads, Nooks, and computer labs are all motivators that students respond to. Through the
interviews it became clear that Middle OC Intermediate School had many different applications
and computer programs available to staff and students to enhance the teaching and learning
experience. There were mixed responses regarding training. Some had attended district trainings
and others just site trainings. Several interviewees stated most of their learning about technology
occurs by their own exploration or in working with peers. All interviewed said they felt
supported in their move toward technology both in getting devices and applications or programs
they wanted, and in receiving support from personnel. Common barriers were reported during
the interviews such as broken or not working student equipment, connectivity, and lost or
forgotten student devices. Each person reported technology increased engagement and that
students get excited about learning when they were to use their devices.
During campus and classroom observations written notes were used to enhance data
collection. Notes provided clarity of data by allowing the researcher to record classroom layouts,
lunchtime gatherings, and other items that were not included on the observation tool. There were
technologies used that were not included on the observation tool, which had to be recorded in
notes. Teachers used microphones that were connected to the classroom speaker system, they
Technology, Teaching, and Student Learning 72

had access to computers, laser pointers, and Smartboards. Notes were taken regarding specifics
of a lesson if it was seen as particularly relevant or interesting. For example, many teachers used
and mentioned Google Classroom and Quizlet. Taking notes allowed for the researcher to
document all of the different methods, strategies, and artifacts were happening.
Transcribed interviews allowed for accurate reflection of the conversations that took
place. Each interviewed person responded to the designed interview questions that were aligned
to the four research questions. Transcribed answers gave the researcher the ability to code and
check for frequency during the data analysis process. This process contributed to the
triangulation of research in an effort to provide real conclusions regarding teaching and learning
at Middle OC Intermediate School.
All of the data collected was gathered in such a way as to protect the subjects studied.
There is no documentation on file to connect subjects to this study. Each participant was
promised complete confidentiality and anonymity in the researchers’ writing of the report.
Throughout the study the researcher maintained the ability to connect surveys with observations
and interviews, which was essential in making connections and analyzing data. At the conclusion
of the study, subjects were given alternate names and the site and district have been referred to
through the use of a pseudonym. Participants have been protected from any explicit connection
to this study.

Validity and Reliability
Validity and reliability were in constant consideration during this qualitative study with
an interpretive design. Throughout the study the validity and reliability was maintained to the
best of the researchers’ ability through the profundity of the research groups’ review of prior and
Technology, Teaching, and Student Learning 73

ongoing research as well as the use of the same instruments across ten California public schools.
The instruments were created in an effort to gather data via credible and trustworthy data
collection methods. Detailed protocols were developed so that the research and data collection
would be valid and reliable and as free from researcher bias as possible.
While conducting the research, strict protocols were followed in an effort to create a body
of knowledge that would be useful for the purpose of this study. Staff was communicated with in
an open and honest manner so as to gain trust. Multiple pre-visits to Middle OC Intermediate
took place in the form of classroom walkthroughs. This allowed the staff to gain some level of
comfort in having a visitor inside the classroom as well as begin the early stages of relationship
building. Trust between researcher and staff member allowed for increased and easier access to
information and facilities. While conducting research it was important to keep in mind how the
intrusive nature of observations, interviews, and surveys may compromise the credibility of the
information gathered. To intrude into people’s world in itself has an effect on their contribution
to the study (Maxwell, 2013). In order to improve reliability of the information gathered from
these tools, each participant was assured of the anonymity of their participation. The site and
participants were given pseudonyms to protect their participation. Maxwell (2013) clearly
articulates protection of the participants must be a priority to preserve the legitimacy of the
study. In an effort to alleviate as much negative relational issues as possible, teachers were
provided the opportunity to choose which period and day they were observed as long as it fell
within the two week data collection time frame. In doing this, the subjects of the observations
and interviews were more likely to feel comfortable with what was drawn from them. At the
conclusion of the data collection portion the credibility and trustworthiness of the sources were
indeed protected by using pseudonyms in the report of findings.
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Participants maintain the ability to bring their own bias to the study. Throughout the
duration of the research such biases were acknowledged and handled to the best of their ability as
suggested by Maxwell (2013). All prospective biases and theories were documented early on in
the study and considered in a serious manner. It is not uncommon for a predetermined theory to
have an impact on the outcome of the study (Maxwell, 2013). For example, information may be
left out of the findings in order to skew the results to meet the expected outcomes the researcher
set forth (Merriam, 2009). It remained important to continuously reflect on the data collected and
how it related to the research questions. In continually looking for discrepancies between the
proposed theory and the outcomes the data revealed, opportunities for alternate theories were
presented. In following Cresswell’s (2009) constructivism worldview, observations noted
interactions between stakeholders and placed in the context of the setting. Findings from
observations and interviews were documented and through the reporting process school climate
and culture were used as frame of reference (Cresswell, 2009). Search for discrepant data by
employing the aforementioned methods was one way to make sense of what the findings
revealed thereby increasing the validity of the research.
Interaction with participants was initially to develop a level of comfort and to assure them
that their contribution was for the purposes of the study only and they would be protected from
negative falling out per Glesne (2011). The observations were not evaluative in any way and the
principal would not receive reports regarding the teachers’ quality of instruction. As asserted by
Glesne (2011) it was imperative to assure participants that they would be represented accurately
and fairly and that they would not suffer adverse consequences from what was witnessed inside
their classroom. Having open and authentic conversations with each participant assured them
Technology, Teaching, and Student Learning 75

their contribution would be valuable and considerable. This allowed for presentation in an ethical
manner wherein their best interest was in mind at all times as the findings were delivered.

Data Analysis
The data was analyzed in several ways. Interviews, surveys and observation notes were
run for frequencies. Those frequencies were then coded in order to identify themes (Cresswell,
2009). Once themes were identified all coded data was compiled. This was an important part of
the process of determining which factors contributed to the findings most. In communicating the
results of the findings reports, it must be free of contamination by the researcher’s biases
(Merriam, 2009). Findings were presented by basing it on the data collected and making
associations that developed organically throughout the study. It was also imperative that the
findings were presented in such a way that represented the participants accurately (Miles,
Huberrman, & Saldaña, 2014). Participants were given the opportunity to ready through the data
as it pertained to them. Feedback was provided and collaborative conversations were held in an
effort to represent the data and subjects in an entirely bias free manner. The data analysis phase
was the lengthiest of the phases of the study process. Data analysis comprised approximately six
weeks of the study not including the two weeks of data collection.

Technology, Teaching, and Student Learning 76

Chapter 4
Findings

Introduction
This study began with three chapters covering an introduction, literature review, and
discussion of the methodology and research design. The content of these chapters provided a
foundation for which to conduct this study. The introduction introduced the state of public
education currently. In the literature review, a description of current yet infrequent practices,
trends, obstacles, and possibility provided background knowledge necessary to conduct this
study. Middle OC Intermediate School was examined through the four research instruments
including, surveys, observations, interviews, and document review. Through the research
instruments a description of the use of technology integration has on teaching and learning took
place. This chapter will provide insight into the research through an analysis of data collected.

First Observation of the School Site
Middle OC Intermediate School is located in a unique setting. It is in an urban area
among several suburban cities. The area is comprised of partly residential and partly commercial
properties located with one side facing a busy main highway. The neighborhood that surrounds
Middle OC Intermediate School consists of single family homes, apartments, and shopping
centers. From the street the school does not appear impressive, in fact it is difficult to see at all.
However, the path that leads to the front office is surrounded by a beautifully groomed lawn and
shady trees that display an air of quaintness. The campus itself is striking. The structure has been
renovated and well maintained. Once an elementary school, the site does not appear to be large
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enough to house a large sized middle school population, but it is well designed and run in an
orderly fashion.
The front office is bright and friendly both in appearance and in personnel. The reception
area is homey and comfortable, welcoming to visitors and families. Administrator offices, the
health and attendance offices, and the staff workroom are located in the main building. There are
posters, banners, and flyers everywhere that display the greatness of Middle OC Intermediate
School, each one commenting on different accomplishments. Some display academic
achievement, acts of strong character, and exemplary students while others show fine arts events
and community involvement. The staff workroom is neat and orderly, and adequately supplied
showing teachers are supported in their craft. A visitor’s first impression of Middle OC
Intermediate School is this is a place where children are cared for.
As the front office is exited toward the campus, the same feelings and impression from
the main building remain. The campus is beautifully landscaped and manicured. Classrooms
extend outside the quad on one side with the cafeteria extended on the other. In the distance
beyond the lunch area and quad is an impressive new two-story building. It is well-equipped with
state of the art technology and facilities. Classrooms have Smart boards, LCD projectors,
computers, laptop and iPad carts, and microphones connected to classroom speaker systems. It is
clear that this is a place where serving students is a priority and technology is valued.
In the spring of 2015 a meeting with the then principal was held. The principal discussed
his ongoing vision for Middle OC Intermediate School and shared the progress that took place
during his tenure. The school had undergone many changes since its inception starting as an
elementary school before becoming an intermediate school. Soon after opening as an
intermediate school it gained a negative reputation for being unsafe and low performing. These
Technology, Teaching, and Student Learning 78

factors allowed the school to qualify for a School Improvement Grant (SIG) from the state of
California. Upon obtaining the grant the site was given $6 million over the course of three years
to transform itself. The plan for transformation included improving instruction, building personal
responsibility, and adopting technology to enhance student learning.
The principal expressed that he took this opportunity to undertake several tasks. He
discussed his push for a name change. With the assistance of the district office and school board
Middle OC Intermediate was granted its new name. Simultaneously he tackled instruction and
character building head on. He showed examples of how teachers received professional
development regularly on instructional practices and discussed what the process of lesson study
and how it was implemented. Middle OC Intermediate School’s principal guided a series of
walkthroughs and discussed his expectation for administrators was to walkthrough classes daily
in an effort to provide support to teachers and students.
During this initial interview he provided copies of the Principal’s weekly instructional
newsletter to assist in getting acquainted with the school culture. In the newsletters instructional
strategies were consistently reinforced and supported. Newsletters highlighted the course of
technology adoption, beginning with Nooks, then laptop carts, and finally moving toward iPads
for students. Character building and awareness became a priority through the adoption and
implementation of Positive Behavior Intervention Support (PBIS). Students were held
accountable for their behaviors and the entire campus was run in an orderly manner. From
students lining up before being escorted to lunch, to students sitting quietly in the lunch area
before being dismissed to the lunch lines it was clear that Middle OC Intermediate School held
students to high expectations. At lunch, the principal and sometimes assistant principals, led
Technology, Teaching, and Student Learning 79

students in a special Middle OC Intermediate cheer. This was a place where students were
happy.
At the conclusion of this first meeting, the principal agreed to make Middle OC
Intermediate School the subject of this case study. He expressed excitement and a willingness to
assist in any and all ways possible. A brief introduction to a few staff members, including one
assistant principal, the receptionist, key teachers, the parent liaison, and technology coach
provided foundational relationships for the researcher to return and begin the study. The IRB
consent form was signed and submitted to the district office for school board approval. Once
approved all was in place for this case study to take place. The journey to studying Middle OC
Intermediate School was met with excitement by all and finally underway.

Research Questions
This case study focused on four areas: professional development, access to technology,
technological support, and use of technology for teaching and learning purposes. The research
questions developed by the parallel research team were used to guide the study and assist in
evaluating to what degree Middle OC Intermediate School uses technology to support teaching
and learning. The following questions were addressed:
1. How do educators at Middle OC Intermediate School integrate technology to support
student learning?
2. What factors do educators at Middle OC Intermediate School attribute their
knowledge of skills and pedagogy to utilize technology as an instructional tool?
3. In what ways are educators at Middle OC Intermediate School provided support for
technology integration and implementation?
Technology, Teaching, and Student Learning 80

4. What are educators’ beliefs about technology integration and implementation at
Middle OC Intermediate School?
These questions were used in collaboration with the survey, observation and interview tool, sand
document review protocol, which provided insight as to whether or not technology played a role
in Middle OC Intermediate’s success. Triangulating the data allowed for an analysis of how
technology might have impacted teaching and learning at this specific intermediate school and to
identify possible explanations for its improvement.

Criteria
Each designated criteria was met by Middle OC Intermediate School. This site was
selected in part due to it being located in an urban neighborhood and its active commitment to
the use of technology for teaching and learning. Middle OC Intermediate School was a public
school with evidence of consistent growth, a student population made up of mostly Hispanic and
a high rate of EL designation and low SES. Each of these criteria met by Middle OC
Intermediate School made it the perfect choice for this case study.

Methodology
This qualitative study identified findings and themes through data analysis, which
indicated the possible impact technology has had on teaching and learning at Middle OC
Intermediate School. The data was collected and analyzed through Creswell’s (2009) six-step
process for qualitative data analysis. Triangulation of fact-finding tools allowed for interpretation
of data to occur once information was collected and coded. Researcher bias was reduced by
taking objective notes, providing self-reporting surveys to teachers, interviewing key
Technology, Teaching, and Student Learning 81

stakeholders, and evaluating documents through the lens of the research questions. Each step of
this methodology contributed to the reliability and validity of this case study.
Data collection was pulled from several sources. The SARC was consulted for data prior
to 2015 and used to determine eligibility of the site for the study as well as grasp the rate of
growth and change Middle OC Intermediate had experienced. Other data sources included the
CORE SQII reports, SPSA, technology plan, school brochure, and principal’s instructional
newsletters. The school map, website, and bell schedule were utilized to conduct observations
and schedule interviews. Each of these pieces of data were an important contribution to gathering
facts for the purpose of identifying how technology has impacted teaching and learning at
Middle OC Intermediate School.

Participants
The study began in late spring of 2015 with an interview of the principal. A survey
followed and was released to the staff in late summer, just before returning to school. The survey
was released a second time at the beginning of fall to elicit more participants. Staff response to
the survey resulted in a 60 % participation rate. The interviews consisted of six faculty members:
assistant principal, technology coach, computer lab teacher, and two classroom teachers as well
as the recently former principal. Two weeks of classroom observations, resulting in 20 classroom
visits allowed for a thorough perspective and analysis of Middle OC Intermediate School and its
implementation of technology for teaching and learning.

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Responses to Research Questions
Data for Question 1
The first research question used to guide this case study was:
• How do educators at Middle OC Intermediate School integrate technology to support
student learning?
Technology has been a part of the teaching and learning at Middle OC Intermediate
School for the last six years. After the acceptance of SIG 1 funding the site began its move
toward technology beginning with Nooks. The shift quickly moved into laptop carts in an effort
to expand student use of technology for learning and eventually shifted to 1-1 iPads. The iPad
rollout began with eighth grade students and gradually into seventh then sixth grades. Since 2010
technology has been a strong presence on Middle OC Intermediate School’s campus.
The document analysis began with a review of the 2010, 2011, 2012, 2013, and 2014
SARC. Each SARC reported an upward trend in student achievement. This trend occurred at the
same time adoption of technology began at Middle OC Intermediate School. Annotation and
coding of the principal’s instructional newsletters and SPSA clearly showed a move toward
technology for both teaching and learning and highlighted student achievement gains as well as
positive instructional practices. The vision for further integration of technology was articulated
more frequently and clearly in newsletters and site plans. Renovation and a push toward
technology equipped staff with Smartboards, LCD projectors, computers, and access to the
internet at increasingly greater rates as the years progressed. Connectivity had steadily improved
in an effort to better support staff in their instructional process and students in their access to
digital learning environments and resources.
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There was a positive correlation between technology and support of student learning
reported in the staff surveys. The survey resulted in a 60% teacher participation rate. Of the
percentages reported here they are derived from 60% of reporting teachers.
Table 1: Survey Questions 2-8
Student Learning Rarely or
Never
Sometimes Most of the
Time
Almost
Always
My instruction involves use of
technology.
0 9 7 12
My lessons encourage creativity and
innovation through student use of
technology.
1 15 1 11
My lessons embed activities or tasks
that stimulate critical thinking and
problem-solving through student use
of technology
3 11 3 11
My lessons embed student use of
technology in the classroom.
1 8 9 10
My lessons embed student use of
technology outside of the classroom.
1 8 4 15
Students are encouraged to work
collaboratively with other students
while using technology.
3 9 4 12
Professional development (PD)
sessions have improved my use of
technology in the classroom.
1 13 9 5
I use technology to differentiate
instruction.
3 16 4 5

The survey shows technology was used in instruction almost always or most of the time in 68%
of the teachers. Survey results showed no teachers reported not using technology at all for
instruction. There was a 50% positive response to the conducting of lessons that include
creativity and innovation with technology. Critical thinking and problem-solving through the
use of technology were also reported to occur with 50% of teachers. Survey results show 68% of
teachers included student use of technology in their lessons and 58% had students use technology
Technology, Teaching, and Student Learning 84

while they collaborated almost always or most of the time. PD was claimed to have improved
teacher use of technology in the classroom for 50%. With a rate of 89% the majority of those
surveyed used technology to differentiate instruction. Support of student learning through a shift
toward technology was clearly evident in survey responses.
There were 20 classroom observations that took place and each showed technology as an
integral part of teaching and supporting student learning. Technology was actively used in 19 of
the 20 observations or 95% of instances. Students used iPads in 50% of classroom visits with
another 45% of classes displaying teacher use of technology. The 1-1 iPads were used for
vocabulary building, differentiated reading, accessing skills building websites, and researching
real life examples and artifacts, as well as watching assigned videos via Google Classroom.
Classroom observations showed a 100% actively engaged student population when working on
iPads both individually and collaboratively. The one classroom with no use of technology during
the observation referred students to digital learning opportunities via their iPads. Observations
clearly showed technology was used to support student learning at Middle OC Intermediate.
Through interviews the commitment to technology was clearly articulated. All six
interviewees reported technology integration specific to building vocabulary and increasing
literacy through digital libraries and reading. A common theme among the interviews was the
use of iPads for research, skills building and most notably differentiating instruction. Google
Classroom was also reported in each interview as a resource for teachers, students, and focus for
PD to assist in integrating technology into the school’s culture. A support person reported,
Every teacher uses technology. They use it to take attendance, get student information,
manage their classes, they present with it, they create lessons for students to use it. We
have a lot of different apps and programs they use. There is technology everywhere.

Technology, Teaching, and Student Learning 85

All participants in the interviews mentioned the increased ability for teachers to differentiate
instruction through the 1-1 iPad rollout. One interviewee stated,
Our goal is to equip our teachers with all of the tools they need to provide the best
possible instruction to our students. If they need an app that we don’t have we try to get it
for them. The same goes for a program or piece of equipment.

It was clear during these conversations that the adoption of the iPad for students at all levels has
increased the opportunity to develop more learner centered instruction and greater support of
student learning.
In reflecting on the first research question it was clear that Middle OC Intermediate
School used technology to support student learning. Teachers gained greater access to
information and tools to enhance the student learning experience. Through devices, applications,
and programs students were supported in building skills, accessing engaging content and
resources, and experiencing differentiated instruction at greater rates. The 1-1 iPad rollout
provided teachers and students with opportunities to develop collaborative working
environments. Student engagement was directly affected by technology and as a result student
learning has experienced a positive upward trend.

Data for Question 2
To show further support of student learning the second research question guided the
study by looking into staff technology skill and knowledge. The question was:
• What factors do educators at Middle OC Intermediate School attribute their knowledge of
skills and pedagogy to utilize technology as an instructional tool?
To address this question three sources were used in data analysis. Surveys, observations,
Technology, Teaching, and Student Learning 86

and interviews provided for triangulation of the facts. Integration of technology into the
pedagogy of teaching was assessed through an in depth analysis of instruction. The surveys
allowed for teacher self-reporting of how they believe they gained their knowledge of using
technology as an instructional tool. Observations allowed the researcher to verify the responses
or conclude with a different outcome or perspective. The interviews provided six viewpoints of
where the staff is, has been, and was headed related to using technology as an instructional tool
and its impact on pedagogy and skills. Each of these tools were essential in developing a clearer
picture of how Middle OC Intermediate School reached its current achievement level.
Teachers were surveyed to provide insight into how they rate themselves on their own
implementation of technology and skill building. The goal was to determine whether or not the
survey reflected a positive correlation between technology and skills and pedagogy.
Table 2: Survey Questions 9-11
Technology Skills Rarely or
Never
Sometimes Most of
the Time
Almost
Always
I use technology daily in a variety of
ways to present lessons.
2 4 7 15
I use technology in a variety of ways to
assess student learning.
2 17 5 4
I go out of my way to stay current on
the new innovations with technology.
2 14 5 7

The survey results were based on a 60% survey participation rate. Of those surveyed 79%
reported using technology daily to present lessons almost always or most of the time. This
supported the contention that this site had teachers who were equipped with some degree of
technological skill to impact their pedagogy. With 68% reporting a use of technology in a variety
of ways to assess student learning at least some of the time, it was clear there was a basic skill
level present and pedagogy had been affected by technology. Just over half, 57%, of those
Technology, Teaching, and Student Learning 87

surveyed reported going out of their way to stay current on new innovations with technology.
The survey showed technology affected teacher skill and pedagogy.
After surveying the staff, observations of 20 specific classrooms took place. In part, the
observations were to assist in determining whether or not technology has impacted instruction.
Again, 19 of 20 classrooms used technology during the observation period, which is a rate of
95%. This showed a direct positive correlation between technology and pedagogy. Each
observed teacher, used technology in their own way. All 20, 100%, of teachers referred students
to Google Classroom or a digital learning environment in some respect. Observations did show
100% of teachers who used technology only reached DOK levels one and two. Low DOK levels
reflect a cursory range of learning with a clear lack of higher order thinking skills. The ways in
which students were observed using technology reflected this lack of higher order performance
expectations thereby possibly revealing a staff skill level that is mostly elementary in its
pedagogy.
In an effort to gain a greater understanding of technology skill and its impact on
pedagogy, interviews of select staff members were conducted. The six interviews provided
insight into the perceived skill level of technology used for teaching and learning as well as the
opportunity for further growth and development in this area. All six interviewees spoke to onsite
PD opportunities as a way to improve teacher skills. Each mentioned support from the full-time
technology coach and instructional technology team. The three teachers interviewed commented
on taking their own initiative to increase their technology skill-level when it came to improving
their pedagogy.
A deeper analysis of the interview question, “What do you attribute your background
knowledge of technology?”
revealed the common theme that teachers spent at least some time
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learning how to use technology on their own. One teacher said, “I am part of the instructional
technology team. I am also always willing to learn new things. I have spent some time attending
trainings inside and outside of the district and those trainings have helped me. Mostly I learn on
my own.” Another teacher stated,
Training here at the school. I have received training from our tech coach and
administrators. In April everyone learned about Google Classroom so over summer I
began setting that up and researching best ways to use it so I could work with it this year.
We continue to receive training and have voluntary PD to learn apps.

A third teacher commented, “I worked with technology in the past. I enjoy it. I spend time
playing around with programs and apps to get to know them better before I use them with
students.” Answers to this question revealed a desire and drive to improve technology skill and
inclusion in pedagogy.
The next interview question provided clarity as to how teachers on staff acquired
knowledge when it comes to using technological devices in their practice. Two of the three
teachers interviewed expressed their willingness to learn on their own. Teacher one reported,
“being a part of the instructional technology team helps, also working collaboratively with other
teachers. Mostly, by exploring on my own.” Another teacher said, “Mostly on my own but we’ve
had trainings here too.” Both interview questions showed teachers attributed their skill both to
PD and to independent learning outside of school. The questions also revealed a desire to
improve their skill and willingness to shift their pedagogy.
The six staff members who were interviewed agreed that training had been and continued
to be provided to assist with integrating technology into instruction. Teacher one stated, “[I learn
to integrate technology] Mostly by working with my colleagues. Also, from training.” Teacher
two commented, “I started hearing about the different apps out there for teachers. I began
exploring, especially when Google Apps for Educators opened up. Our school has been good
Technology, Teaching, and Student Learning 89

about providing training for us too.” Another teacher reported, “Again, I have worked with
technology before coming here. In running the computer lab obviously technology is core to my
instruction. We do have staff development that trains us.” It is clear that Middle OC Intermediate
School has invested in training for staff. Research question two shows that teachers had been
recipients of knowledge in using technology for teaching and thereby reflected a shift in
pedagogy.
Middle OC Intermediate School spent time and resources on training teachers to use
technology. Teachers reported PD opportunity and campus support in further developing their
skills in using technology to improve pedagogy. The culture of the site clearly included
technology and encouraged continued growth in the area was evident after analyzing the answers
to this second research question. Middle OC Intermediate has been committed to continued skills
building and adoption of pedagogy that include technology.

Data for Question 3
The third research question guiding this case study was:
• In what ways are educators at Middle OC Intermediate School provided support for
technology integration and implementation?
There were five correlating survey questions, 20 observations, six interviews, and several
documents that assisted in data analysis related to integration and implementation of technology.
All four sources resulted in a clearer picture of Middle OC Intermediate School’s vision for
technology. Sources supported the statement that technology was indeed encouraged, promoted,
and part of the culture. The former principal in connection with other participating staff members
Technology, Teaching, and Student Learning 90

clearly stated that this intermediate school actively engaged with technology and that it was an
instrumental part of their culture.
Several documents illustrated a clear and distinct design for continued support of
technology implementation and integration. The school’s vision explicitly stated students were to
“learn how to gather information from a variety of sources including the use of technology.” The
SPSA laid out a specific plan for the continued move toward technology for student use and
implementation. The plan clearly outlined training and support for staff to continue its
integration of technology into teaching practices and that it would remain an area of focus. In
analyzing the principal’s instructional newsletters there were repeated statements about the
benefits of using technology as well as examples of effective practices for inclusion in teaching.
The school website and technology plan articulated the shift in school culture and instruction
related to technology. One expectation being, students were to have their device with them every
day fully charged ready to use. The documents consulted in regard to research question three
clearly showed support for technology integration and implementation at Middle OC
Intermediate School.
There were five survey questions that spoke directly to technology support for integration
and implementation. Of the 60% surveyed all reported some degree of technology support
occurs.

Technology, Teaching, and Student Learning 91

Table 3: Survey Questions 12-16
Technology Support Rarely or
Never
Sometimes Most of
the Time
Almost
Always
Use of technology is encouraged and
promoted at my school.
0 1 8 19
IT support staff is available to assist
when needed.
0 6 4 18
A mentor is available to support
technology integration.
0 3 7 18
Use of instructional technology is a
component of my school’s culture.
0 4 6 18
Teachers are provided with hands-on
opportunities to learn instructional
technology.
0 10 8 10

Encouraging and promoting the use of technology was reported to happen most of the time or
almost always by 96% of those surveyed. Only one surveyor chose sometimes and none
surveyed chose rarely or never. All teachers who took the survey chose almost always, most of
the time, or sometimes in regard to IT staff and mentoring being available and instructional
technology serving as part of the culture. The hands-on opportunities to learn question elicited a
response of 64% that felt this occurred almost always or most of the time. With no survey
respondents choosing never it was clear that Middle OC Intermediate School provided support
for the integration and implementation of technology.
Observations were conducted to gain a sense of whether or not teachers appeared
supported in integrating and implementing technology in the classroom. Notes taken from
classroom visits showed 95% of classrooms using technology. Half of the observed classrooms
had students actively using technology on their 1-1 devices. iPads were used for vocabulary
building, improving math and English skills, reading, finding information, and watching videos.
Google Classroom was both seen and referred to in classrooms thereby showing a direct
integration of technology into teaching at Middle OC Intermediate School. All of the classrooms,
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100%, showed or discussed some element of technology used as part of the teaching practice.
Observations reflected student learning at this intermediate school was clearly supported by the
implementation and integration of technology.
Each of the interviews spoke to technology integration having been a part of the culture
of Middle OC Intermediate School. Two questions were analyzed in connection with this third
area of research: “How does the school support and train teachers to use technology devices and
applications?” and “In what ways are teachers provided support and/or informational resources
regarding integrating technology in the curriculum?” All six interviewees commented about
onsite training for both device use and application. One participant stated, “Most often this
[support and training] is done through on-site trainings.” Another respondent discussed support
and training in more detail saying,
We have our technology coach. He is fully out of the classroom and takes the time to
meet with teachers as needed for training. We also have an instructional technology team
that is a compilation of teachers and administrators who then can train and support
teachers in their integration of technology whether it be devices or applications or
programs in their teaching.

The four interviews not quoted also commented on the ongoing site training for staff, which
showed support for technology and its integration.
Interviewees also illustrated ways in which support was provided and informational
resources were received. According to interviewees, teachers were provided support as well as
received informational resources on how to integrate technology in the curriculum. “The
Principal’s Instructional Newsletters always include resources about teaching and learning.
Oftentimes that includes integrating technology into teaching, best practices and examples of
what good teaching looks like both with and without technology.” One administrator stated, “We
attend district trainings and send our coach for training. We have adopted the SAMR model and
Technology, Teaching, and Student Learning 93

have begun training our teachers in that.” Middle OC Intermediate showed ongoing and
continued support for teachers to implement technology and integrate it into their teaching
practice.
Findings for research question three showed Middle OC Intermediate School supported
technology integration and implementation. Teachers were provided opportunities for PD,
mentorship, and learning through onsite personnel. There was a consistent use of technology in
instructional practices in which students had intermittent hands-on opportunities assigned by the
teacher. The culture of this site clearly reflected an enthusiasm for technology. Technology had
been and continued to be integrated and implemented with fidelity.

Data for Question 4
Staff beliefs about technology were evaluated in connection to the three previous research
questions. The fourth question asked:
• What are educators’ beliefs about technology integration and implementation at Middle
OC Intermediate School?
Data analysis for research question four began with a look at critical documents. After
conducting the document review survey results were consulted. Observations followed with
interviews providing insight last. Staff beliefs reflected the culture of Middle OC Intermediate
School and its commitment to technology for teaching and learning.
The review of documents included the school vision, principal’s newsletters, and SPSA,
all of which supported the contention that there is a strong belief and value of technology on
Middle OC Intermediate School’s campus. As discussed earlier, the vision clearly included a
statement regarding student use of technology. The SPSA delineated the expectation for
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technology integration, support, and continued implementation throughout the document, which
showed the site maintained the belief that technology would continue as an area of focus. The
principal’s newsletters repeatedly articulated the importance of effective classroom instruction,
best practices, and integration of technology into the teaching practice. All documents consulted
during this process communicated a strong belief that technology was an important part of the
culture at Middle OC Intermediate School.
Teacher surveys were used to provide a staff perspective regarding beliefs about
technology on their campus. The teaching staff was comprised of 47 general education and
special education teachers. Of the 47 there were 28 who responded resulting in a 60% response
rate. The responses revealed clear support for technology and a firm belief in the ability for
technology to transform teaching and learning.
Table 4: Survey Questions 17-21
Technology Beliefs Strongly
Disagree
Disagree Agree Strongly
Agree
I support the use of technology in the
classroom.
10 18
Instructional technology has a positive
impact on student learning.
16 12
Technology is an important part of
teaching and learning.
14 14
My classroom is student-centered. 14 14
My students are empowered to be
responsible for their own learning.
1 17 10

The entire 60% surveyed reported they support the use of technology in the classroom. Those
same participants also replied they agreed that instructional technology had a positive impact on
student learning, and that technology was an important part of teaching and learning. All
participating teachers believed their classroom to be student-centered to some degree rating
themselves somewhere between agree and strongly agree. Surveys also showed 97% of teachers
Technology, Teaching, and Student Learning 95

believed they empowered their students to be responsible for their own learning. Teachers at
Middle OC Intermediate School clearly believed that technology was an integral part of who
they were as a learning community.
Technology was included in the learning experiences of 95% of classes observed. This
showed a direct reflection of the belief that it was an important part of instruction, and the belief
that it can enhance teaching and learning. With only 50% of classroom visits showing student
use of iPads, there did not seem to be a strong belief that students have to use their devices.
Instructional rigor levels were comprised of comprehension activities and teacher dissemination
of knowledge in 70 % of observations. Observations also showed 100% of classes demonstrating
a depth of knowledge level of one or two. There were two classes who showed possible depth of
knowledge in the range of three with students working on or beginning a performance task. In
85% of the classrooms visited, students were engaged in low-level tasks such as worksheets, note
taking, summarizing, and bookwork. Observations showed there was the belief that technology is
important in teaching and learning. Regardless of the rigor and DOK levels, all classes
maintained some element of technology in the instruction or referred students to digital learning
environments.
Six interviews were conducted and all six responded to two specific questions about
technology beliefs. The first question, “How do you feel about the use of technology?” resulted
in all positive comments. One interviewee commented, “I love using technology and love seeing
the kids use it. They are so excited about it.” This person went on to talk about student
engagement and the increase in engagement when technology was used. Another interviewed
teacher exhibited the same level of enthusiasm in saying, “I love it. I would say I’m the biggest
Technology, Teaching, and Student Learning 96

advocate for using technology. I use it in my teaching regularly and can’t imagine going back to
the days where we didn’t have it for kids.” The last teacher interviewed said,
I like it, but I feel there’s a time and a place for it. Students using it is not part of my
every day instruction but they do use it often. It think it brings learning to life. It helps
students make connections.

Reflection of the answers to this question showed the staff clearly felt that technology was an
important part of the teaching and learning process.
Interview participants also answered the question, “What do you believe are the benefits
of technology in the classroom?” One teacher responded with, “It keeps kids interested in
learning. To me it seems like kids are more interested in learning when they are working on the
computer or on the iPads than on a worksheet.” Another said, “I like that they can work with real
things, real resources. I like that it gets them outside of the classroom. By that I mean learning
outside of what we can give them, like a textbook or handout.” The last teacher interviewed
stated, “My students are more engaged. They are more interested in the work and want to do the
assignments. They are excited about learning, about doing the next neat thing I have planned.”
Responses to this interview question again showed a positive attitude and perception of
technology and what it can do for teachers and for student learning experiences.
Middle OC Intermediate School displayed consistent positive beliefs about the use of
technology in teaching and learning. The document review communicated an ongoing
commitment to technology campus wide. Surveys and observations reported a staff that was
supportive of adopting technology in its instructional practice. Technology was believed to be
one way to impact and improve the student learning experience. Findings for research question
four revealed a school that believed in technology and what it can do for both teachers and
students.
Technology, Teaching, and Student Learning 97

Emergent Themes
The four themes that were revealed during data analysis were:
• Ongoing, strategic, and differentiated professional development is essential in integrating
technology in ways that facilitate a shift in pedagogy.
• Site leadership is key to technology integration and implementation campus wide.
• Support is imperative in building teacher skill level for both using technology in teaching
and developing student learning opportunities at greater depth of knowledge levels.
• School culture must reflect a commitment to technology, be inclusive of risk-taking, and
embody the belief of the positive impact technology has on teaching and learning.

Site Leadership
Middle OC Intermediate School showed a true commitment to technology as a part of its
culture. Teachers demonstrated the ability to use technology in their teaching practice and
revealed the beginning stages of a shift in pedagogy. It was clear that student learning was
supported by technology in a multitude of ways. However, without commitment from site
leadership none of the above could happen.
Site leadership demonstrated a commitment to technology. The vision for the school
included a specific statement about students gaining access to information including through the
use of technology. The SPSA reiterated repeatedly the design for continued growth and
development of technology skills for teachers. The adoption of Nooks six years ago showed a
leadership’s devotion to move in the direction of technology for students. The transition into
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laptop carts and currently 1-1 iPads, as well as a new building that was equipped with many
different modes of technology, further convey that devotion.
Through a commitment to the vision, site leadership allocated funds for a full-time
technology coach to better support the staff in its culture shift. The development of an
instructional technology committee and ongoing professional development demonstrate a
willingness to spend valuable resources on technology and teaching and learning. Principal’s
instructional newsletters communicated best practices and included technology as part of those
practices.
All of this is evidence of a site leadership that believed in the positive impact technology
has on teaching and learning. There was a conscious commitment to using technology in the
classroom campus wide. Professional development, a shift in school culture, and ongoing
support emerged as essential components in what contributed to the positive change at Middle
OC Intermediate. Student learning outcomes grew steadily and significantly in the past six years
and staff began the move toward using a 21
st
Century pedagogy. Without a strong and visionary
site leadership none of those components would be possible.

School Wide Instructional Focus on Technology for Teaching and Learning
Middle OC Intermediate School included technology as part of its school wide
instructional focus. The site vision clearly articulated student use of technology. The SPSA
delineated a plan for which staff would continue to move toward a 21
st
Century pedagogy with
principal newsletters showing a commitment to best teaching practices with inclusion of
technology. Onsite support for teachers and technology implementation and integration was
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allocated for. Student support continued to be a priority with 1-1 devices serving as an integral
piece. It was clear that teaching and learning at this site included the use of technology.
Several documents communicated the commitment to technology for teaching and
learning. In connection to the site’s vision, the SPSA laid out a design for which Middle OC
Intermediate would continue the shift toward using technology in teaching. The plan discussed
future professional development opportunities and investment in continued applications and
programs that benefit student learning. The principal instructional newsletters communicated the
same message by providing ongoing support and learning opportunities for teachers. Each
document showed the relationship between improved student performance, the beginning of a
pedagogical shift in teaching, and a positive school culture that was inclusive of technology as a
school wide instructional focus.
There was a commitment to school wide support for integrating technology into teaching.
Teachers were able to seek assistance from a full-time technology coach, instructional
technology committee, and administration. Colleagues supported each other via the lesson study
process, where technology was encouraged to be included. All staff received regular professional
development in instructional practices directly related to the implementation of technology. Staff
had the ability to request devices, applications, and programs as they see fit and were supported
in finding new and innovative ways to enhance student learning. This campus wide support
system was evidence of an instructional focus that included technology.
Students were supported in their learning by use of 1-1 devices, iPads, and access to a
plethora of applications and programs. All teachers had been trained in Google Classroom which
gave students access to content 24 hours a day seven days a week. This also improved
communication between staff and students thereby supporting students more readily. Students
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had access to digital libraries and accounts with skills building websites that they could use from
home with their devices. Students were encouraged to have their devices with them at all times,
fully charged, and ready to use. Middle OC Intermediate continued to demonstrate ongoing
student support in learning through campus wide technology integration.
Campus practices and classrooms showed this was a site that cared for its students.
Students were held to high expectations and supported in their learning. Classroom instruction
showed use of technology with opportunity for students to participate via their own devices.
Messages from administration were consistent in its push toward best teaching practices and
inclusion of technology as part of their pedagogy. School wide instructional focus on technology
for teaching and learning was evidently a part of the culture at Middle OC Intermediate School.

A Shift in Site Leadership Change
When this study began in spring of 2015, site leadership consisted of a principal who
served several years at Middle OC Intermediate, a seasoned assistant principal of school culture
and climate who had also been at Middle OC Intermediate for some time, and a new assistant
principal of curriculum and instruction. The Principal at the site served as principal of other sites
and had lead the way toward the remarkable improvement this school experienced. His assistant
principal of curriculum and instruction was hand picked and had served as an instructional coach
and teacher on special assignment previously. The team worked well together and brought sound
instructional practices to the teaching staff. The commitment to technology remained steady and
as a result it could be seen campus wide.
During the summer of 2015 Middle OC Intermediate School’s leadership changed. The
principal and assistant principal of school climate and culture were awarded new positions in the
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district. The site received a new principal with no previous principalship on his resume and an
assistant principal with limited experience as well. Changes in the campus climate, culture, and
practices were observed in late fall of 2015. The instructional focus was not clear and the school
climate appeared to be shifting. The assistant principal of curriculum and instruction continued to
be an essential connection between the site, the staff, and this study. All planning and
communication for the 2015 school year were accomplished through this administrator. At the
conclusion of this study it was hard to tell whether or not Middle OC Intermediate School would
continue to experience the positive growth it had previously, which speaks to the importance of a
consistent leadership team and sustainability of policies, practices, and programs.

Themes through the lenses of TPACK and SAMR
TPACK and SAMR were used as a lens to assess the degree of technology
implementation and integration into teaching and learning at Middle OC Intermediate School.
Both are renowned frameworks for effective use of technology in educational practice. During
observations, the SAMR model was referred to regularly as a way to gauge the level of
technology integration occurring in the classroom. Notes were taken in connection with TPACK
with a strong focus on searching for teaching that achieved the integration of technological,
pedagogical, and content knowledge, also known as the sweet spot. The themes of professional
development, support for implementation, school culture, and site leadership were evaluated in
reference to TPACK and SAMR throughout the duration of the study.
Professional development and support for implementation have had a direct impact on the
use of technology in the classroom. Teachers who used technology showed a higher rate of
student engagement than those who did not. Students who had opportunities to use devices in
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class showed the highest rates of engagement. There were no teachers that effectively reached
the sweet spot in relationship to TPACK, however the integration of technology in itself
demonstrated an awareness of the benefits technology has in student learning. Professional
development and teacher support continue to impact instructional practices but the need remains
for proper training in both TPACK and SAMR levels of technology integration. Thus far, student
use of technology has continued to be at low DOK levels. Instruction remained mostly teacher
centered exposing the need to explicitly teach staff TPACK and SAMR frameworks. Notes
related to SAMR reflect most students using technology at the substitution and augmentation
level. There was little evidence of modification or redefinition of assignments through the use of
technology.
The importance of technology was evident in the school culture, however in evaluating
the findings through the lens of TPACK and SAMR there continued to be a need for further
work. Again, DOK levels were noted to be low during classroom observations. The observation
tool showed recording of DOK levels at one and two with two classes showing potential for level
three. This may be directly correlated to the use of SAMR implemented at only substitution and
augmentation levels. It also connects with the earlier comment regarding TPACK not being
effectively taught or taught at all. Despite a supportive school culture of implementation of
technology in teaching and learning, the degree of use in teaching and learning in relationship to
TPACK and SAMR remain at low levels.
Site leadership provided a consistent message and vision with a clear plan for technology
and its purpose in teaching and learning. However, observations and interviews showed an
infrequent student use of technology. Both SAMR and TPACK are based on the premise that
students use technology to enhance their learning experience. Not all teachers allowed students
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to use technology and those who did, did not develop lessons where students used their devices
in meaningful ways. Teachers who were interviewed showed an affinity for using technology in
their teaching with one saying technology was only used when necessary. This shows staff
awareness and buy in to the leadership message, despite observation reports. To reiterate,
teachers did not show regular classroom practices that included student use of technology.
Technology could be seen in use most frequently at the substitution and augmentation levels of
SAMR and heavily on the content area in TPACK throughout the study. Though site leadership
believes in the power of transforming teaching and learning through technology, there is a need
to increase understanding of TPACK and SAMR.
Data analysis through the lens of TPACK and SAMR added perspective. Interpretation of
data through these frameworks reinforced the findings from the triangulation of the four research
instruments. The four themes this case study identified include a need for professional
development, support in building skills, school culture, and site leadership to further align with
the TPACK and SAMR frameworks. While student engagement was positively impacted by
access to technology, DOK levels remained low. There was infrequent student use of technology.
Middle OC Intermediate School made the shift toward implementation and integration of
technology into teaching and learning. TPACK and SAMR need to remain as a guide in
developing engaging lessons that use technology in ways that transform the student learning
experience.

Summary
This study gathered data using four methods. Document analysis allowed for the
gathering of written information and statistics related to past and current practices, focuses, and
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school culture. A teacher survey provided insight as to how teachers rate their ability to use
technology in the classroom, how supported they feel, and their beliefs. Classroom observations
provided data on instructional practices related to TPACK and SAMR, student engagement
levels, DOK levels, and student use of technology. Interviews with key personnel allowed for
clearer description and clarification of the site’s move toward technology. Each of these data
gathering devices contributed in providing a deeper understanding how technology has impacted
Middle OC Intermediate School.
Middle OC Intermediate has shown positive growth in student performance and school
culture in the last six years. The SARC (2014) reported an 89 point increase in API since 2010.
The newly released CORE SQII report showed Middle OC Intermediate made steady
improvement. SQII reported this school in the mid range for academic index points, the highest
in having a positive social emotional and culture and climate on campus, the second highest in
the middle school index rating, and the overall index ratio rated as the second highest of eight
middle schools (CORE SQII, 2016). Most notably the SQII report revealed that Middle OC
Intermediate has one of the highest rates of high school readiness and EL re-designation, as well
as one of the lowest suspension rates in the district (CORE SQII, 2016). School climate and
culture reports from staff reflect a place that has made a positive shift toward greater support for
student learning and adoption of technology for staff and student use. Instructional best practices
with the integration of technology have continued as a core focus and it appears as a result
student performance has been positively impacted by the use of technology in teaching and
learning at this intermediate school.
Technology continues to be at the forefront of transforming pedagogy at Middle OC
Intermediate School. Students experience differentiated learning at greater rates and gain access
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to resources outside the classroom walls. Teachers use technology in some way on a daily basis
to engage students in learning. Whether technology is used as a presentation device, interactive
learning tool, tool for collaboration or individualized learning, it is clear that it is part of the
school’s regular practice.
This case study revealed that while there may be many factors that have contributed to
the improvement in student achievement and shift in school culture, it cannot be denied that
technology has been an important contributor to both. Administration paved the way for the
adoption and integration of technology campus wide. Resources have been and continue to be
allocated to support teachers in improving their pedagogy. Students experience greater access to
learning through digital learning forums that facilitate communication and collaboration.
Students also experience greater degrees of differentiation more frequently through the use of
their 1-1 devices. Middle OC Intermediate School has transformed its school from a place where
students and parents were seeking other sites to attend, to one where teaching and learning are
positively impacted by technology thereby establishing a culture that reflects the 21
st
Century.

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Chapter 5
Conclusions and Recommendations

Introduction
It is time that K-12 education moves away from its archaic practices and immerse itself
into the 21
st
Century. Young boys and girls, men and women are growing up in the midst of a
much different era than those previous. The world of education continues to function as if
society, its members, the practices thereof, its demands, have not changed. Students are leaving
the K-12 system ill-equipped to meet the demands of today’s world. To maintain the expectation
that future scientists, doctors, engineers, teachers, business people, politicians etc. will be able to
fight disease, financial crisis, environmental issues and political discontent is unreasonable as
long as the current school system continues to use outdated practices and materials. It is
imperative that K-12 education transform itself into an interactive, learner centered learning
environment.
The last several decades have called for increased accountability for schools. Public
education continues to be under fire for not meeting high standards of performance in all student
subgroups. Failure to meet designated performance levels have elicited an increase in
expectations by state and federal constituents upon public schools with no regard to the demands
students and parents place on sites. The achievement gap continues to exist in public education
most notably among low SES student populations and students with special needs. Previous
trends and movements in education have continued to fall short in providing all students the
same quality of education and equipping students with the skills they need to succeed in high
school, higher education, and in careers. This scenario presents an urgent need to study
programs, policies, practices and beliefs that are effective in closing the achievement gap.
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In the previous four chapters an introduction, literature review, methodology and
research design were presented. Chapters one and two built a foundation on which this study was
constructed. Both the introduction and the literature review provided insight as to the current
state of public education, the achievement gap, and recent trends and practices. Chapter three
illustrated the research design and reasons for choosing Middle OC Intermediate School as the
subject in this case study. This specific intermediate school was examined through four research
instruments that were developed with a parallel research team of ten doctoral candidates. These
instruments included, surveys, observations, interviews, and document review. This final chapter
includes an illustration of the findings and provides a perspective for the conclusion and
recommendations.

Purpose, Significance, and Methodology of the Study
The purpose of the study was to examine a school whose student population was
socioeconomically disadvantaged that has made progress toward closing the achievement gap, by
looking at policies, procedures, and techniques related to the integration of technology. The
study focused on four areas: professional development, access to technology, technological
support, and use of technology for teaching and learning purposes. Closing the achievement gap
for socioeconomically disadvantaged students is the only way to assure that a greater number of
students will be high school, college and career ready. Using technology for teaching and
learning provides opportunities for students to engage in an active learning process that can be
individualized. Technology is a tool for which students can learn, interact with content, and
apply newly acquired skills in an effort to build their efficacy and increase motivation. The
methods of research used were survey, observation, interview, and document analysis. These
Technology, Teaching, and Student Learning 108

were appropriate methods for qualitative data collection and assisted in gaining a complete
understanding of the circumstances and practices observed. Qualitative practices are essential in
telling the story of the case study through a thick and rich description typically not present in
statistical data.

Themes
Triangulated data resulted in four themes. The themes present in this case study were:
• Ongoing, strategic, and differentiated professional development is essential in integrating
technology in ways that facilitate a shift in pedagogy.
• Site leadership is key to technology integration and implementation campus wide.
• Support is imperative in building teacher skill level for both using technology in teaching
and developing student learning opportunities at greater depth of knowledge levels.
• School culture must reflect a commitment to technology, be inclusive of risk-taking, and
embody the belief of the positive impact technology has on teaching and learning.
Determining a study’s themes is a critical piece in evaluating potential contributions
to effective practice and progress toward closing the achievement gap. Clearly articulated themes
allow for potential replication at other sites. Professional development and ongoing support can
be easily simulated for sites seeking similar outcomes. However, site leadership plays a crucial
role in developing school culture and bringing a vision to fruition. The first step in replication is
to make sure the right leadership is in place.

Technology, Teaching, and Student Learning 109

Conclusions
In looking at the positive upward trend in student performance it became clear through
this study that PD, support for teachers in technology integration and implementation, site
leadership and school culture have acted as significant contributing factors. Replicating these
practices can allow other sites to experience similar success. Site leadership must have the ability
to develop a strong vision and a commitment to seeing that vision through. Middle OC
Intermediate School did that successfully. With the support of site leaders, teachers were trained
through onsite professional development opportunities, a full-time technology coach and an
instructional technology team in integrating and implementing technology into their practice. All
forms of communication reiterated the shift toward technology in teaching and learning at this
intermediate school. As a result the school culture reflected the principal’s vision in a campus
wide adoption of using technology both at the teacher level and at the student level.
Findings suggest all schools seeking to replicate Middle OC Intermediate’s model must
empower a site leadership to develop a clear vision with enough fortitude to carry it out. All
messages have to be consistent in making the move toward integrating technology into the
pedagogy and encourage risk-taking in the exploration of innovative practices. It is
recommended that the school’s vision, SPSA, and newsletters or bulletins as well as other
possible strategic plans communicate the importance of using best practices and including
technology as part of those practices. A willingness to allocate resources to the vision is
imperative to its success. Only leadership can make such a decision. The commitment to
technology has to be intentional in all things related to supporting student learning.
Regular and effective PD with continuous support for teachers is key to transitioning into
a technology rich school culture. Student learning is enhanced by technology but this occurs at
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greater levels when teachers have been extensively trained. Both TPACK and SAMR should be
explicitly used in assisting teachers to develop a clear understanding of the different levels of
technology integration into instruction. Recommended practices are to provide teachers with
diagrams and posters of these frameworks. Also, leading strategic and differentiated professional
development and ongoing support that are inclusive of both frameworks will assist sites in
moving toward a technology rich culture.
School culture is an equally important factor in attempting to move an archaic
instructional program into one technology rich and affluent. Parents, students, and teachers are a
vital component in ensuring the move toward technology is successful. Empowering teachers to
take on leadership roles and participate in committees such as the instructional technology team
increases chances for success. It is recommended the culture encourages risk-taking and is
supportive in nature providing teachers and students every avenue for which to succeed. The
campus wide push toward technology integration and implementation should bring parents
alongside, informing them of the vision and importance thereof. When the culture becomes one
that seeks to support all stakeholders it reduces emotional and psychological barriers that may
impede true commitment to the vision.
In conclusion, Middle OC Intermediate School demonstrated a unique ability to integrate
and implement technology with fidelity. Site leadership showed a steady commitment to the
adoption and dissemination of technology by equipping staff and students with devices,
programs, applications and classroom technologies. Resources were strategically distributed to
reinforce the commitment to the vision. PD and support for teachers learning to use and integrate
technology were evident. Budgets included support personnel and lesson study opportunities to
improve instructional practice, including technology. As a whole Middle OC Intermediate’s
Technology, Teaching, and Student Learning 111

school culture reflected a conscious effort to support students in their learning through the use of
technology.

Recommendations
Listed are recommendations for future study. These recommendations were developed
from data analysis and findings presented in Chapter four. The recommendations are:
• Continue research into the impact site leadership has on technology roll out and
implementation.
• Continue research into the implementation and integration of instructional practices that
are inclusive of TPACK and SAMR.
• Continue research into what quality professional development looks like to better equip
teachers to improve their pedagogy with the use of technology.
• Continue research into types of support to ensure teachers have fully developed skills in
implementing technology in their instructional practice.
• Continue research into student learning outcomes and achievement gaps, and the impact
of 1-1 devices.
• Research into possible solutions for greater support from state and federal constituents to
assist K-12 in adopting technology and its move toward 21
st
century teaching and
learning.

Technology, Teaching, and Student Learning 112

Summary
The state of public education is in disarray. The achievement gap between low SES
students and more affluent students continues to persist. State and federal entities continue to
draw attention to the shortcomings of K-12 education and as a result place greater demands on an
already dysfunctional system. This state of emergency calls for further research into policies,
practices, and beliefs that may be crucial to developing possible solutions to these long-standing
issues. Pedagogy that reflects a 21
st
Century value system will empower students to become
effective communicators, collaborators, creators, and critical thinkers. At the site level schools
need to evaluate the resources they have and allocate funds according to what best supports
student learning. New and innovative instructional practices should be considered and
implemented with fidelity when adopted in order to impact student performance. The age of
cookie cutter education for all is setting and the shift toward learner-centered instruction through
digital learning environments has emerged. 21
st
Century learning environment are upon us.

Technology, Teaching, and Student Learning 113

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Technology, Teaching, and Student Learning 117

Appendix A: 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
What is the principal’s expecting in
teachers using instructional technology in
the classroom?
Mission
Vision
Principal’s expectations

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
Mission
Vision

Technology, Teaching, and Student Learning 118

Appendix B: 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
Sometimes
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 Skills 1
Rarely or
Never
2
Sometimes
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, Teaching, and Student Learning 119

Technology Support 1
Rarely or
Never
2
Sometimes
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, Teaching, and Student Learning 120

Research Questions

Interview Questions

RQ1: How do educators at
school X integrate technology
to support student 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?

Appendix C: INTERVIEW PROTOCOL
Technology, Teaching, and Student Learning 121

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, Teaching, and Student Learning 122

Appendix D: OBSERVATION TOOL

Samples of Effective Practice NOTES/ILLUSTRATIONS
warm-up hook/orientation
connect to prior knowledge
modeling/demonstration
guided practice
independent practice/homework
review homework/answer student questions
monitoring
reinforce effort/provide recognition
structured academic talk by students
cues, questions, advanced organizers
generating & testing hypothesis
identify similarities & differences
differentiating lessons
review/reteach
jigsaw/reciprocal teaching
Check for Understanding Strategies

allows calling out
random, non-volunteers
volunteers
white boards
teach another
thumbs up/down
exit cards
Technology Tools
Interactive White Board
Electronic Responders
Document Camera
LCD Projector
Laptop/Tablet
Software

Date: _______________ Course/Grade: _______________ Teacher:
__________________

Technology, Teaching, and Student Learning 123

Level of Student Engagement

engaged (active): ___
compliant (passive): ___
disengaged: ___
rebellious: ___
Student Grouping

individual
pairs
small group cooperative learning
whole class
heterogeneous: ___________________
homogeneous: ____________________
Student Activity

worksheets
note-taking
writing
summarizing
presentations
bookwork
individual PBL
collaborative PBL
performance task
Curriculum Resources

core materials
supplemental
teacher-created/aligned
online resource
student generated
Rigor Level of Instruction

create
evaluation
synthesis
analysis
application
comprehension
knowledge
below grade level
DOK 1
DOK 2
DOK 3
DOK 4

Abstract (if available)

Abstract Public education has continued its practice of one size fits all instruction for over a century. With the continuation of archaic practices socioeconomically disadvantaged populations continue to fall short of performance standards, thereby continuing a long-standing achievement gap. This qualitative study evaluated one school’s ability to employ innovative technologies and practices for the purposes of supporting student learning. This technology minded site reflected the importance of a committed and consistent site administration, specific and differentiated professional development, ongoing support for implementation and use, and a risk-taking culture committed to using technology for teaching and learning. These themes are evident of the beginning stages of a 21st Century educational culture, which reflect the importance of a consistent leadership team and sustainability of policies, practices, and programs. Findings revealed that implementation and integration of technology at this school has contributed to the lessening of its achievement gap.

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Asset Metadata

Creator Sorley Sequeida, Anissa (author)

Core Title A case study: technology, teaching and student learning

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 04/19/2016

Defense Date 02/08/2016

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

Tag 21st century teaching,21st century learning,achievement gap,culture,engagement,innovation,leadership,Learning and Instruction,OAI-PMH Harvest,public education,teaching,Technology

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart (committee chair), Escalante, Michael (committee member), Hocevar, Dennis (committee member), Roach, John (committee member)

Creator Email mrssequeida@verizon.net,sorleyse@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-232446

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Identifier etd-SorleySequ-4289.pdf (filename),usctheses-c40-232446 (legacy record id)

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