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Investigating the dynamics of a 21st-century school integrating and implementing technology to enhance teaching and learning: a case study

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Investigating the dynamics of a 21st-century school integrating and implementing technology to enhance teaching and learning: a case study

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Content TECHNOLOGY IN 21
ST
-CENTURY SCHOOLS

1

INVESTIGATING THE DYNAMICS OF A 21ST-CENTURY SCHOOL INTEGRATING
AND IMPLEMENTING TECHNOLOGY TO ENHANCE TEACHING AND LEARNING:
A CASE STUDY

by

Paul Michael Delgado

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

August 2016

Copyright 2016 Paul Michael Delgado
TECHNOLOGY IN 21
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Acknowledgements
It has been a challenge to put into words the level of gratitude I have for those special
individuals that remained my cheerleaders throughout my journey. At times, completing my
doctoral degree seemed a lonely and emotional quest. In hindsight, I was provided a remarkable
amount of love, support, inspiration, and encouragement by loved ones, friends, and mentors.
I am greatly appreciative of the emotional support and encouragement that my two
beautiful sisters have provided me throughout my college career. Thank you Josephine and
Margaret for standing by me and experiencing every joyful and heartbreaking moment life had to
offer us along the way. We laughed, we cried, we learned, we loved, and we grew together. I will
continue to be an inspiration to you if you promise to do the same for me.
I would also like to extend a special thanks to all of the professionals involved in this
process. Thank you Dr. Gothold for your patience and guidance through this process. Your level
of expectation, excellence, and no excuses provided for an unforgettable experience in this
program. You pushed me when I needed it most and believed in me when I thought I was too far
behind. In addition, thank you to my fellow dissertation cohort friends, Dr. Panossian, Dr.
Zuniga, and Dr. Robles. We laughed our way through the anxiety and supported one another in
meeting deadlines and making it to the finish line. Fight On fellow Trojans, Class of 2016!
Finally, I would like to acknowledge my partner, Brandon Ford, for coming into my life
at the most critical point in my journey and for offering unconditional love on so many levels.
You took pride in my project and demonstrated a level of investment and interest that gave me
the strength and determination for pushing through and reaching my goal. Thank you for
standing by my side.

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Dedication
Embarking on this journey in 2013 was a lifelong goal of mine and actually
accomplishing such an enormous milestone seemed an impalpable feat. As a child, I was faced
with many obstacles, setbacks, and challenges that proved to build in me a sense of character,
pride, perseverance, and balance that allowed me to appreciate life on a multitude of levels. I
developed a strong sense of work ethic, personal values, and forward thinking beliefs that
propelled my drive for wanting more in life. Every moment in time is an opportunity to reflect
and capture your innermost aspirations and goals in life and to envision yourself attaining
everything you set out to achieve. I am deeply humbled by the experiences that education at all
levels has to offer and am proud to be the first of the Delgado family to have achieved such an
extraordinary accolade. Most important, I will carry with me pride in my brothers, sisters, and
cousins for the life experiences that have made us who we are today.
The work put into this project is a direct outcome of the love, the nurturance, and
discipline provided to me by my Aunt Cora and my Uncle Tony. These two beautiful souls took
on a considerable responsibility at a young age and cared for my siblings and I when my father
and mother were unable to provide for us. My Aunt Cora and My Uncle Tony will forever be
heroes in my eyes for being willing to open their home to us and for caring for us as if we were
their biological children. Without faltering, these two incredible individuals provided
unconditional love and support for all of us and instilled in us a sense of family values, self-
respect, ambition, and resilience. Without them, I may have found myself on a different path in
life. Thank you for all that you have done for me my Aunt Cora and Uncle Tony.
TECHNOLOGY IN 21
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Table of Contents

List of Tables 7
List of Figures 8
Abstract 9
Chapter One: Overview of the Study 11
Statement of Problem 13
Purpose of Study 15
Research Questions 17
Importance of Study 18
Limitations 19
Delimitations 19
Assumptions 21
Definitions of Relevant Terms 21
Organization of Study 24
Chapter Two: Literature Review 28
Background and History of Technology in Schools 28
Teaching and Learning 28
21st-Century Schools 31
Purpose of the Study 33
21st-Century Skills: Embracing Technology for Teaching and Learning 33
Supporting the Learning Needs of Today’s Students 35
Lack of Innovation with Technology 38
Technology and Teacher Beliefs 42
Benefits When Teachers Embrace Technology 45
Technology Models that Enhance Teaching and Learning 46
Importance of the Change Process 50
Access to Technology 51
Training, Professional Development, and Ongoing Support 53
with Technology
Professional Development 54
Technology Support 57
Pedagogy 58
Technological Pedagogical and Content Knowledge 60
Framework
Constructivism 61
Substitution, Augmentation, Modification Redefinition Model 62
Summary and Critique of Literature 64
Conclusion 66
Chapter Three: Methodology 67
Research Questions 68
Research Design 69
Sample and Population 71
Instrumentation 73
Data Collection 77
Data Analysis 82
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Chapter Four: Results 85
Research Questions 86
Methodology 87
Background of Constellations Charter Elementary Academy 88
Gaining Entry 90
School Visits 91
Findings by Research Questions 100
Research Question One 100
How Do Educators at Constellations Charter Elementary Academy 100
Integrate Technology to Support Student Learning
Student Choice Increases Motivation and Engagement 102
Hardware and Software Offer Numerous Student Benefits 105
Summary of Findings for Research Question One 107
Research Question Two 108
To What Factors Do Educators at Constellations Charter Elementary 108
Academy Attribute Their Knowledge of Instructional
Technology Skills and Pedagogy to Utilize Technology as an
Instructional Tool?
Learning about Technology through Collaboration 110
Teacher Flexibility Influences Desire to Learn More 111
about Technology
Summary of Findings for Research Question Two 113
Research Question Three 115
In What Ways are Educators at Constellations Charter Elementary 115
Provided Support for Technology Integration and
Implementation?
Teacher Knowledge, Flexibility, and Collaboration Provide for a 116
Strong Support System
Strong Leadership and Vision Provides for a Strong Support System 117
Technology Assistant Strengthens the Culture of Support 118
Summary of Findings for Research Question Three 120
Research Question Four 122
What are Educators’ Beliefs about Technology Integration and 122
Implementation at Constellations Charter
Elementary Academy?
Positive of Perception of Technology Influences Creativity and 123
Innovation
Teachers Believe that Technology Offers Opportunities to Build 124
21
st
-Century Skills
Summary of Findings for Research Question Four 126
Emergent Themes 128
Summary 129
Chapter Five: Discussion 130
Purpose, Significance, and Methodology 130
Conclusions 133
Student-Centered Instruction 133
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Shared Vision and Practice 134
Culture of Growth 135
21
st
-Century Skills 136
Implications 137
Recommendations for Future Research 139
References 142
Appendix A: Teacher Technology Survey 148
Appendix B: Interview Question Protocol 150
Appendix C: Observation Protocol 152
Appendix D: Document Review Protocol 154

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List of Tables
Table 1: A Snapshot of the Generations 30
Table 2: First and Second Order Barriers 40
Table 3: Phases in the Data Collection Process for Qualitative Research 78
Table 4: Teacher Participants and Descriptions of Instructional Strengths 92
Table 5: Survey Results for Integration of Technology for Teaching 101
and Learning

Table 6: Sample of Responses that Demonstrate Integration of Technology 104

Table 7: Sample of Responses that Demonstrate Benefits for Students 106
Table 8: Survey Results for Teachers’ Knowledge of Technology 109
Table 9: Sample of Responses that Demonstrate Knowledge of Technology 113

Table 10: Survey Results for Teacher Support for Technology Integration 116

Table 11: Sample of Responses that Demonstrate Support for Technology at CCEA 120

Table 12: Survey Results for Teacher Beliefs about Technology Integration 123
and Implementation

Table 13: Sample of Responses that Demonstrate Teacher Beliefs about Technology 126

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List of Figures
Figure A: 21st-Century Learning Balance 32

Figure B: Technological Pedagogical Content Knowledge Framework 61
Figure C: Substitution, Augmentation, Modification, Redefinition Model 64
Figure D: General Map Layout of Classrooms at CCEA 94
TECHNOLOGY IN 21
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Abstract
Rapid changes in the economy, society, technology, and education have articulated a
stark contrast between 20th-century education and the much-needed transformation to that of
21st-century education whereby students are provided opportunities to build the skills,
knowledge, and expertise needed to succeed in work and life. Despite the continued growth and
abundance of advanced technologies in classrooms, schools are still challenged with
understanding how to consistently integrate and implement technology into the curriculum to
enhance teaching and learning.
The results of this study addressed the following research questions: (a) How do
educators integrate technology to support students learning; (b) To what factors do educators
attribute their knowledge of instructional technology skills and pedagogy to utilize technology as
an instructional tool; (c) In what ways are educators provided support for technology integration
and implementation; (d) What are educators’ beliefs about technology integration and
implementation? This case study utilized a qualitative research design to investigate the
dynamics of a K-12 urban school that is integrating and implementing technology to enhance
teaching and learning. In addition, Mishra and Koehler’s (Mouza, 2011) Technological
Pedagogical Content Knowledge (TPACK) conceptual framework and Dr. Ruben Puentedura’s
(Thiesen, 2013) Substitution Augmentation Modification Redefinition (SAMR) conceptual
framework was used to reflect on best practices within the school to better understand how the
model, the methods, and systems lend to successful integration of technology that lends to
increased student achievement and development of 21
st
century skills in all students regardless of
background.
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Through a rigorous triangulation process the four following themes emerged: student-
centered instruction, shared vision and practice, culture of growth, and 21
st
century skill
development. The technology model at the selected school of study reflected a unique and
dynamic interconnectedness of systems and principles that provide for integration of technology
on multiple levels that prove to enhance instruction and learning.

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CHAPTER ONE: OVERVIEW OF THE STUDY

This is a period of broad-based change in education and society. The media are changing;
the educational tools are changing; the students are changing; and the skills that students
need are changing. When so much change is visible around us, is it not reasonable to
suggest that these are revolutionary times?

--Pence (2009)

Due to the ongoing emergence and development of advanced information and
communications technologies, the 21st century is proving to be quite different than the 20th
century in that the capabilities people need for work, citizenship, and self-actualization require a
balance of detailed knowledge, metacognition, and collaborative capacity (Dede, 2009). Rapid
changes in the economy, society, technology, and education have articulated a stark contrast
between 20th-century education and the much-needed transformation to that of 21st-century
education whereby students are provided opportunities to build the skills, knowledge, and
expertise needed to succeed in work and life. The world has fundamentally transformed,
stimulating tremendous shifts in education and learning (Trilling & Fadel, 2009). According to
Cho (2012), the 21st-century workforce demands that American youth acquires 21st-century
literacy skills including thinking, reasoning, as well as teamwork and proficiency in
understanding how to adapt to and use changing technologies.
As noted by Taylor and Fratto (2012), classrooms across the nation are now more than
ever equipped with a plethora of technology resources that offer more dynamic learning
opportunities for all students. Nonetheless, classroom engagement and opportunities for students
to build upon much-needed 21st-century skills are lacking. Classrooms today continue to mirror
the classrooms of decades ago, with students acting as passive learners and compliance operating
as key to maximizing instruction. Cho (2012) asserted that the American education system is
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poorly aligned to the 21st-century workforce and acts as a barrier to efficiently preparing
students to compete and perform in a competitive global, technological, knowledge-based
workforce. Trilling and Fadel (2009) noted that businesses around the world are spending an
estimated $200 billion on finding and hiring skilled workers and on training programs designed
to bring workers up to the skill level needed to perform a job. Students in the 21st-century need
opportunities to build higher-level academic and thinking skills that transfer beyond the
educational setting and prepare them to be productive citizens and effective leaders.
While many schools exhibit elements of what is considered the “21st-century school,”
others nation-wide are proving to have inadequate systems that do not lend themselves to
maximizing 21st-century teaching and learning. According to the Partnership for 21
st
Century
Skills (P21, 2009), schools that build upon the P21 framework and foundation purposefully and
actively address the essential elements within the school in order to engage students in the
learning process and effectively prepare them for the global economy. The 21st-century school
has a completely interconnected system focused on teaching and learning that is driven by a
considerate balance of core subjects and 21st-century themes, life and career skills, learning and
innovation skills, information, media and technology skills, and support systems that focus on
professional development, learning environments, curriculum and instruction, and standards and
assessments (P21, 2009). Given the heavy emphasis and high penetration of technology in the
classroom, schools and practitioners are more than ever responsible for designing learning
environments that integrate 21st-century skill development and the use of technology through a
strong vision and instructional model.
With recent shifts in curriculum and the workforce, it is becoming more critical than ever
for schools, policymakers, leaders, and teachers to begin to understand how to effectively
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approach the design of a 21st-century school and how to put in place the necessary support
systems for sustaining such a framework. As put forth by Cho (2012), teaching and learning is
being greatly impacted by advanced technologies, and the need for students to be prepared for
the global marketplace is becoming greatly imperative. The Partnership for 21
st
Century Skills
(P21, 2009) added that schools must move to promote mastery and understanding of core
subjects by weaving in 21st-century themes and must support students in building a range of
functional and critical thinking skills through the use of advanced technologies. In short, it is
important to understand the dynamics of schools that are focusing on building 21st-century
education models and the integration and implementation of technology for teaching and
learning.
Statement of the Problem
Despite the continued growth and abundance of advanced technologies in classrooms,
schools are still challenged with understanding how to consistently integrate and implement
technology into the curriculum to enhance teaching and learning. Brown (2006) asserted that
most advanced educational technology tools are not, in fact, utilized in central or transformative
ways and are found to contribute marginally to the educational process. Given that several
elements within a school system must be interconnected to maximize the usefulness of
technology for teaching and learning, gaps or shortcomings with any of the critical elements will
limit the successful utilization of technology by teachers and students for building 21st-century
skills. It is critical for schools, leaders, and teachers to embrace technology and understand how
technology can be used to support 21st-century teaching and learning. More importantly,
educators must address personal attitudes and beliefs about technology and learning in order to
better understand how to promote learning environments that match the specific learning needs
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of diverse students. Moreover, it is crucial to develop structures and support systems for training
teachers in the use of technology and to provide ongoing support for technology-supported
pedagogy. As many studies have shown, failure to address any of these critical elements results
in limited success of technology for the teaching and learning of 21st-century schools.
As described by Taylor and Fratto (2012), classrooms have changed substantially over
the past few decades, and though technology may be in place, teaching and learning continues to
be stifled by needed change in instructional practices and the shift in capabilities of new
millennium students. Researchers note that teaching is no longer teacher-directed and that
students need multiple learning opportunities that foster their critical thinking and creative skills
along with their collaborative capacity and ability to problem solve (Donovan, Green, & Mason,
2014). Currently, schools are challenged with understanding how to implement a balance of
instructional methods that build advanced skillsets and support technological literacy. Taylor and
Fratto asserted that schools require a unique combination of pedagogy and technology that
enhances reading, writing, and math skills in addition to building student capacity for
collaboration, communication, creativity, and critical thinking. Schools continue to design
teaching and learning conditions that focus heavily on developing basic skills, theory, facts and
principles, and basic knowledge. Though many schools are emerging in their effort to transform
into 21st-century schools, many continue to inconsistently implement varying elements.
Though innovations in technology continue to expand, the level at which schools are
providing engaging and powerful learning experiences with technology for students remains
dismal. Atkins et al. (2010) suggested that technology-based learning will be fundamental to
improving learning and that teachers must utilize it with content and assessment to authentically
measure student achievement. As stated by Moore-Hart (2008), teachers show an interest in
TECHNOLOGY IN 21
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using technology for instruction, however many are lacking in knowledge of how to maximize
its possibilities. Researchers agree that although technology has the potential to contribute to
student learning, teachers have gaps in knowledge and understanding of technology, which
results in the underuse of technology (Halpin, 1999; Joubert, 2013; Moore-Hart, 2008).
Moreover, as indicated by Mouza and Karchmer-Klein (2013), technology has drastically
changed and continues to remain a complex undertaking that requires a teacher to balance
content, knowledge, and pedagogy to effectively integrate it into teaching practices.
Purpose of the Study
At the turn of the twenty-first century, public education endured rigorous reform and
instructional transformation; today, it continues to struggle with maintaining practices aligned
with continued innovations and advancements in technology (Atkins et al., 2010; California
Department of Education [CDE], 2014). Given this reality, technology continues to thrive in our
everyday lives and has a profound impact on all human interaction (Atkins et al., 2010).
Considering that technology is at the core of everyday functioning, as reported in the Blueprint
for California Education Technology report (CDE, 2014), there has been a broad shift in focus
regarding methods in which schools are preparing students to succeed in society through the
safe, effective, and productive use of technology. The report urges teachers to begin providing
engaging environments by embracing technology and using it to expose students to the world of
information and to enhance 21st-century skills (CDE, 2014).
Researchers are urging a fundamental transformation in the design of education
curriculum through the use of technology in order to support students’ development of 21st-
century skills (Dhir, Ghawaji, & Nyman, 2013). As outlined in the P21 Framework, the
exemplary design of a 21st-century school highlights a unique balance of elements and
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components that infuse core knowledge instruction with educational technology to support
student acquisition of critical thinking and problem-solving skills, and the capacity to collaborate
with others (P21, 2009). It is imperative that schools begin to understand how to consistently
integrate and implement technology into the curriculum to support students in building the
necessary skills for successful participation in a technologically enhanced economy and
globalized workforce.
The purpose of this study was to investigate the dynamics of a K–12 school that was
actively integrating and implementing technology in curriculum and instruction to enhance
teaching and learning. This qualitative case study is one of 10 studies that investigated the
dynamics of schools that were fostering an effective balance of school elements and components
infused with use of technology for enhancing pedagogy and student learning. The study closely
examined components such as school culture, curriculum design, technology-supported
pedagogy, infrastructure, and professional communities to understand how to develop a stronger
21st-century instructional model and begin to consistently integrate and implement technology
for teaching and learning. The criteria used to select the school under study were: (a) school
mission and vision that reflects a focus on technology use; (b) student population that reflects
some diversity as indicated by subgroups; (c) evidence of active integration of technology; (d)
consistent or significant gains in achievement; (e) K–12 elementary, middle, or high school; (f)
public, private, or charter. In addition, multiple data sources, various data collection instruments,
complementary conceptual frameworks, and the alignment of research questions to all data
collection procedures were applied or used for the purposes of effective triangulation. As noted
by Creswell (2003), triangulation serves as a means of increasing the validity of the study
through the examination of different sources of data to build justification. This study aimed to
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investigate a K–12 school that was actively integrating and implementing technology to enhance
teaching and learning in order to understand the dynamics within the functioning and operation
of the school that lent themselves to building upon the key characteristics of a 21st-century
school. More important, it was hoped that this case study would provide policy makers, districts,
schools, leaders, and teachers a stronger conceptual understanding of the school site
interconnectedness and dynamics that strengthen the shift to adopting a technology-based 21st-
century model for teaching and learning.
Research Questions
The following research questions were designed and constructed by a thematic
dissertation group at the University of Southern California. Through robust collaboration and
rich discussion related to the research literature included in this study, the group developed
questions that were aligned to four specific concepts that consistently emerged throughout the
literature: supporting student learning, technology-supported pedagogy, training and ongoing
support for the use of educational technology, and teacher beliefs about technology integration.
To this end, the questions we sought to answer were:
1. How do educators at Constellations Charter Elementary Academy integrate technology to
support students learning?
2. To what factors do educators at Constellations Charter Elementary Academy attribute
their knowledge of instructional technology skills and pedagogy to utilize technology as
an instructional tool?
3. In what ways are educators at Constellations Charter Elementary Academy provided
support for technology integration and implementation?
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4. What are educators’ beliefs about technology integration and implementation at
Advanced Technology High School?
Importance of the Study
Researchers emphasize that the 21st-century learning environment goes beyond the
typical classroom environment and, in order to maximize the dynamic context of what is
considered a rich 21st-century learning environment, educators must understand how technology
can be used to support teaching and learning (Donovan et al., 2014). In addition, it is essential
that educators embrace technology and invest in becoming comfortable and literate in the use of
technology in the curriculum (Holden, Ozok, & Rada, 2008). Using the Technological and
Pedagogical Content Knowledge (TPACK) framework and the Substitution Augmentation
Modification Redefinition (SAMR) model as a lens, this study investigated the dynamics of a
school that is proving to demonstrate a consistent and unique balance of school elements that are
aligned to a 21st-century model as detailed in the Partnership for 21
st
Century Skills framework.
The study focused on understanding how the school was actively integrating and implementing
technology to enhance teaching and learning and how the programs, instructional methods, and
technology supported pedagogy aligned to the 21st-century school model. In addition, the study
aimed to identify characteristics of leadership, school structures, professional development,
school culture, technology, infrastructure, and learning models that supported the consistent
integration and implementation of technology for teaching and learning. More important, this
study served as a guide for leaders and teachers seeking to design or strengthen their school
models to better align to the model as outlined in the framework of the Partnership for 21
st

Century Skills.

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Limitations
The limitations of this study were as follows:
 This study included data collected from one charter-based elementary school.
 Due to the focus on one school site, conclusions drawn may not be generalizable.
 Surveys were conducted throughout the work week either before, during, or at the end
of a work day. This may have affected the participants’ responses as a result of mood,
time of day, and motivation. Researcher relied on participants’ honesty, knowledge,
and expertise in technology-supported pedagogy for teaching and learning.
 Researcher conducted interviews with teachers who were deemed highly qualified by
the principal in regards to integrating and incorporating technology into the
curriculum. Researcher relied heavily on teacher expertise and willingness to provide
rich descriptions about practices, beliefs, perceptions, and values relevant to the topic
of study.
 Researcher conducted the study in an abbreviated period of time, which may have
affected the level of saturation needed to draw sound conclusions.
 Researcher is an administrator in a neighboring charter within the same Charter
Management Organization.
Delimitations
The delimitations of the study were as follows:
 To ensure qualitative validity and reliability of findings, the researcher conducted
data triangulation with data collected through document analysis, surveys, interviews,
and observations.
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 Methodological triangulation was assured by means of aligning research questions to
each data collection instrument or analysis.
 Purposeful sampling was assured by means of defining and establishing specific
criteria for school site selection.
 The researcher for this study was in the first year of leadership for the charter school
within the organization while the leader of the charter school selected for this study
was completing seven years with Constellations Charter Elementary Academy.
 Researcher did not work directly with any of the staff or faculty at Constellations
Charter Elementary Academy.
 The selected charter school for this study was significantly outperforming all schools
within the Charter Management Organization located in the Los Angeles Region.
 The thematic dissertation group collaborated and referenced multiple empirical
studies to configure concepts that provided for robust research questions and sound
data collection instruments.
 This study is one of ten studies that can further be comparatively analyzed with the
other individual studies for the purposes of generalizing.
 The study utilized the Technological Pedagogical Content Knowledge (TPACK)
framework and the Substitution Augmentation Modification Redefinition (SAMR)
model as a conceptual lens for investigating and analyzing data collected at the school
site as it related to the topic of study.

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Assumptions
The assumptions for this study were as follows:
 It was assumed that based on the mission, vision, and school action plan that the
school site was actively integrating and consistently implementing technology into
the curriculum to enhance teaching and learning.
 It was assumed that elements and components of school programs, practices, and
structures were reflective of the chief concepts gleaned from the review of literature.
 It was assumed that leadership and all teachers had sufficient knowledge and
proficiency of curriculum and technology models for the purposes of enhancing
teaching and learning and consistently implementing them into the curriculum.
 It was assumed that participants understood the purpose of each data collection
instrument and were aware of the purpose of the actual study as a whole.
Definitions of Relevant Terms
4Cs: As put forth by the Partnership for 21
st
Century Skills (2009), a conceptual
framework that expands on communication, collaboration, critical thinking, and creativity as an
extension to the Reading, Writing, and Arithmetic model to further address the increasingly
complex, demanding, and competitive 21st century (Partnership for 21
st
Century Skills, 2009).
21st-Century Learning Balance: A continuum of teaching and learning practices
indicating the spectrum of instructional approaches that work hand in hand to blend approaches
for meeting the needs of diverse learners (Trilling & Fadel, 2009).
21st-Century School: The 21st-century school is described as a dynamic learning
environment that addresses multiple facets of 21st-century skills learned through purposefully
TECHNOLOGY IN 21
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designed curriculum that fosters students’ abilities in critical thinking, problem solving,
collaboration, and creativity (Dede, 2009; Partnership for 21
st
Century Skills, 2009).
21st-Century Skills: Elements of student outcomes including knowledge, skills, and
expertise that students must master in order to actively participate and succeed in the 21st-
century workforce (Partnership for 21
st
Century Skills, 2009).
21st-Century Workforce: The modern knowledge-age workforce that requires a
combination of higher levels of knowledge and a mix of applied skills for problem solving,
communicating, using technology, collaborating, and innovating (Trilling & Fadel, 2009).
CST: Per the California Department of Education (CDE), the California Standards Test
was administered to students in California public schools and was designed to assess student
performance in English-language arts, mathematics, science, and social sciences. According to
the CDE, 2013 was the final year of administration of the CST, which has now been replaced by
the California Assessment of Student Performance and Progress (CAASPP) (CDE Standardized
Testing and Reporting Results, 2014).
Educational Technology: As gleaned through much of the literature, educational
technology will be defined in this study as an array of technology tools, including media,
software, hardware, machines, and networks that are purposefully used to enhance teaching and
learning in the classroom environment (Brown, 2006; Partnership for 21
st
Century Skills, 2009).
Gen I: Students born into the current digital world with access to limitless information
entering the school system equipped with developed technical skills and more knowledge than
any generation before. These students are highly influenced by high tech devices and are
characterized as impatient yet exceptionally creative (Taylor & Fratto, 2012).
TECHNOLOGY IN 21
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Innovation: For the purposes of this particular study, innovation will be defined as the
capacity to think creatively and use a wide range of conceptual brainstorming techniques for the
purposes of creating, elaborating, refining, analyzing, and evaluating new ideas (Partnership for
21
st
Century Skills, 2009).
Integrate and Implement: For the purposes of this particular study, integrate will be
defined as bringing together and combining elements to design a unified system; implement will
be defined as putting into effect or executing a definite plan of action (Dictionary.com, 2014).
Multimodal Technology: Educational technology tools used in the learning environment
to promote student skills in literacy, problem solving, language development, and higher level
thinking (Moore-Hart, 2008).
Partnership for 21
st
Century Skills (P21) Framework: A unified, collective conceptual
framework that outlines the skills, knowledge, and expertise students must master for the 21st
century workforce by means of a considerate balance of content knowledge, specific skills,
expertise, and literacies (Partnership for 21
st
Century Skills, 2009).
Pedagogy: The science and function of a teacher as it relates to instruction, education,
and methods (Dictionary.com, 2014).
Project-Based Learning: According to ChanLin (2008), project-based learning describes
students as they engage in learning experiences that produce positive task and outcome facets
that support the development of simple and complex skillsets for synthesizing and elaborating on
knowledge.
Substitution Augmentation Modification Redefinition (SAMR): The SAMR model defines
the progression of technology integration and provides clarity around using technology to design
instruction that ranges from accomplishing basic tasks with technology to transforming learning
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experiences in which students cannot perform tasks without the use of technology (Thiesen,
2013). The model implies a hierarchy as a means of adapting and interpreting technology use and
integrating technology to support learning in multiple ways (Green, 2014).
School Accountability Report Card (SARC): Beginning in November of 1988, state law
required all schools that received public funding get annual report cards that would provide
parents and communities information about the school’s performance and progress in achieving
goals. The SARC can be used to evaluate and compare schools as indicated by the in-depth
school profile within each report (CDE, 2014).
Technological Literacy: As defined by the U.S. Department of Education (2014),
technology literacy is the "computer skills and the ability to use computers and other technology
to improve learning, productivity, and performance."
Technology-Supported Pedagogy: Teachers’ knowledge and skills associated with the
use of technology to promote higher-order learning goals and provide authentic learning
experiences, content, resources, and assessments (Ertmer & Ottenbreit-Leftwich, 2013).
TPACK: Three bodies of knowledge within a framework that represents the dynamic
relationships of these realms of knowledge that lend themselves to understanding teachers’
learning and understanding of technology use (Mouza, 2011). TPACK provides an extension to
supporting teachers in building pedagogical expertise through technology for facilitating
effective and appropriate use of technology tools for student learning (Foley, Khoshaim,
Alsaeed, & Nihan Er, 2010).
Organization of the Study
This study is structured into five sections: the introduction, the literature review, the
methodology, the findings, and the conclusion. Chapter 1 opened with an introduction outlining
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the fundamental shifts in society, the economy, and education. The chapter contrasted education
of the 20th century to 21st-century learning and environment and the tremendous impact that
advanced technology is having on teaching and learning. The next section underscored how
schools across the nation continue to fall short of consistently implementing 21st-century
learning models. Aiming to elucidate the dynamics of a K–12 urban school that is actively
integrating and implementing technology for teaching and learning, this chapter closed with an
overview of the key terms determined as critical to building understanding throughout the report
for this case study.
Chapter 2 presents an in-depth review of literature on several relevant concepts linked to
21st-century schools, pedagogy, technology, learning models, and professional development.
The chapter opens with the background and history of education and the how the learning
environment for students has evolved over several decades. Following an overview of the
transformation of the classroom setting, the next section focuses explicitly on defining what a
21st-century school model looks like and the necessary balance of instructional models that
foster technology enhanced teaching and learning. The purpose of the study is then articulated
and expanded upon through detailed sections that emphasize the need for teachers to begin
embracing technology for teaching and learning, understanding the diverse learning needs of
students, the lack of innovation with technology, and barriers to innovation tied to teacher
beliefs. The next section highlights technology models in schools that enhance teaching and
learning and the importance of the change process. The chapter looks closely at elements that
sustain or thwart innovation including access to technology, training, professional development,
ongoing support, pedagogical knowledge, and designing student tasks. Concluding the chapter,
the final section emphasizes the purpose of the case study, which is to investigate the dynamics
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of a K–12 school that is actively integrating and implementing technology to enhance teaching
and learning.
Chapter 3 describes in detail the research methodology for this specific case study. It
opens with an introduction that highlights the need for schools to further embrace the transition
to 21st-century schools as it relates to pedagogy, content, technology, curriculum design, and
instruction. The next section outlines the specific criteria—as developed by the thematic
dissertation group—that were used to determine a qualifying school for this case study. The
research questions follow the school selection criteria along with the research design, which
highlights the strengths of a qualitative study and why qualitative research best suited the
purpose of this study. The sample and population is then described in detail as they related to the
school criteria with an emphasis on school leadership and the mission and vision. Within the
instrumentation section that follows, the collaborative efforts for the initial design of the study by
the thematic group is outlined and the process for designing the survey, the interview protocol,
observation protocol, and the document analysis matrix is expanded upon. Concluding the
chapter, the six steps used for in-depth data analysis are described.
Chapter 4 provides a precise results report including the data drawn from the document
analysis, the surveys, the observations, and the interviews. Within the results section, data are
presented to show the relationship between each set of data collected through each instrument
and the dynamics of the school elements as they relate to active integration and implementation
of technology for teaching and learning. The conclusion for the chapter brings together each
concept as driven by the research questions and insights and findings for the specific practices at
the location of study that defines a consistent technology-based school model that enhances
teaching and learning.
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In the discussion and findings chapter, a brief review of the background, purpose, and
research questions is provided to frame the findings of the study. The chapter reveals from the
findings that Constellations Charter Elementary Academy is actively integrating and
implementing technology to support teaching and learning. Following, in-depth reports on
findings within the survey, the interviews and observations are included to give context to the
purpose of the study, which is to determine the dynamics of a school that is actively integrating
and implementing technology to enhance teaching and learning. The chapter closes with
implications for practice, future research, researcher reflections, and summative conclusions.

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CHAPTER TWO: LITERATURE REVIEW
This chapter examines existing literature on the history of technology in schools and the
increasingly relevant role it plays in transforming instruction and learning experiences for
students in the vastly dynamic 21st century. First, it traces the changes in teaching and learning
and explores the influences and significance of technology in 21st-century schools. Secondly, it
examines existing teacher approaches to integrating technology and the importance of exploring
new instructional strategies and models that support students in building 21st-century skills.
Finally, a review of various organizational structures and pedagogical models as outlined in the
literature will provide a sharper lens for analyzing and identifying effective instructional
practices in which the integration of technology maximizes student learning.
Background and History of Technology in Schools
Teaching and Learning
Generations of teachers and students have journeyed through teaching and learning
models that have transitioned from teacher-led lectures, where information was simply
transmitted to students, to—more recently—classrooms in which students have considerable
technical skills influenced by high-tech digital devices (Taylor & Fratto, 2012). According to
researchers, teachers are now urged to engage students in learning processes that integrate
technology to make learning relevant to the world in which they live (Taylor & Fratto, 2012).
Traditional 20th-century teaching was grounded in the manipulation of simplified information
for the purposes of increasing fluency in general problem-solving skills rather than in building
upon knowledge discovered through experiences to understand how to transfer skills to different
situations (Dede, 2009). Classroom settings were structured with rigid guidelines for conduct and
were arranged in a manner in which students were expected to follow the lead of the teacher as
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expert in sharing information (Taylor & Fratto, 2012). Teaching has slowly shifted from being
primarily teacher directed to placing an emphasis on understanding how to enhance traditional
pedagogy to design instruction that fosters creativity and innovation, communication and
collaboration, and critical thinking and problem-solving skills to better prepare students for the
dynamic and complex workforce (Donovan et al., 2014). With advancements and changes in the
technology-rich learning environment, students are now being pushed to build upon functional
and critical thinking skills that promote a better balance of the learning and innovation skills
necessary for the globally competitive information age (Donovan et al., 2014).
Though currently equipped with more advanced technology than years ago, classrooms
still mirror the old approaches to instruction and learning (Cho, 2012). Cho has contended that
current instructional practices continue to focus on methods that position students as passive
learners absorbing teacher talk expected to be recoded in notes. As described by Taylor and
Fratto (2012), classrooms have transitioned from environments in which technology slowly
emerged and opportunities to build skills in multitasking was minimal to children being born into
a digital world of high speed-high tech digital devices equipped with more universal knowledge.
The table below provides a generation timeline that shows the characteristics of schooling
environments as described in the 20th century and now in the 21st century (Taylor & Fratto,
2012).

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Table 1
A Snapshot of the Generations
Generation Description
Baby Boomers
Born 1945–1964
Not born into technology; discovered it as it
emerged.
School setting was highly structured with top-
down instruction where information was
delivered through lectures (Taylor & Fratto,
2012).
Generation X
Born 1965–1979
Grew up with some use of technology and
expanded on multitasking skills through
experience in working on several projects at
once. School setting was similar to Baby
Boomers; however, computers began to
appear in classrooms. Technology was limited
in the classroom and was found to be difficult
to actively use due to its size and the limited
knowledge and understanding of equipment
(Taylor & Fratto, 2012).
Millennials
Born 1980–2000
Are children of Baby Boomers and are
considered the Internet generation due to
being born into an era of video games, cell
phones, cameras, and handheld computers.
They embrace all new technology introduced
as a way of life and thrive in a world of
change. School settings designed with
instruction that is active and engaging fosters
growth and enjoyment in students. Students
have grown up using multimedia and learn in
classrooms with a variety of technology that
provide a range of pedagogical approaches
(Taylor & Fratto, 2012).
Gen I (Immediate)
Born 2001–Present
Students born into the digital world with
access to limitless information now entering
the school system equipped with developed
technical skills and more knowledge than any
generation before. Highly influenced by high
tech devices and characterized as impatient
yet exceptionally creative. Children of this
generation experience education that provides
opportunities to engage in advanced
technology, cultural diversity, cooperation,
and communication (Taylor & Fratto, 2012).

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Given the drastic changes in the school setting over the years, the challenge schools and
teachers now face is understanding how to engage students in learning through motivation and
challenge. According to Silva (2008), teaching and learning should be designed so as to allow
students to develop basic and advanced skills simultaneously rather than to teach students in a
sequential manner that presupposes that students are to acquire knowledge before acquiring
analytical skills. Silva asserted that learning is enhanced when students are taught basic content
and processes along with learning to think critically and problem solve. Current teaching and
learning frameworks require a distinct combination and focus on teaching students how to build
upon the learning and innovation skills (collaboration, communication, creativity, critical
thinking) while using technology and media to enhance learning in reading, writing, and math
(Taylor & Fratto, 2012).
21st-Century Schools
The dynamic shifts in society and education have brought about teaching and learning
demands that are shaping what is now the reality of 21st-century schools. Donovan et al. (2014)
referred to the Partnership for 21
st
Century Skills (P21) and contended that student mastery of the
learning and innovation skills is essential to succeeding in the increasingly complex real world
and work environment. In addition, it is essential that students are provided multiple
opportunities to build understanding of academic standards and content through curriculum and
pedagogy that integrates interdisciplinary themes such as financial, health, and environmental
literacy (Donovan et al., 2014). Advancements in technology and media have transformed
schools in ways that have moved the classroom from merely extending learning experiences to
immediate surroundings to expanding learning opportunities beyond the classroom to provide
students access to worldwide information and global environments (Taylor & Fratto, 2011).
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Noted by Boyer and Crippen (2014), information technology has transformed education in ways
that now allow individuals to access, share, and distribute information with opportunities to link
to others at local and global levels. Figure A, below, shows a range of teaching and learning
methods that are shifting from the left side of the balance to the right side of the balance,
indicating the emphases in 21st-century schools (Trilling & Fadel, 2009).

Figure A. 21st
-
century learning balance.

Though the nature of instructional methods is shifting to more advanced skillsets, it is important
to understand that a purposeful balance of both spectrums of skillsets must be achieved. Twenty-
first-century schools are designing teaching and learning models that are blending skillsets to
meet the diverse needs of students and to prepare them for the application of skills in work and in
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life (Trilling & Fadel, 2009). Walser (2008) explained that schools pushing 21st-century models
are approaching instruction tactfully in order to provide students opportunities to demonstrate
self-directed learning along with teamwork and collaboration. In addition, 21st-century schools
recognize that it is equally important to ensure that teachers understand how to coach students in
understanding what the range of skillsets look like in practice and how to master particular skills
(Walser, 20008).
Purpose of the Study
Twenty-first century skills, coupled with technological literacy, is fundamental for full
participation in a globally competitive workforce, and schools are being held accountable for
providing students opportunities to build their skills in the use of technology (CDE, 2013; Lee,
2006). It is essential that schools understand how teachers are integrating technology into
curriculum to create cognitively demanding tasks for all students. Therefore, the purpose of this
study is to investigate the dynamics of a K–12 school that is actively integrating and
implementing technology in curriculum and instruction. More important, it is essential to
understand how schools are supporting teachers in building pedagogical knowledge for
integrating technology into the curriculum.
21st-Century Skills: Embracing Technology for Teaching and Learning
Technology continues to permeate the lives of Americans and is a part of every aspect of
human action, communication, and learning (Atkins et al., 2010). It is at the core of everyday
functioning, as reported in the Blueprint for California Education Technology report (CDE,
2014), and places heavy emphasis on the methods with which schools are preparing students to
succeed in society through the safe, effective, and productive use of technology. Children of
today are growing up learning about—and interactively using—technologies in ways that have a
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strong impact on education, urging a fundamental transformation in the system that addresses
technology in mainstream curriculum to support educational objectives (Dhir et al., 2013).
Though many current K–12 teachers were not part of the computer generation, enhancing
learning through the use of technology will play an essential role in future success of 21st-
century education. Evidence has suggested that technology might optimize learning opportunities
for students by creating contextualized environments that foster collaboration and cognitive
development through complex and authentic tasks (Brown, 2006).
Consequently, the growing emphasis in 21st-century skills and technology has created
substantial instructional opportunities for increased rigor and the extension of tasks that support
the development of students’ problem-solving skills and higher-order learning capacity (Brown,
2006). Holden et al. (2008) reported on a study in which teachers believed that technology
addressed various student learning preferences, enhanced instructional methods, and improved
student achievement. Teachers perceived as embracing technology with positive attitudes and
increased confidence demonstrated a more intentional use of technology (Holden et al., 2008).
For example, Donovan et al. (2014) reported on classroom configurations of 21st-century
learning environments in which some instruction incorporated technology and was found to be
innovative. In content-based learning configurations, students engaged in a variety of content in
a self-directed manner through a multiple mediums including iPods, iPads, and laptops (Donovan
et al., 2014). Students collaborated during learning activities to create multimedia art using
technology- and teacher-facilitated discourse, problem solving, and critical thinking through
questioning strategies that required students to communicate with each other (Donovan et al.,
2014). In the project-based learning configuration, students worked at different stages and used
the Internet, hand-held devices, probeware, proscopes, literature, and peers to complete projects
TECHNOLOGY IN 21
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assigned individually or in groups (Donovan et al., 2014). Students also explored issues and
topics through discussions supported with logic, and presented final explanations in inventive
ways using a variety of multimedia tools (Donovan et al., 2014). According to Lih-Juan (2008),
students who engaged in project-based learning experienced positive task and outcome facets
that supported the development of simple and complex skillsets for synthesizing and elaborating
on knowledge. More important, project-based learning coupled with integration of technology
supported students’ construction of new knowledge drawn from the navigation of content (Lih-
Juan, 2008).
According to Donovan et al. (2014), it is important to understand that imparting 21st-
century skills through the use of technology requires understanding the rich nature of the 21st-
century learning context and how technology can be used by both the teacher and the students.
For teachers to find quality use of technology for instruction, they must make a mental and social
investment in becoming computer literate (Holden et al., 2008). Teachers must find a sense of
usability with educational technologies (effective and easy use of systems to be used by humans)
and must be provided some control over content and process with technology in order to learn
how to efficiently utilize it (Holden et al., 2008). Teachers can enhance instruction in multiple
content areas by understanding how to use technology in the classroom to access and explore
multiple resources for learning, analyze and gain new insight to information, and promote
varying forms of communication (Dexter, Doering, & Riedel, 2006).
Supporting the Learning Needs of Today’s Students
As noted, the emphases in skillsets included in the 21st-century learning environment go
beyond basic skills and the general classroom environment (Donovan et al., 2014). The level of
rigor and cognitive demand in the academic curriculum has been heightened, and students need
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to learn to access information to be able to analyze, interpret, and transform knowledge to
present knowledge to others (Ertmer, 2013). According to the Partnership for 21
st
Century Skills
(2009), 21st-century learning environments must be designed to support students in building
deep understanding of content and expertise and allow for multiple ways of building mastery.
Students who are actively engaged in work with real-world situations, tools, data, and experts
learn more by being presented with tasks that involve finding solutions to meaningful problems
(Partnership for 21
st
Century Skills, 2009).
To support students in building the knowledge, skills, and expertise essential to
succeeding in the future, it is important to understand how to provide opportunities to build 21st-
century skills and integrate the use of functional technology (Partnership for 21
st
Century Skills,
2009). For example, Walser (2008) described a sixth-grade classroom in which the teacher
designed instruction that incorporated 21st-century skills into lessons on geography by having
students work together to investigate and identify areas in the community in need of restoration
and renovation. Working to have the town certified as a wildlife community, the students used
technology resources to research native plants, invasive species, geographical locations, conduct
community surveys, create posters and scale models, and design an innovative solution to be
presented to a national community-based STEM program (Walser, 2008). Brown (2006)
described contextualized environments such as anchored instruction, in which students and
teachers used interactive video tools that served as anchors for all learning and instruction that
followed and pushed both the teacher and the students to pose and identify solutions to complex
authentic problems and coconstruct knowledge around realistic contexts. Brown (2006) also
described Computer Supported Intentional Learning Environments, in which software was used
to increase collaboration and involvement in global communities through networked multimedia
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environments among students. Students participated in a community database with other students
in distant locations to compile text or graphical information to reframe ideas, advance
knowledge, and create new rich contexts (Brown, 2006).
As put forth by Darling-Hammond, Zielezinski, and Goldman (2014), the dynamic links
between technology, the learning context, and the learner shape the experiences of the learner
and outcomes. These researchers asserted that interactive learning—including simulations,
applications, games, word processing, data analysis, and the use of computers—produced greater
success than merely utilizing technology for drill and practice activities (Darling-Hammond et
al., 2014). Individuals developing 21st-century skills must be able to apply fundamental
functional and critical thinking skills to explore and engage in an abundance of information (The
Partnership for 21
st
Century Skills, 2009). Darling-Hammond et al. (2014) explained that well-
designed computer-based instruction that provided students opportunities to engage, explore,
explain, and elaborate supports students in building conceptual understanding and gaining insight
into a variety of representations. For example, a study conducted in a school in Texas
implemented a highly interactive instructional environment in which students studied quadratic
functions through simulations by manipulating graphs and tables followed by an exploration task
that required students to engage in dialogue with peers and explain observations of certain
phenomena (Darling-Hammond et al., 2014). The study concluded that interactive technology
and opportunities to grasp complex concepts through exploration with peers and multiple
methods proved to promote higher-level thinking skills, problem-solving skills, and academic
achievement (Darling-Hammond et al., 2014). Through the use of technology, students received
information and content in a more engaging form and learned more through involvement in
creative, content-based projects (Darling-Hammond et al., 2014).
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These examples illustrate the beneficial outcomes of technology-enhanced environments
that address the diverse modes of learning that today’s Gen I students need. According to
Christen (2009), an educational transformation that addresses the “how” and “what” of learning
that is specifically designed to meet the needs of all learners is needed. Educational institutions
must take advantage of 21st-century learning technologies and align instruction with how
students learn inside and outside of the classroom (Christen, 2009). Technology, pedagogy, and
content that is interconnected and addresses the skills required for the information-driven global
society (Christen, 2009) is needed to support students in building leadership, flexibility,
adaptability, initiative, productivity, cross-cultural skills, and responsibility (Donovan et al.,
2014). Christen contended that classrooms should mirror the world’s highly connected,
interactive environment, and should provide students opportunities to build job-specific skills
that focus on procedural, conceptual, and strategic thinking. In addition, classrooms should equip
students for work in traditional and knowledge-rich economies, design curricula that engages
students in theoretical and basic material regardless of ability levels, and integrate technology to
fit the needs of individuals while maximizing opportunities to collaborate, share information,
enhance expertise, and employ creativity (Christen, 2009).
Lack of Innovation with Technology
Although technology has the potential to revolutionize instruction and learning in the
classroom, various barriers and knowledge gaps about its beneficial impacts have resulted in
dismal rates of integration and adoption (Dhir et al., 2013). Researchers have explained that
extensive effort has been made to expand on technology-supported pedagogy, however teachers
continue to fall short of using technology in meaningful ways that support student outcomes
(Ertmer & Ottenbreit-Leftwich, 2013). Teachers continue to view technology as supplemental
TECHNOLOGY IN 21
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tools that serve as mediums for completing homework, typing reports, and fact reinforcement
activities (Ertmer & Ottenbreit-Leftwich, 2013). Moore-Hart (2008) noted that most teachers
willing and eager to use technology ultimately lose interest due to their limited knowledge of the
pedagogical value that technology offers and how to effectively integrate it. More discouraging
is the teacher gap in technology literacy that continues to expand a result of the continuous
innovations in technology (Moore-Hart, 2008). Compounding these knowledge and skill gaps are
barriers linked to resources, institution, assessment, and culture (Hew & Brush, 2007). As such,
the combination of these dominant challenges has hindered momentum of technology integration
in classrooms and the shift to maximizing 21st-century instruction.
Hew and Brush (2007) identified multiple knowledge and skill gaps that continue to pose
significant barriers to using technology in more innovative ways that support student learning.
For example, the lack of basic technology knowledge such as using databases and spreadsheets,
logging onto networks, open and closing files, using applications, and word processing was
viewed as hindering factors when attempting to create technology-related activities for students
(Hew & Brush, 2007). Ertmer and Ottenbreit-Leftwich (2013) reported on a study where almost
half of all teachers reported feeling underprepared to use technology for instruction, and when
used, tasks shifted to teacher-directed instruction where technology was used for traditional,
programmed instruction. This overlapped with lack of pedagogy using technology in that
teachers lacked a strong skill base and knowledge of technology to plan and design instruction
that integrated technology effectively (Hew & Brush, 2007). Hew and Brush (2007) described
three categories of technology-supported pedagogy in which technology is used: (a) replacement,
or using technology for an unchanged goal such as reading a poem projected on the wall; (b)
amplification, or using technology to accomplish a task in a more efficient manner such as using
TECHNOLOGY IN 21
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a word processor to revise and edit stories rather than manually rewriting stories; or (c)
transformation, which offers the possibility of engaging in innovative and cognitively demanding
tasks such as conducting research, exploring and analyzing data, and conducting experiments.
Finally, researchers contended that teachers must be equipped with strong technology-related
management strategies for the classroom in order to maximize opportunities to utilize technology
and provide students with equal use of technology (Hew & Brush, 2007). The lack of knowledge
in using technology hindered the development of a strong classroom environment conducive to
instruction and student learning (Hew & Brush, 2007).
Combined with lack of knowledge in the use of technology, Kopcha (2012) asserted that
teachers are challenged with a number of external barriers when attempting to expand on the use
of technology in the classroom. First- and second-order barriers (Table 2) increase the gap
between the amount of technology available in the classroom and meaningful use of it for
instruction and learning (Kopcha, 2012).
Table 2
First- and Second-Order Barriers
First-order barriers Second-order barriers
Lack of Resources
Institution
Subject Culture
Assessment
Attitudes
Beliefs
Knowledge
Skills
(Hew and Brush, 2007)
In several studies, researchers concluded that adequate and appropriate hardware and
software are needed for teachers to effectively integrate technology into the curriculum and
instruction (Ertmer & Ottenbreit-Leftwich, 2013; Hew & Brush, 2007). Hew and Brush (2007)
described strategies for successfully overcoming challenges associated with limited resources
including introducing technology into different subject areas at different times, designing hybrid
TECHNOLOGY IN 21
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technology classroom arrangements with economical equipment, or investing in mobile laptop
labs with wireless connections to avoid costly computer workshops. Kopcha (2012) concluded
that it was also important to ensure that the technology being used is consistently monitored and
working properly. More important, as urged by Darling-Hammond et al. (2014), is that schools
maintain reliable access to sufficient Internet connections in order to provide students valuable
experiences with technology that support learning as they work.
Additionally, these studies identified time as a significant first-order barrier and
identified strategies for overcoming this challenge. Strategies included providing teachers
designated time to collaborate and create technology-integrated lessons while focusing on
reducing instructional content load without compromising essential foundational knowledge to
experiment with technology (Hew & Brush, 2007). Researchers also recommended investing
time in evaluating and organizational infrastructure and in supporting teachers’ efforts (Ertmer &
Ottenbreit, 2013).
Correspondingly, Hew and Brush (2007) acknowledged that assessment and curriculum
are closely intertwined and may hinder teachers from actively integrating technology into
curriculum due to the significant rewards and sanctions attached to them. Though an apparent
tension between use of technology and assessment accountability stifles technology integration
lesson design (Hew & Brush, 2007), researchers recommended several strategies for aligning
pedagogy, student work, and assessment. As noted in the Partnerships for 21
st
Century Skills
framework (P21, 2009), students must build upon their skills in utilizing information, media, and
technology to demonstrate their functional and critical thinking skills. Schools are encouraged to
prepare students to excel on tests by becoming refined and resilient readers (Shanahan, 2014).
Shanahan recommended designing instruction that provides students opportunities to read texts
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that are rich in content and sufficiently complex extensively without guidance. Students must
also build skills in producing responses that are evidence-based and support their claims
(Shanahan, 2014). Hew and Brush’s strategies extend these principles by supporting activities
and assessments with multimedia work explicitly aligned to technology and curriculum standards
that build upon 21st-century skills. Examples included creating contracts with students that
outline specificity of projects to be submitted, guidelines for collection of evidence and reporting
of information, protocols for evaluating and assessing student work through electronically
compiled portfolios, and project-based learning that is student directed (Hew & Brush, 2007).
Though challenging, technology and assessment alignment is possible when tasks are redefined
and engaging for students.
Technology and Teacher Beliefs
Looking more closely at these barriers, it is important to understand that teachers’ beliefs
about technology are engrained and can further interfere with integration beyond first order
barriers (Kim, Kim, Lee, Spector, & DeMeester, 2013). According to researchers, teachers’
fundamental beliefs and knowledge about learning and effective teaching practices have a strong
relationship to the level of purposeful technology integration to support student learning (Ertmer
& Ottenbreit-Leftwich, 2013; Holden et al., 2008; Kim et al., 2013). Moreover, teachers’
fundamental beliefs substantially influence their attitudes and perceptions toward technology
(Holden et al., 2008). As reported by Shieh (2012), though teacher beliefs such as their
ideologies, commitments, and presumptions influence their perceptions, teachers in the 21st-
century are expected to promote student learning through the purposeful design of knowledge,
pedagogy, and technology.
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As Shieh (2012) restated, the quality of student learning is a reflection of instructional
practice and is associated with the quality of a teacher who is committed to learning, to
transforming their beliefs, and improving instructional performance. The initial step in
understanding what is problematic in teachers’ fundamental beliefs is to recognize the issues
through thoughtful discussion and reflection on behalf of teachers (Shieh, 2012). Kopcha (2012)
determined that specific forms of professional development (PD) combined with research-based
strategies and mentors that support teachers play a significant role in transforming and sustaining
teachers’ perceptions and positive beliefs about technology. Hew and Brush (2007) asserted that
focusing on important features of PD can influence teachers’ beliefs and attitudes toward
integration of technology and can provide teachers with new knowledge for instructional
practice. Technology-integration PD that is explicitly focused on teachers’ needs and is designed
to address technology-integrated pedagogy helps teachers make the necessary connections
between instruction, content, and how the technology can be used (Hew & Brush, 2007). Kim et
al. (2013) suggested using various strategies to address concerns with teacher beliefs including
collaboration programs where teachers participate in sharing information, observations, and
discussions about challenging situations, practice, reflection, and guidance in order to promote
employment of newer beliefs. Sustained collaboration programs provide teachers opportunities
to observe other teachers integrating technology to see and reflect on the beliefs of others as
translated in the use of technology (Kim et al., 2013; Shieh, 2012). Through positive observation
experiences where teachers see successful and innovative integration of technology, the
possibility of altering one’s beliefs about his or her role and responsibility with technology
increases (Kim et al., 2013). More important is altering teachers’ attitudes and beliefs to enable
teachers to view technology as a cognitive partner in student learning (Etmer & Ottenbreit-
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Leftwich, 2013). Researchers asserted that the best strategy is to learn from teachers with
attitudes and beliefs that go beyond understanding the basic functions of technology (Ertmer &
Ottenbreit-Leftwich, 2013). Supporting transformative methods to teaching and learning that
integrate 21st-century skills and technology enable an authentic learning environment (Ertmer &
Ottenbreit-Leftwich, 2013).
In addition, school culture and institutional support are fundamental factors that have a
significant effect on teachers’ beliefs and integration of technology. Ertmer and Ottenbreit-
Leftwich (2013) stated that contextual factors such as the school setting and individuals other
than the teacher that provide support influence positive perceptions of technology use.
Researchers put forth that an institution must also have a vision and plan for the direction of
technology integration the school hopes to see come to fruition (Ertmer & Ottenbreit-Leftwich,
2013; Hew & Brush, 2007; Lawless & Pellegrino, 2007). More important, changing attitudes and
beliefs require supplying teachers with appropriate resources and providing consistent
encouragement (Hew & Brush, 2007). It was found that teachers placed substantial value in
working with principals who acted as advocates for their work and provided encouragement
when integrating technology (Hew & Brush, 2007). For example, Kim et al. (2013) determined
that a technological environment that practices open dialogue and allows teachers voice and
choice when selecting appropriate technology supports the development of collective beliefs that
the group will more likely invest in. More important in this process is public dialogue that acts as
a medium for the principal to convey his or her objectives with technology so as to influence
teachers’ perceptions and attitudes of school policies for technology integration (Shieh, 2012).
The principal, as studies indicated, is an essential element in the process of transforming beliefs
and attitudes of teachers and can have a significant impact on teachers and their efforts to adopt
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technology (Ertmer & Ottenbreit-Leftwich, 2013; Hew & Brush, 2007; Shieh, 2012). Hew and
Brush (2007) stressed the importance of administrators providing teachers opportunities to
experiment with technology while showing appreciation and understanding as teachers explore
technology integration.
Benefits When Teachers Embrace Technology
As more schools and teachers begin to embrace and adopt technology to meet the
growing demands of technology standards and 21st-century schools, educators are beginning to
understand the significant impact that technology has on a student’s ability to collaborate,
coconstruct knowledge, think critically, respond to others, and challenge or support ideas (Paily,
2013). Research indicated that environments in which multimodal technology is integrated into
the curriculum stimulates and pushes students to extend their learning (Moore-Hart, 2008). Foley
et al. (2012) noted that teachers incorporating technology into their instructional methods learned
to implement high-level tasks for students that increased engagement and prompted students to
ask deeper questions. Similarly, Mouza and Karchmer-Klein (2013) determined that teachers
aligning selected technologies to curriculum goals and technology standards concentrated on
increasing goals that pushed students to acquire skills and knowledge in gathering, evaluating,
and synthesizing information. Donovan et al. (2014) determined that classrooms designed with
projects that integrated the use of multimedia technology tools promoted a high range of
communication among students and supported the exploration of issues through varying modes
of communication. Researchers also found that integrating a range of technology tools promoted
a sense of responsibility among students that supported a collaborative approach to problem
solving and task completion (Donovan et al., 2014). Most significant, as Lowther, Inan, Ross,
and Stahl (2012) determined, is that through effective integration of technology into teaching and
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learning, students reported that the tools enhanced their learning, increased engagement, and
strengthened their perspective in opportunities for future work opportunities.
Adding to the benefits that technology provides students when embraced by schools and
teachers are the benefits that teachers gain when learning about technology. As Moore-Hart
(2008) noted, a critical element in supporting teachers in learning and understanding the value of
technology is to examine and address the context of the school, the classroom, and teacher
concerns. Teachers have been found to be more willing to embrace technology and to consider
more innovative ways to integrate technology when they felt that all elements of the school
environment have been taken into account (Moore-Hart, 2008). Moreover, as found in Mouza
and Karchmer-Klein’s (2013) study, teachers built a deeper understanding of the dynamic
connection between technology and pedagogy when they explored technology and designed
lessons that supported student learning through the use of technology tools. They also concluded
that teachers gained insight into the benefits of technology and realized that technology resources
prove to enhance student engagement and interest while supporting them in building deeper
conceptual understanding of content (Mouza & Karchmer-Klein, 2013). Furthermore, Lowther et
al. (2012) determined that teachers who actively and purposefully integrated technology were
found to implement more student-centered learning environments that supported the
development of 21st-century skills.
Technology Models that Enhance Teaching and Learning
While reading, writing, and math instruction continue to be fundamental in the design of
curriculum, varying technology models are being integrated into instructional models to further
address the additional skills and strategies that students will need to succeed in the 21st-century
(Ryan, 2012). Currently, many schools across the nation are integrating technology into their
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curriculum through various models that are proving to support students’ development of 21st-
century skills including student-centered models, project-based learning, and one-to-one
technology models. For instance, Kim and Hannafin (2011) reported on a study conducted in a
technology rich sixth-grade classroom that emphasized student-centered learning in that it
focused on designing instruction and learning that provided students opportunities to utilize
technology frequently to investigate a range of topics and build upon their research skills. They
noted that the teacher in the classroom fostered a flexible environment with minimal lecturing
and supported students in constructing knowledge by implementing individual scaffolding
strategies such as questioning and pushing students to extend their thinking (Kim & Hannafin,
2011). In addition, the student-centered learning environment provided students opportunities to
practice peer scaffolding, which promoted discourse and allowed for sharing perspectives,
critical thinking challenges, confronting conflicts, and confirming answers (Kim & Hannafin,
2011). Teachers scaffolding within the student-centered learning environment also supported
students in learning how to externalize and visualize concepts, manage cognitive load, locate
resources, monitor progress, refine research skills, and remain on task (Kim & Hannafin, 2011).
These particular student-centered environments, as determined by Mouza & Karchmer-Klein
(2013), were driven by a focus on higher-level goals that aimed to support students in building
greater understanding of investigating and exploring resources for evaluating and synthesizing
information. Mouza and Karchmer-Klein (2013) found that student-centered learning
environments fostered diverse learning types and allowed students to formulate their personal
opinions and draw conclusions based on the resources located by each student.
In addition, project-based learning models that integrate technology are also proving to
support student learning and the advancement of 21st-century skills. Donovan et al. (2014)
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concluded that key factors in promoting a project-based learning environment aligned to a 21st-
century common school ecology includes maximized interactions between individuals and their
space, expectations that focus on integration of technology into the curriculum, classroom
management, school-wide practices, and intended learning goals. In the project-based learning
environment, student assignments are designed as individual or collaborative projects that
require the application of a range of skills when deciding how to approach the project (Donovan
et al., 2014). For example, Kim and Hannafin (2011) described technology-enhanced inquiry-
oriented science in which students investigated scientific topics, identified problems, generated
their positions, and utilized technology to explore and focus on critical elements of the project in
order to conceptualize and present abstract phenomena in more concrete ways. Cho (2012)
reported on similar project-based learning models for science and English at a particular middle
school that required students to work in various academic groups to identify research projects
that spanned 12 weeks and involved the active use of 21st-century skills. The project entailed
including, identifying, and assigning specific student roles, meeting weekly to focus on progress
and discuss action plans, conducting teleconferences with a neighboring university, writing
proposals, and conducting presentations with varying technology tools (Cho, 2012).
Cho (2012) described several schools in California that emphasize 21st-century learning
models that practiced project-based learning. The first, New Technology High School (NTHS) in
Napa, California, designed its school around the principle that students work best and learn to
construct knowledge through project-based learning (Cho, 2012). Learning outcomes at NTHS
were specifically designed around content standards, critical thinking, communication, career
development, citizenship, ethics, and technological literacy (Cho, 2012). The technology at
NTHS played a major role in supporting the project-based learning environment and
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development of 21st-century skills in that students focused on real-world projects that were
engaging and required students to solve complex problems through research, planning, and
communication (Cho, 2012). As reported by Cho, students at NTHS confirmed that the
implementation of project-based learning was an important factor in preparing them for college
and the work force. The second school, High Tech High (HTH) in San Diego, also emphasized
project-based learning models that focused teacher instruction that supported students in building
skills in analytic thinking, problem solving, researching, writing, team-building, and
collaboration (Cho, 2012). HTH’s education practices were grounded in principles that
highlighted real world connections, an intellectual mission, performance-based student work, and
the teacher as designer (Cho, 2012). Rather than determining student promotion on test scores,
HTH established criteria through student digital portfolios that included work samples that
demonstrated mastery of content (Cho, 2012). As reported by Cho, 100% of the first graduating
class at HTH was accepted to various prestigious universities.
Finally, in many school districts across the nation, one-to-one laptop initiatives have been
implemented in an effort to focus on increasing students’ 21st-century skills and knowledge
(Lowther et al., 2012). Researchers have found that one-to-one access to laptops and the Internet
is beneficial for all students and increases the likelihood that students will engage in more
complex research skills (Darling-Hammond et al., 2014). One-to-one models will enhance their
skills in utilizing multimedia tools to construct knowledge (Darling-Hammond et al., 2014).
Lowther et al. (2012) noted that one-to-one models supported the use of research-based practices
among teachers and increased teachers’ confidence when integrating technology into instruction,
resulting in students actively applying and demonstrating a range of 21st-century skills. Lowther
et al.’s (2012) study concluded that one-to-one laptop programs provided for a combination of
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student-centered teaching strategies that promoted inquiry, project-based learning assignments,
and explicit focus on 21st-century skills such as critical thinking, collaboration, communication,
and creativity. Moreover, Donovan et al. (2014) determined that through the one-to-one
technology model found in some classrooms, students were provided more individualized
learning with the tools and were provided more opportunities to practice creativity
(brainstorming software and multimedia), build problem-solving skills (simulations), and
opportunities to reflect on activity and progress through journaling. Finally, classes with one-to-
one models specifically designed classroom arrangements in clusters or groups to provide
opportunities for collaborative learning, critical thinking, and communication and to support the
design of learning centers and group projects (Donovan et al., 2014). The one-to-one laptop
configuration lends itself well to a range of innovative teaching and learning opportunities that
integrate technology to promote 21st-century skills.
Importance of the change process. Though a daunting and monumental paradigm shift
for the educational arena, the transformation to more dynamic instructional models designed
with purposeful and consistent integration of technology is needed to support students in
building their skills in knowing how to navigate within and between resources to access and
assemble information for specific purposes (Ryan, 2012). Dede (2009) asserted that 21st-century
skills are significantly different from 20th-century skills in that education and the workforce has
witnessed the development of advanced technologies and communication tools. Greater
emphasis is now being placed on contextual skills for a uniquely dynamic knowledge-based
workforce and economy that is overwhelmed with vast amounts of information and data that
require individuals to understand how to rapidly analyze and make informed decisions (Dede,
2009). Silva (2008) explained that greater value is being placed on what students can do with
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knowledge and that teaching must involve the integration of knowledge, advanced thinking, and
analytical skills to promote student acquisition of basic skills and fundamental knowledge.
Moreover, as emphasized by Darling-Hammond et al. (2014), a digital learning configuration
that promotes learning opportunities for students is one that attends to specific learning outcomes
and is tied to the use of technology that explicitly focuses on improving students’ basic skills,
higher order thinking skills, technological literacies, creativity, exploration of interests, and
learner behavior. The world and the expectations placed on students continue to drastically
change, forcing education systems to create learning environments that are effective and address
a range of 21st-century skills through core subjects and content, life and career skills, technology
and media skills, and learning and innovation skills (Taylor & Fratto, 2012). It is imperative that
classrooms continue to embrace the transition to 21st-century learning environments to
effectively support and sustain student engagement, motivation, and learning (Taylor & Fratto,
2012).
Access to Technology
For teachers to continue the transformation to 21st-century learning environments and to
build the capacity to successfully integrate technology to its fullest potential, school structures
and access variables such as availability of hardware and software, Internet connectivity, and
stability must be addressed (Hsu & Kuan, 2012). According to Darling-Hammond et al. (2014),
access, closely related to infrastructure, is the enabling circumstances and the various hardware
and software tools utilized for teaching and learning, as well as the particular manners in which
the technology is used. There are critical aspects of technological infrastructure that can
significantly affect the technology operation for schools, such as servers, bandwidth, storage, and
data hosting (Darling-Hammond et al., 2014). Researchers have contended that without proper,
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adequate, and appropriate technology (hardware and software), teachers will not see the value in
integrating technology into instruction. Even in cases where technology is readily available, if
the technology does not work properly or is in an inconvenient location, teachers also perceive
this as lack of access (Hew & Brush, 2007).
As determined in multiple studies, when structural variables are specifically designed to
provide teachers access to technology, teachers are more influenced and encouraged to integrate
technology into the curriculum. Researchers noted that access to technology includes the actual
tools, the functionality, and the usefulness that teachers find for it as it relates to instruction (Hsu
& Kuan). For example, Hsu and Kuan found that computer stability and Internet connectivity
were critical structural elements that greatly influenced teachers’ integration of technology. It is
incredibly important for schools to ensure that computers and network hardware are maintained
and are functional to enable teachers to design purposeful instruction that integrates technology
(Hsu & Kuan, 2012). Teachers are more influenced to integrate technology into instruction when
tools such as projectors and screens are available and find better use of them when installed with
presentation software and multimedia instructional materials (Hsu & Kuan, 2012). More
important is that the technology tools be available and useful to both teachers and students
during teaching and learning (Hsu & Kuan, 2012). Hew and Brush (2007) noted that to
overcome issues of scarce resources and availability of technology for all students, schools
should consider creating hybrid technology configurations in classrooms with economical
computer systems. As explained by Hew and Brush, thin client laptops are cost efficient and
allow for increased purchasing capacity, reduced space issues, and minimized technical and
maintenance issues. Researchers also found that instead of centralized computer labs, classroom
laptops or mobile laptop carts with wireless connections provide optimal opportunities for
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integrating technology into instruction and increase opportunities for one-to-one computer use
(Hew & Brush, 2012). In addition, when laptop availability or scheduling poses a challenge,
Hew and Brush (2012) recommended structuring cooperative learning groups where students can
rotate in groups to use computers and can engage in various learning stations that provide
opportunities to use technology. Given the multiple arrangements for achieving increased student
and teacher access to technology, schools can overcome structural variables that decrease access
to technology for teaching and learning.
Training, Professional Development, and Ongoing Support with Technology
A critical element in the sustainability of successfully integrating technology into the
curriculum is the training, professional development (PD), and ongoing support provided to
teachers as they actively incorporate technology. Claesgens et al. (2013) put forth that the
potential of technology for improving student learning depends on the teachers’ ability to
understand the connection between pedagogy, content, instructional goals, and the technology.
Researchers purported that PD is a critical element in ensuring that teachers remain abreast of the
continual changes in standards, new pedagogical methods for supporting students across
academic domains, and how to effectively integrate technology into instruction to address the
needs of diverse learners in constantly shifting learning environments (Lawless & Pellegrino,
2007). More important is that teachers are provided ongoing in-service support in addition to PD
to support them in utilizing technology in instructionally sophisticated ways as new technology
continues to make its way into schools (Claesgens et al., 2013; Foley et al., 2012; Halpin, 1999,
Joubert, 2013; Lee, 2006; Moore-Hart, 2013).

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Professional development. Bearing in mind the constant changes and advancements in
technology, it is imperative that schools provide specifically designed PD that addresses distinct
elements of knowledge, content, and pedagogy required for effective integration of technology
into instruction (Mouza & Karchmer-Klein, 2013). Foley et al. (2012) revealed that PD programs
can have significant impacts on teacher integration of technology in the classroom when issues
around challenges with pedagogy, content, and application of technology are explicitly
addressed. Lawless and Pellegrino (2007) defined different elements of various PD activities that
are believed to strengthen the quality of a PD program, including programs that are ongoing and
include follow-up, provide opportunities to learn about and teach with new technologies and
engage teachers in the contextualized and meaningful application of tools. They also recommend
designing PD that promotes learning in collaborative environments and are tied to a shared
vision for student learning goals (Lawless & Pellegrino, 2007). In addition, Claesgens et al.
(2013) found that opportunities to reflect, opportunities to customize materials to content, and
opportunities to align technology with curricula, and support with implementation were critical
factors that enhanced PD and further influenced teacher integration of technology into
instruction.
As determined by researchers, there are various possibilities for the design and
components of PD for teacher integration of technology into the instructional environment that
have proven to be effective (Lawless & Pellegrino, 2007). For example, Foley et al. (2012)
conducted a study that focused on a high school PD program designed to support teachers in
expanding on their content knowledge, pedagogy, and use of technology for teaching math. The
yearlong PD was designed with a summer institute, follow-up workshops, and ongoing support
and was structured with a combination of training and instruction that focused on advancing
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teachers’ understanding of content and pedagogy and their capacity for integrating instructional
technology into their teaching (Foley et al., 2012). Hew and Brush (2007) asserted that PD that
focuses specifically on technology knowledge, technology-supported pedagogy, and specific
skills was proven to be effective and is distinctly important in focusing teachers on integrating
and operating technology purposefully. Researchers determined through the study that the
teachers had strengthened their level of confidence in using technology for instruction and that
their ability to implement higher level cognitive tasks for students had improved over the course
of the PD program (Foley et al., 2012). Teachers had also indicated in the study that the PD
program supported their ability to implement innovative pedagogy and created a professional
learning community that provided them opportunities to share ideas and experience teaching
through others (Foley et al., 2012). Moreover, the PD fostered their awareness of the value that
technology offers for teaching and supporting the learning of students (Foley et al., 2012).
Advanced by researchers, teachers found value in the use of technology for teaching and learning
and developed understanding of technology-supported pedagogy when they were provided
opportunities to experience the relationship between the contextualized use of the technology
with their curricular needs (Hew & Brush, 2007; Lawless & Pellegrino, 2007).
In another study, features of a situated professional development program had positive
effects on instructional practices with technology integration. Kopcha (2011) investigated a K–5
elementary school with 30 teachers transitioning into a campus-wide technology integration
model coupled with a two-year PD program aligned with research-based principles focused on
teacher knowledge, reform, professional learning communities, and opportunities for collective
and active participation. Similar to Hew and Brush’s (2007) conclusions indicating the
importance of focusing on the specific features of an effective PD program, this particular PD
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program focused on features such as the activities, mentoring, teacher knowledge gaps to design
active learning, contextualized modeling, observations, and support (Kopcha, 2011). A major
element added to the situated PD was a temporary mentor whose goals for the first year included
supporting teachers in building communities that shared practices that would lead to the
sustained integration of technology (Kopcha, 2012). According to Lawless and Pellegrino
(2007), the use of a mentor or a coach for supporting teachers in the transition and
transformation to understanding the value of technology for teaching and learning proved
beneficial for schools and for building support systems over time. Kopcha (2012) determined
that the situated PD features, specifically the mentor, played an essential role in strengthening the
school’s vision for integrating technology for instruction, which led to a shift in teacher
perceptions regarding barriers and beliefs about the use of technology. As mentioned, a clear
vision for the direction of technology is a major element that facilitates teacher changes in
attitudes and beliefs toward technology for instruction (Ertmer & Ottenbreit-Leftwich, 2013;
Hew & Brush, 2007). Through the specifically designed situated PD program, teachers embraced
numerous advantageous practices, including implementing student-centered classrooms that
focused on engagement and supported critical thinking and problem solving (Kopcha, 2012). In
addition, a situated program sustained the communities of practice and supported the continued
integration of technology into instruction over time (Kopcha, 2012). Many of the positive
outcomes achieved through the program were a result of the features within the PD, which
included the focused workshops, opportunities for active learning and practice, mentoring with
feedback, and a design that specifically met the needs of the teachers (Kopcha, 2012).
As research has indicated, professional development programs that have proven to be
successful are those that incorporate innovative features (Hew & Brush, 2007), focus on
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outcomes tied to program details and all stakeholders, vary in duration, and apply a variety of
methods for transforming teachers (Lawless & Pellegrino, 2007). Design-based approaches to
PD, such as the aforementioned, provide teachers contextualized situated opportunities to learn
how to utilize technology to effectively employ in classroom instruction (Hew & Brush, 2007;
Lawless & Pellegrino, 2007). Additionally, essential elements that strengthen PD tied to teacher
integration of technology include developing teachers’ ability to reflect on learning and
pedagogy (Lawless & Pellegrino, 2007; Mouza & Karchmer-Klein, 2013), a focus on classroom
management strategies that support technology usage (Hew & Brush, 2007), and ongoing
support for sustained successful integration of technology (Claesgens et al., 2013; Hew & Brush,
2007).
Technology support. To maximize the benefits of ongoing professional development on
the use of technology, teachers need ongoing tech support to promote and increase their
understanding of the possibilities that technology might provide for instruction and student
learning (Hew & Brush, 2007; Moore-Hart, 2008). As the innovations in technology continue to
emerge, the level of support networks and in-service supports should also increase with the
adoption of technology (Moore-Hart, 2008). As noted by Hew and Brush (2007), teachers need
adequate support in understanding how to use the technology and benefit from being provided
access to multiple technical support personnel who can respond quickly without being
overwhelmed. The support provided must also tie back to efforts for transforming teacher beliefs
about the possibilities of technology integration in that the sustained and incremental support
tailored to the specific needs of teachers must satisfy the progressive needs of technology-
supported pedagogy (Kim et al., 2013). Kopcha (2012) asserted that the level of technical
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support plays a critical role in building teachers’ capacity for actively integrating technology in
the classroom.
Various studies have addressed barriers related to lack of technical support and have
identified a variety of arrangements for sufficient technical support when actively implementing
and sustaining teacher practice of integrating technology into instruction. For example, Moore-
Hart (2008) recommended using technology specialists who are familiar with curriculum and
instruction to support teachers in the successful implementation of technology in the classroom.
Her study noted that technology specialists available to support in the classroom during use of
technology for student learning provided teachers opportunities to reflect and to ask questions
about the technology while promoting a sense of ownership and innovation with technology
integration (Moore-Hart, 2008). Kopcha (2012) determined that ongoing, in-classroom mentor
support provided for teachers enhanced their skills in understanding how to integrate technology
into instruction and resulted in sustained practices long after support was reduced. In addition,
Hew and Brush (2007) recommended training students in understanding how to manage
hardware and software issues to overcome the lack of technology support. Student technology
helpers provide an effective and economical solution to relieving the unexpected challenges
associated with technology during instruction, providing the teacher the ability to focus on the
management of the instructional activity (Hew & Brush, 2007).
Pedagogy
As the advantages of technology continue to be understood, technology must also
continue to be tied to contextualized pedagogy whereby students are actively engaged and are
active users of combinations of technology for educational purposes (Buckner & Kim, 2013).
Saavedra and Opfer (2012) put forth that in order teach students 21st-century skills, teachers
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require 21st-century instructional skills and pedagogy designed to address students’ current
needs. Available evidence indicated that there are a variety of innovative uses of technology that
teachers can incorporate into instructional models that support approaches and goals for teaching
and student learning (Lawless & Pellegrino, 2007). According to Ertmer and Ottenbreit-Leftwich
(2013), supporting teachers in the shift to 21st-century teaching models requires explicit
attention to contextual, cognitive, and affective factors. The first, contextual factors, ties back to
the school setting and conditions that foster the active design of teaching through the use of
technology such as resources, instructional materials, and varying levels of support (Ertmer &
Ottenbreit-Leftwich, 2013). Researchers maintained findings supporting the importance that
leadership, culture, and support plays in influencing teachers to embrace technology-supported
pedagogy for designing inquiry-based learning environments and using technology as student
cognitive tools (Ertmer & Ottenbreit-Leftwich, 2013). The second, cognitive factors, impacts
teacher pedagogy and encompasses basic technology skills and knowledge for understanding
how to utilize the technology in the classroom to support authentic student learning opportunities
(Ertmer & Ottenbreit-Leftwich, 2013). As evidence suggested, critical components for
supporting the growth of teacher knowledge of technology-supported pedagogy include a focus
on student-centered learning, teacher ownership, and ongoing, reflective development of content
knowledge and pedagogies (Ertmer & Ottenbreit-Leftwich, 2013). The third, affective factors,
are critical elements that significantly impact teachers’ attitudes and beliefs about the value of
technology and teacher adoption of technology-supported pedagogy (Ertmer & Ottenbreit-
Leftwich, 2013). Supporting teachers in changing their pedagogy and use of technology is
possible by encouraging change through school-wide adoption and alignment of a vision that
incorporates technology-supported learning rather top-down mandated changes, which are
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usually met with resistance (Ertmer & Ottenbreit-Leftwich, 2013). Moreover, Hew and Brush
(2007) asserted that teachers need learning experiences in content-specific technology-based
models to make the connections between technology and pedagogy and to understand the value
of technology for strengthening pedagogy.
Technological pedagogical and content knowledge framework. Given the need to
build pedagogical knowledge related to the integration of technology for supporting student
learning, the technological and content knowledge (TPACK) framework (Figure B) presents a
lens for thinking about and describing the knowledge teachers need for designing, implementing,
and making decisions for utilizing technology as learning tools with instruction (Niess, 2011).
Given that it is natural to focus on supporting teachers in the development of pedagogical content
knowledge to improve knowledge for supporting student learning, TPACK provides an extension
to supporting teachers in building pedagogical expertise through technology for facilitating
effective and appropriate use of technology tools for student learning (Foley et al., 2010). The
three bodies of knowledge within the TPACK framework represent the dynamic relationships of
knowledge that lend understanding of teachers’ learning and understanding of technology use
(Mouza, 2011). Technological knowledge (TK) defines computer literacy and the capacity for
utilizing technology tools in a practical manner, content knowledge (CK) refers to knowledge of
academic content to be taught, and pedagogical knowledge (PK) that encompasses knowledge of
learning methods, learners, assessment, and classroom management (Mouza, 2011). The unique
interactions between the three components offer a conceptual lens for applying and designing a
range of technology integration within diverse learning contexts (Mouza & Karchmer-Klein,
2013). The interconnectedness and relationships between the bodies of knowledge foster
understanding of how to build knowledge about the reciprocal nature of technology and content,
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teaching within a specific discipline, and pedagogical techniques that can be applied to the
utilization of technology (Mouza, 2011).

Figure B. Technological Pedagogical Content Knowledge Framework (TPACK).
Constructivism. With an emphasis on the importance of linking technology to
contextualized pedagogy, it is also essential to develop teachers that understand how to facilitate
constructivist learning environments that engage students in unique learning experiences with
technology (Paily, 2013). At the turn of the 21st century, Halpin (1999) recommended applying
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the constructivist philosophy to classroom instruction to meet the challenges of emerging
technology and to shift instructional focus to supporting students in exploration and discovery
through the use of technology. He asserted that the constructivist learning environment—coupled
with use of technology—supported students in building their skills in problem solving,
reasoning, connections, and communication (Halpin, 1999). As advanced by researchers, the
foundation of the constructivist philosophy is grounded in an active and reflective construction
of unique knowledge by an individual learner as a result of his or her personal experiences (Koh,
Chai, & Tsai, 2014; Paily, 2013). Learners generate new knowledge, in multiple forms, in
constructivist learning situations through the application of prior knowledge and personal beliefs
using a range of contexts, tools, and resources (Paily, 2013). Learners also structure new
knowledge through the knowledge of others by means of assimilating and accommodating
multiple perspectives (Paily, 2013). Koh et al. added that the social-cultural facet of
constructivism supports the notion that learners construct knowledge through interactions with
people, tools, and the environment. According to Shieh (2012), “Social constructivist theory
contends that knowledge is socially situated and is constructed through reflection on one’s own
thoughts and experiences, as well as others’ ideas” (p. 207). As contended by Shieh, the
constructivist learning environment is regarded as pedagogy in that teachers are able to design,
implement, and facilitate learning environments for students that foster active engagement in
activities: discussions, debates, negotiation of ideas, and problem solving through collaboration.
Substitution, Augmentation, Modification, Redefinition Model (SAMR). A final
emerging model with potential to support schools and teachers in strengthening technology-
supported pedagogy is the Substitution, Augmentation, Modification, Redefinition Model
(SAMR) designed by Dr. Ruben Puentedura (Figure C). The model shows the progression of
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technology integration and supports using technology to design instruction that ranges from
accomplishing basic tasks with technology to transforming learning experiences in which
students cannot perform tasks without the use of technology (Thiesen, 2013). The model implies
a hierarchy as a means for adapting and interpreting technology use and integrating technology
to support learning in multiple ways (Green, 2014). Due to the fairly recent emergence of the
model, there is limited empirical research or literature indicating its validity or reliability (Green,
2014); however, the SAMR model provides the possibility of guiding teacher work as outlined in
the Technology Integration Matrix designed by the Florida Center for Instructional Technology
(http://www.fcit.usf.edu/matrix/), which includes a focus on technology integration that supports
active, collaborative, constructive, authentic, and goal-oriented learning environments (Green,
2014; Thiesen, 2013). In the substitution level, teachers utilize technology in practical manners
to accomplish general instructional tasks and lesson design, for learning is not by any means
changed through the use of the technology tools (Donahue, 2014; Thiesen, 2013). At the
augmentation level, technology is viewed by teachers as a valuable tool that supports instruction
for completing tasks in new ways and influences teachers to begin focusing on student-centered
instruction (Donahue, 2014; Thiesen, 2013). The modification level describes a more
transformative learning environment where technology enriches instruction and teachers design
and reimagine authentic learning activities that provide students opportunities to collaborate,
problem solve, and communicate through the use of technology (Donahue, 2014; Thiesen, 2013).
At the redefinition level, responsibility for learning shifts to the student, and the teacher’s role is
shifted to that of facilitator in which students are supported and challenged to design, create,
innovate, set goals, plan projects, participate in global communities, and actively utilize
technology in multiple ways (Donahue, 2014). Given the increased levels of activity and
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responsibility in the modification and redefinition levels for pedagogical transformation, it is
essential to provide ongoing, collaborative, and contextual training for building the capacity in
teachers to design technology enhanced learning environments that represent the redefinition
level of the SAMR model (Donahue, 2014).

Figure C. Substitution, Augmentation, Modification, Redefinition Model (SAMR).
Summary and Critique of Literature
As the world continues to shift to a more globalized society driven by continuous
innovations in technology, emphasis on transforming education and school practices to meet the
needs of students in the 21st century has become an urgent priority. The past seven decades in
the educational arena have brought about fundamental shifts in teaching and learning, learning
environments, learning methods, and the general characteristics of the student population.
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Students are now entering classrooms with diverse backgrounds and are considerably influenced
by multiple technology tools and knowledge with the yearning to be engaged in learning
processes that reflect their personal lives, the real world, and the future workforce. Teacher-
centered classrooms filled with passive learners are no longer fostering engagement in students
in order to address the essential communication, innovation, collaboration, critical thinking, and
problem solving skills students need to succeed in college and in the complex knowledge-based
workforce.
Significant advancements in technology have altered the learning environment in the
classroom, ushering in an advanced concept of 21st-century schools that require transformation
in knowledge, pedagogy, and content. In order to prepare students to succeed in life and in the
highly competitive workforce, schools are redefining their educational models to address the
needs of students and provide them with multiple opportunities to build skills and knowledge in
academic standards and content through engagement in interdisciplinary themes. In addition,
schools are beginning to confront challenges associated with effective integration of technology
that allow for students to access, share, and distribute information beyond the classroom. The
nature of instruction requires a more balanced approach for addressing the advanced skillsets
students need to become productive citizens in the workplace and in life.
Given the changes in the learning environment and the varying learning preferences of
students, greater focus must be directed toward supporting teachers in adjusting and embracing
technology and the paradigm shift in instructional pedagogy. Though technology has the
potential to significantly transform and revolutionize instruction and learning, schools are falling
short of adopting models that place emphasis on strengthening the vision for technology, the
transformation of teacher perspectives on the value of technology, the design of professional
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development, infrastructure, increasing teacher knowledge in technology-enhanced learning, and
the ongoing support need to sustain 21st-century learning models infused with technology.
Influencing teachers in embracing technology and the 21st-century teaching and learning
framework requires a dynamic design of components that build upon understanding the
importance of the change process and the technological pedagogical and content knowledge
needed for cultivating a 21st-century school. Moreover, access, tools, and support must be
provided to assist in the adoption of technology-enhanced pedagogy.
Conclusion
This review of literature revealed significant elements of 21st-century schools and
models proven to foster teaching and learning environments that integrate and implement
technology to support student and teacher learning. This purpose of this study was to investigate
the dynamics of one school found to be actively integrating and implementing technology in its
curriculum and instruction to support student learning. This case study will further provide
insight for school leaders and teachers on the dynamics of school site components found to be of
critical importance for fostering the shift in technology-enhanced pedagogy and for supporting
teachers in understanding the value that technology provides for supporting students in building
21st-century skills. Moreover, it is hoped that this case study will provide for a stronger
conceptual understanding and appreciation of the relationships between all school site
components that strengthen the shift to adopting a technology-based 21st-century model for
teaching and learning.

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CHAPTER THREE: METHODOLOGY
Given the paradigm shift in the K–12 school setting over the past several decades,
research suggests that it is highly imperative for schools, leaders, and teachers to understand how
to actively incorporate and implement technology to enhance teaching and learning. Research
also indicates that it is important for schools to begin understanding 21st-century skills as they
relate to curriculum design and instruction for preparing students for college and a highly
competitive knowledge-based workforce. As our nation continues to become more globally
connected, it is essential for schools to embrace the transition to 21st-century schools and to
understand how to redefine instruction for students through the use of various technology tools.
As schools continue to improve instruction and increase the rigor of learning for students to meet
the demands of the Common Core State Standards, many have taken risks with technology to
enhance teaching and learning and have learned more about how to improve upon systematic
processes for incorporating and implementing technology. With these advancements in school
designs with technology for 21st-century learning, it is important to understand the dynamics of
schools finding success with incorporating and implementing technology to support student
learning.
The purpose of this study was to investigate the dynamics of a K–12 school that was
actively integrating and implementing technology in curriculum and instruction and to
understand how the school was supporting teachers in building pedagogical knowledge for
integrating technology into the curriculum. The primary criteria used to determine the qualifying
K–12 school for this particular study were: (a) Urban K–12 school system, (b) active
implementation of technology, (c) a vision/mission that emphasizes technology, (d) significant or
consistent gains in student achievement, (e) diverse makeup of student population according to
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subgroups, (f) public schools including any magnet or charter school, and (g) school size. In
addition, the study investigated school curriculum, technology programs, instructional practices,
and overall school culture related to 21st-century learning framework. This study adhered to a
qualitative case-study design with an emphasis on triangulation for the purposes of increasing the
validity of the findings (Merriam, 2009).
Research Questions
The research questions were specifically designed to guide the investigation of the school
dynamics, lending to the active incorporation and implementation of technology for student
learning. The primary goal was to understand how various school elements were designed to
support student learning through the use of technology and to understand how training,
professional development, teacher beliefs, and technology support fostered the active
implementation of technology. The research questions were designed by a thematic dissertation
group over a three-month period and were developed through analysis of gaps determined
through review of the literature. Each of 10 thematic dissertation members collected highly
relevant empirical studies related to technology and education and, through rich discussion,
determined significant concepts that justified the structure of each research question for
collecting data that validated elements of schools actively incorporating and implementing
technology for teaching and learning. The following four research questions were determined as
relevant and appropriate for the specific purpose of this study:
1. How do educators at Constellations Charter Elementary Academy integrate technology to
support students learning?
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2. To what factors do educators at Constellations Charter Elementary Academy attribute
their knowledge of instructional technology skills and pedagogy to utilize technology as
instructional tool?
3. In what ways are educators at Constellations Charter Elementary Academy provided
support for technology integration and implementation?
4. What are educators’ beliefs about technology integration and implementation at
Constellations Charter Elementary Academy?
The research questions supported the investigation of four key areas determined as necessary to
fostering the active use of technology for instruction: pedagogy, training and professional
development, ongoing support, and teacher beliefs. Through a rigorous and concentrated study,
the researcher was able to develop a conceptual understanding of the dynamics of the four key
areas within Constellations Charter Elementary Academy and how they lend to the growth of a
21st-century school utilizing technology to support teaching and learning.
Research Design
This study used a qualitative case study design. The nature of qualitative research lends
itself appropriately to making sense of phenomena as they relate to the manner in which people
bring meaning to them (Merriam, 2009). According to Creswell (2013), qualitative research is an
inquiry-based process whereby the understanding of social or human experience is constructed
through distinct methodological inquiry techniques. Merriam (2009) noted that qualitative
research is used by researchers to make meaning of how people construct and make sense of
their experiences and the world.
According to Merriam (2009), understanding the complex nature of qualitative research
involves understanding four dynamic characteristics including focusing on meaning and
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understanding, the researcher as the instrument, the inductive process, and rich description.
Qualitative researchers are interested in how people interpret experiences, how they assemble
their environments, and what they regard as contributing to their experience (Merriam, 2009). In
qualitative research, the researcher is the primary instrument for collecting data, which allows for
responsiveness and the ability to explore communication, data, and accuracy of interpretations
(Merriam, 2009). Through the inductive process, the researcher is able to use data to build
concepts, hypotheses, or theories and can report on data that provide rich descriptions of areas of
interest, participants, and the context of the study (Merriam, 2009).
As defined by Merriam (2009), a qualitative case study is the study of a bounded system
in which in-depth analysis and description is developed to understand the contemporary
phenomenon within the real-life context. The defining characteristic of a case study is the
bounded system, or the unit in which the phenomenon under investigation is intrinsically bound,
and a limit to data collection has an actual or theoretical end (Merriam, 2009). A case study is
not limited to any specific form of data collection method or data analysis and is generally
chosen by researchers to gain insight and to uncover significant factors that characterize the
phenomenon (Merriam, 2009). Given that multiple key participants and sources of data were
used to investigate the bounded system, this case study provides a broad perspective with
detailed interpretations and rich descriptions to provide a succinct understanding of the
educational phenomenon under investigation (Cho, 2012).
Given the opportunity to collect data through multiple key participants and sources of
data, consistent triangulation was performed throughout the study to ensure the validity of the
study and to remove researcher biases that may have developed through extended investigation.
According to Merriam (2009), using multiple sources of data and multiple methods of data
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collection increases the credibility and trustworthiness of the findings. The case study design
provided for collection of rich and holistic data related to the phenomenon under investigation
and provided a deeper understanding of the complexities within the educational system selected
for this particular study. As noted by Cho (2012), a case study is a distinct source of grounded
theory that is generated from fieldwork in an inductive manner through the researcher’s
experience within the contextualized setting.
Sample and Population
Through discussions held with the thematic dissertation group, several purposeful
selection criteria were established in an effort to purposefully select a school site and interview
respondents who would provide for robust data on the topic of study. According to Merriam
(2009), purposeful nonprobability sampling is the method most often utilized to discover what
occurs, its implications, and the relationships between the occurrences in effort to understand and
gain insight about a specific sample. The following selection criteria were finalized through
thematic group discussion: (a) K–12 school; (b) active incorporation and implementation of
technology for teaching and learning; (c) school vision, mission, and principal support
emphasizing technology; (d) evidence of significant achievement as compared to similar K–12
schools; (e) some diversity within the student population; and (f) public, private, or charter
school.
The study focused on Constellations Charter Elementary Academy (CCEA) in Southern
California, a school known for its innovative practices with a blended learning technology model
that personalized each student's learning. The school had built a strong reputation for its efforts
to meet the needs of underserved populations, for its personalized approach and motto around
“College for Certain,” and its development of specific mindsets allowed students to persist
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through college. Let it be known that all school and participant names have been replaced with
pseudonyms in effort to protect the identity and integrity of the study, the school, the community,
and the participants.
Specific elements of the school that satisfied the identified selection criteria are
summarized as follows: First, CCEA was a public charter school located in a large urban area in
Southern California. CCEA was an elementary school that served grades kindergarten through
fifth grade and operated under principles around autonomy and flexibility to expand on creative
and innovative school models personalized to meet the needs of all students. CCEA served a
diverse community with high poverty and surrounding schools that were low performing, as
measured in the past by the state Academic Performance Index (API). CCEA had committed to
fulfilling a vision and mission that focused on preparing students for college and emphasized
efforts in developing 21st-century skills in students. CCEA was actively implementing a Blended
Learning Technology Model with a two-to-one Google Chromebook ratio to allow for grouped
rotations, enabling teachers to provide instruction in small groups so as to differentiate and
provide individualized support. Finally, CCEA had a student population of 299 students and was
fairly diverse with 99% Hispanic/Latino, 1% African American, 46% English language learners,
7% students with special needs, 95% socioeconomically disadvantaged, and 1% foster children.
CCEA designed a unique program and curriculum model that allowed ample teacher
flexibility to integrate technology in creative ways. The Blended Learning Technology Model
was a school-wide practice and the core academic model linked to technology that allowed
teachers to deliver individualized content through online computer adaptive software in English
language arts and math. In addition to the model, teachers were given permission to integrate
technology in various ways under the agreement that integration is student centered and supports
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learning. Some of the technology tools and programs being utilized and integrated at CCEA at
the time of this study included iPads, mobile Chromebook carts, promethean boards (projectors),
document projectors, cell phones, flat screen televisions, Google Drive for Google Docs, and
multiple online reading and math programs.
As determined through specific analysis of school records, including CST data, SARC
reports, internal school assessments, and school rankings, CCEA was found to be demonstrating
significant improvement in student achievement compared to schools of similar makeup and
within the Los Angeles region. According to the School Accountability Report Card (SARC),
CCEA had an API score of 838 with a weighted three-year average of 847 for the 2011, 2012,
and the 2013 school years (CDE, 2014). CCEA currently held a state rank of seven and a ranking
of nine compared to similar schools, with 10 being the highest of rankings as determined by state
criteria. According to internal assessment data, CCEA was the highest performing charter school
within the Los Angeles region as compared to 10 other charter schools within the CMO. Internal
data for English language arts indicated that 47% of students were performing at grade level and
58% of students at CCEA were performing at grade level for mathematics. Internal assessments
administered for the current year were given to students on touchscreen computers for the first
time and were explicitly aligned to meet the rigor of the CCSS.
Instrumentation
Under the direction of Dr. Stuart Gothold, Clinical Professor of Education at the USC
Rossier School of Education, the thematic dissertation group began designing the case study
during the 2014 fall semester. The thematic dissertation group work began by (a) identifying the
problem to be studied, (b) identifying highly relevant technology-related literature for the
purposes of defining the problem statement and purpose of study, (c) drafting research questions,
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(d) developing conceptual framework, (e) developing data needs for research design, (f)
designing data collection instruments, (g) developing criteria for schools to be studied, (h)
developing procedures for data collection, and (i) determining procedures for analyzing data and
addressing each research question included in this particular case study.
This case study used multiple forms of data for the purposes of validity, trustworthiness,
and credibility. Merriam (2009) asserted that the process of triangulation through the use of
multiple forms of data sources allows for constant crosschecking of sources and comparison of
data collected at different times or places. The thematic dissertation group divided into groups of
three to four members and selected to either focus explicitly on designing instrument protocols
for surveys, observations, or interviews. In addition, each group selected one of the four research
questions to develop a document review matrix that specifically identified the data needs and the
potential document sources that provided valid sources of data for addressing each specific
question. As supported by Maxwell (2013), the use of multiple methods of data collection allows
the researcher to gain a more secure understanding of the topic under investigation and reduces
the risk that findings reflect reliance on specific methods. Moreover, multiple methods of data
collection allow the researcher to gain and broaden insight into different aspects of the
phenomena under investigation rather than merely strengthening particular conclusions of the
study (Maxwell, 2013). Upon completion of drafts for each data collection instrument, the entire
dissertation group reviewed all data collection instruments as a unit and modified as needed to fit
the specific needs of the study.
Three members of the thematic dissertation group focused specifically on designing the
survey instrument and referred to multiple sources of research literature included in the literature
review. Twenty-one survey questions were strategically aligned to the four research questions
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that guided the case study and were designed with a 4-point Likert-style scale (Appendix A).
Respondents were provided the opportunity to respond to each question indicating practice as
rarely or never, sometimes, most of the time, or almost always. The first question in the survey
was included for the purposes of collecting information from respondents regarding the duration
of their service in education. The next set of survey questions were designed around research
question number one in effort to gain insight into how teachers were utilizing technology in the
classroom to support student learning. Following were survey questions designed around
research question number two, which aimed to gain insight into how often teachers were actively
applying their technological skills into pedagogy and instruction. To collect information
regarding the amount of training and support provided to teachers for continued use of
technology, five survey questions were designed around research question number three. Finally,
survey questions tied to respondent perspectives, and value for technology to support student
learning were designed around research question number four regarding teacher beliefs about
technology. The final subset of the Likert scale headings for the teacher belief survey questions
were modified to measure the level of agreement and ranged from strongly disagree, disagree,
agree, to strongly agree. The survey was designed to allow for quantification of data in order to
understand teacher perspectives as they related to observation data, interview data, and document
analysis.
An additional three members of the dissertation group focused on designing the interview
protocol (Appendix B). The interview protocol was divided into four sections aligned to the four
research questions and was intended to elicit responses that provided data about specific events
or practices related to the use of technology within the school. Maxwell (2013) indicated that for
interviewing to be purposeful and valuable, questions must be designed to draw data that reflect
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particular and concrete sequenced events. Interviews, as Patton has asserted (2002), should also
capture an individual’s perspective and should draw the intricacies of their experiences and
perceptions. The subsets of interview questions aligned to the research questions were designed
as open-ended questions and were explicitly created to facilitate the interview process in a
manner that targeted specific practices within each area of focus. The sequence of interview
questions moved from a broader scope of individual practice or perspective to a more specific
level of practice or perspective regarding use of technology within the school. As put forth by
Merriam (2009), interviews are essential for collecting data that cannot be observed and provide
the researcher the opportunity to collect information on past events that are impossible to
reproduce.
The observation protocol was designed by the remaining four dissertation group members
and was developed to capture the dynamic events and practices taking place within the classroom
as they relate to the use of technology for teaching and learning (Appendix C). Merriam (2009)
noted that observations provide the researcher a first-hand account of the phenomenon of interest
and allow for the observation of naturally occurring events in their natural setting. The
observation protocol was divided into 10 sections that were strategically designed to allow the
researcher to collect data on several interacting elements within the classroom: Samples of
Effective Practice, Check for Understanding Strategies, Technology Tools, Classroom
Environment, Level of Student Engagement, Student Grouping, Student Activity, Curriculum
Resources, Rigor Level of Instruction, and Student Demographics. Within each of the 10
sections, specific practices were listed to provide the researcher a lens for capturing classroom
practices that incorporated the use of technology for teaching and for learning. For each item
within each section, two boxes were included for the researcher to record data as events took
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place. In each box, the researcher indicated whether the practice was observed and/or if the
practice incorporated the use of technology. By recording a 1, 2, 3, or 4, the researcher indicated
the level of enhancement or transformation through the use of technology as it related to the
SAMR model. Observation protocol allowed for the observance of naturally occurring events in
the classroom environment.
The thematic dissertation group was then divided into four different groups, and each
member was assigned one of the four research questions to begin developing a document
analysis matrix (Appendix D) that was then used by the researcher to guide focus of resources.
According to Patton (2002), document analysis provides the researcher a method for gathering
information that cannot be observed or gathered through interviews, including records, charts,
data, regulations, rules, and work. The document analysis matrix was divided into four sections
specifically aligned to the research questions.
Data Collection
For data collection, Creswell’s (2003) six phases of data collection were used. As shown
in the table below, the phases of data collection include sampling, permissions, data sources,
recording the data, and administering the data collection. See Table 3 below.

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Table 3
Phases in the Data Collection Process for Qualitative Research
Phases in the Process of Research Qualitative Data Collection
Sampling Purposeful sampling strategies
Small number of participants and sites
Permissions From individuals providing access to sites
Institutional review boards
Individuals
Data Sources Open-ended interviews
Open-ended observations
Documents
Audiovisual materials
Recording the data Interview protocols
Observation protocols
Administering data collection Attending to field issues
Attending to ethical issues

The researcher gained permission from the specific school site to conduct this particular case
study by directly contacting the Chief Academic Officer (CAO) of the CMO. According to
Creswell (2013), researchers are required and expected to acquire permission to collect data and
conduct research with individuals or at specific sites. Following a brief phone conference with
the CAO and securing immediate permission to study an exemplary school, the researcher
contacted the senior manager of Blended Learning, the regional superintendent, and the
administrator with specific details regarding the study and was granted permission to conduct the
study at the qualified school site. Upon completion and certification of basic course modules for
conducting exempt research, the Institutional Review Board (IRB) study application was
submitted through the University of Southern California (USC) and the study launched upon
approval.
Researchers put forth that purposeful sampling be conducted as means a for selecting a
specific sample in which the researcher is provided the opportunity to discover, understand, and
learn the most from (Creswell, 2013; Merriam, 2009). Participants were identified by means of
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in-depth discussions with the CCEA principal and analysis of instructional performance and
student achievement as concluded by the principal. The CCEA principal explained that three
specific teachers were identified as high-performing teachers who were continuously integrating
technology in remarkable and creative ways that had proven to enhance teaching and learning.
Each teacher participating in the study had proven increased achievement through pedagogy and
integration of technology. Upon analysis of teacher instructional practices and internal
achievement data, it was determined that each of the three teachers were successful at
individualizing instruction to meet the needs of students with diverse backgrounds and were
efficient in understanding how to differentiate for a spectrum of learners. The three teachers were
selected for interviews and observations.
The first step in collecting data for the study began with administration of the survey.
Surveys were delivered to the principal after discussing a deadline for surveys to be completed
and returned to the researcher. The survey included 21 questions that were Likert-scale designed
and would not prove to be time consuming or overwhelming. For each research question guiding
the study, subsets of questions were added to provide opportunities to collect consistent data for
areas as they related to teacher integration of technology, knowledge of technology, support for
technology, and beliefs around technology. In addition, one question regarding teaching
experience was included at the beginning of the survey to provide context for individual teacher
characteristics as they related to the use of technology for teaching and learning.
Following administration of the survey, data were then collected through interviews and
observations according to convenience of schedules for all teacher participants. According to
Merriam (2009), interviews are primary sources of data and processes in which the researcher
and the participant engage in a process driven by conversation that is focused on deliberately
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designed research questions. Bogdan and Biklen (2007) added that interviews are the dominant
strategy for qualitative data collection and are used by researchers to develop insights into
participants’ understanding of some element of the world. Interviews allow the researcher to
intermingle with a participant’s perspective (Patton, 2002). More important, as noted by Bogdan
and Biklen, interviews provide the researcher substantial flexibility in pursuing topics and
shaping the direction of content. Interviews were conducted over a four-day period. While some
interviews were conducted following classroom observations, all teachers were interviewed in
their respective work environments. Three teachers were interviewed in their classrooms before
school or during their planning periods in which their students were participating in science or
physical education outside of the classroom with another credentialed teacher. One interview
was conducted in the teachers’ lounge, and the final interview was conducted via a telephone
conference due to scheduling conflicts and convenience for the teacher. Teacher classrooms or
personal workspaces provided privacy for focus and established a setting that influenced teachers
to disclose their personal opinions, perspectives, beliefs, and attitudes related to instruction and
practice with technology at CCEA. Each interview lasted 30 to 45 minutes and was recorded
with an application previously downloaded on the researcher’s iPad. The Researcher consulted
the interview protocol as a guide for the interview and used prompting throughout to further
solicit responses from participants when additional data were needed to clearly address the
concept as outlined in the interview question. The researcher provided each participant a gift
card as a token of appreciation for participating.
Further elements of data were then collected through field observations. According to
Merriam (2009), observations are also considered a primary source of data and represent a first-
hand encounter of the topic being studied. The researcher gained permission from teachers to
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maintain a complete observer role to allow for investigation of authentic classroom practices as
they took place within instruction. Researchers add that observations allowed them to determine
the appropriate role within the context of the observation in that they may decide to be a
complete participant, an observer as a participant, a participant as an observer, or a complete
observer (Creswell, 2013; Merriam, 2009). Moreover, the advantages of these roles provide the
researcher opportunities to experience the environment with the participant, record events as they
occur, observe unusual aspects of the experience, and explore topics that participants are not
fully comfortable discussing. Observation settings included each teacher’s classroom in his or
her respective grade levels. Mr. Frankie was observed in his second-grade class during a math
lesson that involved integration of the promethean board, iPads, Kahoot, and Blended Learning
rotations for math. Mr. Saul was observed in his classroom for the second observation and
presented a writing lesson that provided students the opportunity to conduct research online to
write nonfiction research reports on animals. The third and final participant, Mr. Paco, was
observed in his fifth-grade classroom. Mr. Paco presented a math lesson on rounding decimals
and integrated multiple technology tools and programs for this particular lesson including the
promethean board, iPads, cell phones, the flat screen television, Kahoot online survey program,
Class Dojo online classroom management point system, and Blended Learning rotations for math
instruction. Each teacher integrated technology in very different manners with a focus on
supporting student learning in differentiated ways.
The document review process was concurrently conducted throughout data collection
process. Accessible documents included the school accountability report card (SARC), the
school action plan, the Go Blended technology handbook (Arney, 2014), charter school review
binders, internal assessment data for student performance, the Local Control Accountability Plan
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(LCAP), the 2016 Golden Ribbon Application narrative, technology software handbooks, the
school website, software and program websites. The researcher collected documents in an
ongoing fashion to further triangulate data with interviews and observations. Upon receiving
access to multiple school site documents, the researcher analyzed each on multiple occasions to
align content to the conceptual frameworks and concepts related to the research questions. In
addition, comparative analysis of documents to interviews and observations was conducted to
understand the alignment of practices and the structure of the school systems and programs that
enhanced the dynamics of the actual practices within the school-wide program.
Given the opportunity to collect data through multiple methods, the interviews,
observations, and document review process allowed for robust triangulation. As previously
indicated, triangulation of data is a process that allows for cross-examination of data to confirm
accuracy and consistency of findings (Creswell, 2003; Patton, 2002). Using the qualitative data
analysis and research software, Atlas.ti, the researcher reviewed, coded, cross-referenced, and
compared survey data, document analysis data, interview data, and observation data to develop
codes and concepts that allowed for consistent organization of data as it related to the research
questions and concepts drawn through the literature review.
Data Analysis
The foundation of qualitative data analysis and reporting is thick, rich

description (Creswell, 2003). Creswell’s six steps for data analysis were referred to and involved
multiple levels of analysis. In step one, the researcher organized and prepared the data for
analysis. Interviews were submitted to Rev.com, an online transcription service, and were saved
electronically to refer to throughout analysis. Observation notes were organized and numbered
using Microsoft Word for in-depth study and analysis of interview and survey data. Survey data
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were also organized and quantified to prepare for cross-analysis of all data. In step two, the
researcher began reading through all data to begin gaining a general sense of how the data were
linked to the research questions and to develop preliminary codes that would lend to concept and
theme development. This stage allowed the researcher to gain perspective on participant
opinions, perspectives, values, beliefs, and attitudes as well as the tone of ideas and the depth of
credibility (Creswell, 2003). Throughout this stage, the researcher manually marked each
document to record ideas, thoughts, and questions about possible concepts tied to the research
questions (Creswell, 2003). In stage three, the researcher used notes recorded in stage two to
guide the coding and concept development process. According Creswell, the coding process
involves gathering and organizing data into segments before assigning meaning to the
information. Transcriptions were meticulously read and the underlying meaning of various
elements were conceptualized (Creswell, 2003). Topics were then listed and clustered together to
begin identifying unique topics that were relevant and aligned to the topic of study (Creswell,
2003). Following, topics were analyzed and compared so as to begin to create distinct codes that
were used to identify segments of the data. In step four, the researcher used the codes and the
coding process to cluster data and to begin adding descriptions that aligned to each research
question. According to Creswell, description involves the accurate and detailed explanation of
the people, setting, and the events. Coding was then used to generate themes and concepts that
were appropriately aligned to the research questions and the concepts driving the study. In step
five, the researcher advanced the themes and the concepts to further a thick and rich detailed
narrative that conveyed the findings of the study (Creswell, 2003). The final step involved
making an accurate interpretation of the data as it related to the research questions and the
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purpose of the study. Through this detailed sequence of data analysis, the researcher findings and
conclusions drawn provided for validity and precision of reportings.

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CHAPTER FOUR: RESULTS
The 21st century has brought about significant shifts in the field of education and poses
great challenges for policy makers, schools, leaders, teachers, and students. It is becoming more
critical than ever for schools to understand new educational factors that have been introduced to
the design of school models in order to build connected systems that are effective and
sustainable. Schools across the nation are experiencing challenges with modifying and
strengthening systems that address elements such as the ongoing emergence of advanced
technologies, 21
st
century skills, Common Core State Standards, Gen I student needs, teacher
capacity for integrating technology into the curriculum, and preparing students for a highly
competitive and demanding workforce. Given the rapid pace of advanced technology that
continues to be introduced to the school environment, school leaders and teachers have an
increased responsibility for designing school models and learning environments that address 21
st

century skill development in all students and for understanding how to integrate technology in
dynamic ways that enhance teaching and learning. While many schools are proving to have some
elements of 21
st
century school models that lend to enhancing teaching and learning, it is
important for educators to understand whole school system dynamics and the importance of
building interconnectedness within systems to strengthen technology based school models that
are effective. Thus, the purpose of this study was to investigate a K-12 school that is actively
integrating and implementing technology to enhance teaching and learning and gain insight into
the dynamics within the organization that lend to building upon the key characteristics of a 21
st

century school.
The first three chapters of this study focused on the problem as identified through current
empirical research studies, the significance of the study as it relates to strengthening current
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school models, a review of literature related to the problem, and the methodology design that
was developed and utilized at the selected school site. This chapter will look closely at the data
collected at Constellations Charter Elementary Academy and will elaborate on actual findings.
The final chapter of this case study will provide a critical analysis of the findings as they relate to
each research question and will present a rich discussion around concepts and themes that will
lend to the field of education and the design of 21st-century school models.
Research Questions
The following research questions were designed and constructed by a thematic
dissertation group at the University of Southern California. Through robust collaboration and
rich discussion related to the research literature included in this study, the group developed
questions that were aligned to four specific concepts that consistently emerged throughout the
literature: supporting student learning, technology supported pedagogy, training and ongoing
support for the use of educational technology, and teacher beliefs about technology integration.
1. How do educators at Constellations Charter Elementary Academy integrate technology to
support students learning?
2. To what factors do educators at Constellations Charter Elementary Academy attribute
their knowledge of instructional technology skills and pedagogy to utilize technology as
instructional tool?
3. In what ways are educators at Constellations Charter Elementary Academy provided
support for technology integration and implementation?
4. What are educators’ beliefs about technology integration and implementation at
Constellations Charter Elementary Academy?

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Methodology
Data collection took place at Constellations Charter Elementary Academy (CCEA) over a
period of four months which included frequent email exchanges with the principal of CCEA,
seven school site visits with teachers for interviews and observations, multiple email exchanges
with all teachers, and one phone interview. The researcher was the primary instrument of data
collection and utilized all indicated data collection instruments with fidelity. The data collection
was primarily qualitative and included some quantitative that informed parts of the data
collection process for interviews and observations. The document analysis stage of the data
collection process included various documents such as the school action plan, the Local Control
Accountability Plan (LCAP), the charter renewal proposal, the school accountability report card
(SARC), technology software descriptions, and the organization website. In addition, teacher
surveys were administered, interviews were conducted, and observations were scheduled
accordingly. The researcher collected data in manners that were most convenient for the team at
CCEA and were organized and analyzed as aligned to Creswell’s (2013) six steps for data
analysis. Upon completion of data collection in its entirety, the researcher organized and
prepared the data for analysis using an online transcription service for all interviews and a
qualitative data analysis software program for interviews and observations. The researcher
conducted an in depth process of coding through the qualitative data analysis software to assist in
triangulation to ensure consistency and interconnectedness between all forms of data. Concepts
and themes were identified and explicitly supported by data to emphasize validity, reliability,
and removal of all researcher bias.

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Background of Constellations Charter Elementary Academy
Constellations Charter Elementary Academy (CCEA) is an urban Kindergarten through
fifth grade public charter school of choice located in South Los Angeles. CCEA is a public non-
profit charter school and is part of large Charter Management Organization (CMO) network.
CCEA is a high performing charter school that focuses on preparing underserved urban student
populations for college experiences. It is located in a small community within a warehouse
district with a population of approximately 61,348 that is comprised of 96% Hispanic, 3%
Caucasian, and less than 1% African American and other races. The small city is home to a close
knit community of a diverse population where commercial businesses, sale businesses, multi-unit
housing units, and single unit residences surround many schools. The median income for many
of the families that live in this particular area is $29, 844 with 25.2% of the population classified
as being below poverty line.
CCEA opened its doors in 2009 and is one of eleven charters in the Los Angeles region
with an explicit vision to prepare all students to earn a college degree and a mission that
embodies the principles that charter schools continue to expand upon; strengthening charter
schools through innovation and creativity. The facility for CCEA was converted from a
warehouse to an elementary school that now houses two individual schools within. The mission
for the CMO that CCEA operates under is to open and maintain small, high performing schools
that meet the needs of low-income communities. CCEA functions under six core values that
permeate all systems, structures, practices, and models. These core principles have been
established around concepts of customer service, collaboration, quality, equity, ownership, and
purposefulness. CCEA is the highest achieving charter school within the CMO for the Los
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Angeles region and has been featured in a recent textbook publication that focuses on its Blended
Learning technology model.
CCEA was home to twelve highly qualified credentialed teachers that taught in self-
contained classrooms to a population of 299 incredibly diverse students with a spectrum of
needs. Kindergarten had 44 students enrolled, first grade also had 44 students enrolled, second
grade had 45 enrolled, third grade had 48 students enrolled, fourth grade had 60 students
enrolled, and fifth grade had 58 students enrolled. In addition, the school was operated by one
principal, one dean of instruction, one resource specialist, one office manager, one office
assistant, two educational assistants, and a Blended Learning technology assistant (BLTA).
CCEA took pride in its educational model that focused on providing rigorous learning
environments with an exceptionally safe and caring culture and climate. The school leader and
all teachers strove to support students in developing the skills and traits needed to succeed inside
and outside of the classroom and to become leaders in their communities by attending college.
CCEA continues to collaborate and refine the curriculum program to align to the rigor of the
Common Core State Standards and provide students personalized learning experiences that
prepare them for the 21st-century world.
CCEA was established as a school of choice that was to serve many resident families and
non-resident families that chose to send their children to the charter school. Ninety-nine percent
of students at CCEA were classified as Latino/Hispanic and reflected a diverse student body
population in that all are students qualified for free and reduced lunch classification, 95.2% are
socio-economically disadvantaged, 46% of students were classified as English language learners,
and 7% were classified as students with disabilities. When CCEA opened the school in 2009,
baseline assessment data indicated that only 16% of all students were on grade level in reading.
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At the end of the 2014 -2015 school year, CCEA had reported that 84% of all students were at or
above reading at grade level.
CCEA continuously improved student achievement through the strengthening of the
curriculum program, the focus on preparing students for college, the meticulously designed
internal assessments aligned to the CCSS, efforts to develop 21
st
century skills in all students,
and the recent integration of various technology tools. CCEA also continued to strengthen the
curriculum program to meet the needs of all students by implementing programs and
instructional models with Core Knowledge themed literacy units, Stepping Stones online math
curriculum, Growing Educators writing model, and the Lucy Calkins Writer’s Workshop model.
In addition, CCEA was closing up its third year of implementing the Blended Learning
Technology model in which students were provided opportunities to receive small group
intensive instruction with the teacher and opportunities to independently strengthen their reading
and math skills through computer adaptive software programs such as iReady and Dreambox.
Given the level of flexibility and autonomy that CCEA had as a charter school, the principal and
all teachers collaborated consistently to incorporate a multitude of technology tools in purposeful
ways that were aligned to student needs and supported learning in dynamic ways.
Gaining Entry
In effort to gain permission to study one of the 11 charters schools within the expanding
Charter Management Organization (CMO) that CCEA is under, the researcher, also a principal
for one of the 11 school sites in Los Angeles, directly contacted the Chief Academic Office
(CAO) and presented the study and the topic of interest. The CAO immediately approved the
request and directed the researcher to the Senior Manager of the Blended Learning Technology
model and the superintendent for the Los Angeles region. Upon approval, the researcher directly
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contacted both the Los Angeles superintendent and the technology manager via email and
requested recommendations of schools in the region that were performing well with dynamic
technology practices. The superintendent approved the study and recommended that the
researcher contact the principal at CCEA to request permission to work with administration and
all teachers at the school site without the study interfering with work responsibilities. The
technology manager recommended CCEA and acknowledged its consistent student growth and
their participation in a small case study for the former technology manager that completed a
book project on their Blended Learning technology model. Upon approval by the principal at
CCEA in late November 2015 to study her school, the researcher visited the school site to drop
off surveys that were administered with the entire teaching team. Following, the researcher
briefly met with the principal to identify specific teachers that would make for strong participants
of the study. The principal recommended the Blended Learning technology assistant, one first
grade teacher, one second grade teacher, and one fifth grade teacher. Surveys were administered
in the second week of November 2015 and data collection for document analysis began via email
exchanges. As the researcher built knowledge around the dynamics of the school’s practices with
technology integration and implementation throughout the study, the researcher requested
relevant documents from the principal that would further build a stronger sense of the school in
its entirety.
School Visits
Beginning in November 2015, the researcher contacted the three recommended teachers
and the school wide technology assistant to coordinate schedules for observations and
interviews. The researcher encountered multiple challenges with scheduling interviews and
observations due to the fall academic calendar for all teachers and testing schedules for students.
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While the researcher was able to begin some data collection in December, the remaining data
collection process was completed in January and February which put the entire project behind in
regards to the proposed completion timeline. After contacting all potential teacher participants
through email exchanges and receiving individual permission, the researcher was able to meet
with the first teacher on December 3, 2015 and scheduled remaining interviews and observations
for January and February of 2016. The following table (Table 4) provides a brief description of
each teacher that participated in the case study as recommended by the principal. Let it be known
that pseudonyms for each teacher have been randomly assigned to protect and maintain
confidentiality and privacy for the school and the participants.
Table 4
Teacher Participants and Descriptions of Instructional Strengths

Teacher

Years at CCEA
Three Strengths in Technology Supported
Instruction and Pedagogy

Mr. Frankie

2009 - 2016
 Uses technology to differentiate.
 High student motivation and self-efficacy
around blended learning.
 Strategic implementation/purposeful use of
tech media in relation to the types of learners
utilizing tech media.

Mr. Saul

2009 - 2016
 Scaffolds the roll-out of new apps so
students quickly learn the basics of a new
tool, and are later able to explore deeper on
their own.
 Technology in his classroom was established
as a culture for using tech as a tool, not as a
toy so students understand the expectations
and some parents have commented on how
their kids’ views have changed at home too
towards technology.
 He is constantly trying to integrate
technology in every aspect of the day. He
isn’t afraid of it not working out and is
always will to take risks.

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Mr. Shawn

2009 – 2016
 Teaching teachers about new technology
pieces.
 Using data drawn from technology to support
teachers with data driven decision making.
 Supporting teachers with designing student
activities that incorporate lots of technology.

Mr. Paco

2009 – 2016
 Integrating multiple technology tools to
maximize student engagement and
motivation.
 Bringing my own knowledge of technology
and my technology devices into the
classroom so that students relate to it.
 Using technology devices in all content areas
to provide students choice with their tasks.

Mrs. Meriam

2009 - 2016
 Using chrome books in writing workshop.
 Helping students to self-monitor and goal
set.
 Helping students to work in groups in ways
that support each other.

As mentioned, a large warehouse was converted into a schooling facility and is now
home to CCEA and a neighboring charter school from within the same CMO. It was evident that
everything from the public street, the parking lot, the front entrance, and the facility was
maintained and presentable to all visitors at all times. The main entrance to the office was
aesthetically inviting to the eyes with a large purple and gold banner tied across the front
windows, glass windows beaming with spotless reflections, and greenery that matched
cleanliness of the school. The overall feel of the school was incredibly safe and warm as each
visitor was greeted by the office secretary with a smile and an inviting welcome. The hallway to
the classrooms spanned down a unique display of colors that reflected each classroom’s college
of choice as reflected in the “College for Certain” motto that the school embodies. Bulletin
boards covered the walls with collages of teacher bios, student writing samples, testing
accomplishments, and individual classroom goals. The stroll down the hallway to each classroom
evoked a sense of calmness and focus as experienced by glancing into each room where all
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classroom doors were propped open. Students in grades kindergarten through fifth moved
through their rooms with grace underscored by a sense of urgency for learning while teachers
effortlessly balanced busy activities and tasks with nurturing demeanors. Each classroom visited
for the study had similar environments and layouts (Figure D) which included a combination of
student seating and tables or desks, promethean projection boards, document projectors, small
group reading tables, computer stations for several Google Chromebook touch screen laptops,
print rich environments, and a plethora of student anchor charts and academic resources. Each
interview and classroom observation took place in the respective classroom or workspace of each
study participant and the sequencing of each were scheduled according to the convenience of
each teachers’ schedule and availability.

Figure D. General Map Layout of Classrooms at CCEA.
According to survey data collected for the case study, 58% of teachers at CCEA have
been teaching for less than five years and 42% have been teaching for more than six years. The
First teacher interviewed, Mr. Frankie, was a second grade teacher that had been teaching at
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CCEA for seven years and had committed to developing in his capacity for implementing all
elements to the curriculum program with fidelity. Mr. Frankie spoke highly of his school and the
common practices that all teachers had aligned through consistent collaboration and focus. The
researcher was invited to his classroom to conduct the interview during his planning period in
which students were picked up by another teacher for physical education. The interview with Mr.
Frankie on December 3, 2015 began at 9:11am and lasted thirty seven minutes. All four research
questions were presented to Mr. Frankie at the beginning of the interview and permission was
granted to record using an iPad application. The researcher and Frankie sat at the front of his
classroom near the promethean board. Questions were posed and prompting questions were
integrated as needed to solicit rich data that would lend to building conceptual understanding
around each research question. Unfortunately, due to time constraints and the schedule for Mr.
Frankie’s class, the researcher was unable to complete the interview on this particular day. The
remaining seven research questions were emailed to Mr. Frankie and responses were returned to
the researcher upon completion. The participant was then provided a gift card as a token of
appreciation for participating in the study.
Due to all schools closing for winter break, the researcher was forced to put all data
collection practices on hold for several weeks. Almost seven weeks later, the researcher was able
to schedule the first classroom observation with Mr. Frankie. On January 20, 2016 at 10:55am,
the researcher visited Mr. Frankie for a Stepping Stones math lesson in which he used the math
curriculum with integration of iPad activities for the purposes of student learning. The
observation lasted 44 minutes and provided the researcher an opportunity to collect data around
multiple uses of technology including a brief visit by Mr. Shawn, the Blended Learning
technology assistant (BLTA). The researcher visited strictly as an observer and collected rich
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data around classroom activity as it related to the integration of technology tools such as the
promethean board, five iPads, and Chromebooks for Blended Learning.
The second observation took place in Mr. Saul’s first grade classroom on January 29,
2016 at 10:00am. Mr. Saul was a first grade teacher that had also been teaching at CCEA for
seven years and had also committed to developing in his capacity for implementing all elements
to the curriculum program with fidelity. The researcher scheduled an observation of a writing
lesson in Mr. Saul’s class and was provided the opportunity to collect data around a writing
project that was assigned to students and integrated technology in many different ways. The
observation lasted 45 minutes and highlighted student use of technology in ways that supported
research report writing. The lesson also demonstrated a unique method of group rotations that
Mr. Saul had implemented within his instruction that allowed all students access to the internet
for research purposes. Technology tools integrated into the lesson included a document projector,
an iPad, and fifteen Chromebooks with Wi-Fi internet access.
The interview with Mr. Saul was conducted on January 29, 2016 at 7:50am and lasted 44
minutes. All four research questions were presented to Mr. Saul at the beginning of the interview
and permission was granted to record using an iPad application. The researcher and Mr. Saul sat
in his classroom at his small kidney table where he conducted small group reading circles and
was held before school hours. All questions were presented to Mr. Saul and upon completion of
interview, Mr. Saul was presented with a gift card for his time committed to participating in the
project.
The third interview was conducted with Mr. Shawn who has been appointed the Blended
Learning technology assistant (BLTA) and worked directly with all K-5 teachers to support
instruction through the use of all technology tools. Mr. Shawn had been working with the
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teaching team at CCEA for three years and had committed to developing in his capacity for
understanding technology as it relates to the Blended Learning model, student achievement, and
teacher support with technology integration. The interview with Mr. Shawn lasted 45 minutes
and highlighted CCEA’s efforts to integrate technology in innovative ways. Since Mr. Shawn
rotates through each classroom throughout the day and does not have a classroom of his own, the
interview was held in the teacher lounge of the school. Mr. Shawn spoke directly about his role
and his high involvement with all teachers and explained that this arrangement lends to his
continued development with technology and its impact on student learning at the school. While
his role was very different from that of the teachers involved in the study, Mr. Shawn had very
similar experiences around integration of technology to support student learning and a similar
perspective on the dynamic interconnectedness of elements that make CCEA a strong school. An
observation was not formally scheduled with Mr. Shawn due to his role as the BLTA outside of
the classroom, however, Mr. Shawn was observed on multiple occasions facilitating, supporting,
and interacting with teachers and students during observations that were scheduled with the other
study participants.
The third classroom observation was scheduled with Mr. Paco on February 11, 2016 at
8:30am and lasted for 31 minutes. Directly following the classroom observation Mr. Paco was
interviewed for 35 minutes. Mr. Paco is a fifth grade teacher that had also been teaching at
CCEA for seven years and is known by most of his colleagues as one that does lots with
technology and strives to integrate technology in ways that transform his learning environment in
the classroom. For the observation, the researcher was provided the opportunity to collect data
around a math lesson that incorporated numerous technology tools and programs such as the
Promethean Board, the Stepping Stones math curriculum, the Chromebooks for Blended
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Learning, iPads with various applications, cell phones for the online survey program Kahoot, a
flat screen TV monitor, and his personal cell phone for issuing student and group points through
the Class Dojo online software and phone application. The interview that immediately followed
took place in his classroom and questions were posed with prompting questions that were used to
solicit rich data around each research question. Mr. Paco spoke with such enthusiasm and pride
in his work around integrating technology into his own instruction to transform the learning
process for all students.
As a result of not properly recording the first interview with Mr. Frankie, the researcher
approached a fifth teacher at CCEA and requested an interview that would replace the lost
interview data. Though the first interview was not recorded, the researcher utilized some
valuable data through manual recording of responses. The fifth interview was held with Mrs.
Merriam via telephone conference on February 16, 2016 at 10:39am and lasted 22 minutes. Mrs.
Merriam is also a fifth grade teacher and had been teaching at CCEA for seven years. Mrs.
Merriam spoke highly of her class and the principles that the school leader had built the school
upon. All four research questions were presented to Mrs. Merriam at the beginning of the
interview and permission was granted to record using an iPad application through the phone
interview. Questions were posed and prompting questions were integrated as needed to solicit
rich data that would lend to building conceptual understanding around each research question.
The duration of this interview was significantly shorter as compared to other interviews and
proved to draw data that was similar to the three previous interviews collected.
Following completion of all interviews and observations, the researcher uploaded all
audio files to Rev.com, an online service provider that provides transcription support for audio
and video, captioning for videos, subtitles for videos, and translation for videos to and from
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English (Rev.com, 2016). The online platform is outsourced to selected freelancers that complete
project requests with technology that is of high quality and speed. The turnaround time for each
transcription project for this case study was 24-48 hours and each transcription was returned with
options for pdf files or Microsoft word files.
Upon receipt of completed transcriptions, the researcher uploaded all interview
transcription pieces and observation data to a qualitative analysis software tool. Atlas-ti is a
qualitative and research analysis software program that allows a researcher to manage all
documents through a multimedia high-performance engine (Atlasti.com, 2016). Through Atlas-
ti, the researcher was able analyze and code individual and multiple documents at once with
detailed segments and precise quotations (Atlasti.com, 2016). The researcher spent four days
analyzing and coding transcriptions and observation data to develop a strong sense of common
concepts and themes that would provide for valid evidence as it relates to all four research
questions. Using knowledge of concepts found within the literature for the study, the researcher
developed 26 preliminary codes that appeared within the data that would provide for
development of common themes. Some recurring codes proved to have significant relevance to
each research question, however, a dynamic interconnectedness between and amongst all
concepts around integration, knowledge, support, and beliefs was ultimately found. Preliminary
codes that guided the researcher to inductively building the common themes aligned to each
research questions included 21
st
century skills, access, benefits for students, challenges with
technology, collaboration, constructivism, TPACK content knowledge, TPACK technological
knowledge, TPACK pedagogical knowledge, differentiation, student engagement, leadership,
student motivation, parent involvement, professional development or training,
software/hardware, SAMR substitution or augmentation, SAMR modification or redefinition,
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student centered, student choice, teacher flexibility, computer based instruction, and learning
connections. Upon further analysis of codes and alignment to research questions, the researcher
found common relationships and was able to collapse codes with concepts and ultimately into
themes. The following sections provide findings as they relate to each of the four questions
around integration, knowledge, support, and beliefs.
Findings by Research Questions
Research Question One
How do educators at constellations charter elementary academy integrate
technology to support student learning? In effort to determine the dynamics of CCEA’s
approach to integrating technology into the curriculum, the researcher first administered the
school wide technology survey. Concurrently, the researcher began document collection by
reaching out to the teachers and the principal via multiple email exchanges. While CCEA does
not outline a specific plan of action around technology integration, their core values within the
mission statement indicated that there is a focus on building 21
st
century skills in all students. As
indicated in the survey results (Table 5), 83% of all teachers at CCEA either integrated
technology into their instruction most of the time or almost always to support student learning.
This was evident throughout all interviews and observations in that teachers integrated different
technology tools in different ways within different content areas. Interestingly, survey data also
indicated that many teachers felt that technology integration rarely or sometimes encourages
creativity and innovation, stimulates critical thinking, embeds student use inside and outside of
the classroom, or encourages student collaboration. Fifty percent of teachers indicated that
professional development or training improved their use of technology while 59% of teachers
indicated that technology is integrated into the curriculum for the purposes of differentiation.
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Table 5
Survey Results for Integration of Technology for Teaching and Learning

Student Learning

Rarely or Never

Sometimes
Most of the
Time
Almost
Always
My instruction involves use
of technology

0%

17%

33%

50%
My lessons encourage
creativity and innovation
through student use of
technology.

8%

58%

17%

17%

My lessons embed activities
or tasks that stimulate critical
thinking and problem-solving
through student use of
technology

17%

42%

42%

0%
My lessons embed student
use of technology in the
classroom.

8%

75%

17%

0%
My lessons embed student
use of technology outside of
the classroom.

42%

50%

8%

0%
Students are encouraged to
work collaboratively with
other students while using
technology.

17%

67%

17%

0%

Professional development
(PD) sessions have improved
my use of technology in the
classroom.

17%

33%

33%

17%
I use technology to
differentiate instruction.

8%

33%

42%

17%

As evidenced through multiple interviews and classroom observations along with
analysis of the Blended Learning webpage on the CCEA website, CCEA practiced school wide
integration of technology through their Blended Learning technology model using Google
Chromebooks. Blended Learning is an education program that integrates technology and
adaptive software for language arts and math content that takes place online and provides
students individualized learning opportunities to build skills in both areas at their own time and
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pace. For each class during reading or math instruction, the teacher transitioned half of his or her
students over to the touch screen Chromebooks to begin work in iReady or ST Math. iReady
software and content presented through the Blended Learning model focused on building skills
in English Language Arts and the ST Math software and content focused on building skills and
conceptual understanding on math standards that are directly tied to the teacher instruction taking
place in the classroom. Students logged into their own accounts and began working on their
assignments according to their specific progress. Teachers in grades first, second, and fifth
indicated that the content presented to students through the Blended Learning computer adaptive
software presents benefits for students such as opportunities to reinforce and practice knowledge
built around reading and math lessons, flexibility to align levels or lessons to student’s specific
needs, allow students to print self-reports that show their individual level of growth which
supports their self-esteem, and modified lessons that mirror games to motivate students for
completing make-up work. As noted on the Blended Learning website for CCEA, the technology
model allowed students to develop 21
st
century skills by creating opportunities for teachers and
students to use technology in purposeful and targeted ways.
Student choice increases motivation and engagement. Analysis and triangulation of
interview and observation data around integration of technology provided a substantial picture of
the various ways that teachers at CCEA were using technology in the classroom. As analyzed
and coded through Atlas-ti, there was a significant count of quotations within the data that
supported specific elements aligned to research question one. Significant concepts that emerged
within the data that substantiate integration of technology at CCEA as indicated in the frequency
of quotations included student choice for engagement and motivation, benefits for students, and
software/hardware selection. Throughout many of the interviews and the observations conducted,
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it was evident that teachers prioritized student engagement and motivation along with offering
choice to students in as many ways possible. Teachers spoke to using various technology tools
such as the touch screen Chromebooks and iPads as incentives for motivating students to
complete work in the classroom and outside of the classroom. Teachers explained that they put
forth effort in connecting student knowledge about technology use outside of school with use in
the classroom. Teachers were aware that many students had cell phones and tablets at home that
they were very knowledgeable with and were finding ways to integrate the tools into instruction
so that students were given options for completing their work with tools that are familiar and
available.
For many teachers at CCEA, student choice played a significant role in technology
integration in the classroom because it lent to motivating students and engaging them in
numerous ways. Mr. Saul explained that “it [technology] allows student independence, it allows
them to be in control of their own curriculum for the most part.” Mr. Shawn explained “I look for
apps where students can demonstrate what they’ve learned…and can demonstrate the content or
skills they’ve acquired and we’ll create a little book using Adobe Book Creator.” Mr. Shawn also
explained that he will teach students how to use particular apps and will teach them how to push
themselves to fully experience an app and explore it to fully understand it. He enjoyed teaching
students about technology through concepts that were tied to games so that students built the
desire and critical thinking skills to problem solve when working with content and subject related
tasks. Mr. Paco explained that technology should be integrated so that it is beneficial to students
as learners and that giving them options around different apps supports their ability to select
what works for them [students]. Articulated throughout practice within CCEA, teachers provided
students choice around tasks, projects, assignments, and space through technology and programs
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such as touchpad Chromebooks, iPads, cell phones, applications, software, google drive
documents, and audiobooks which lends to engagement and motivation.
Table 6
Sample of Responses that Demonstrate Integration of Technology

Teacher

Quotation
Mr. Raul

Mr. Raul

Mr. Shawn

Mr. Shawn

Mrs.
Merriam

Mr. Paco

Mr. Paco

Mr. Paco
They [Program developers for Dreambox and iReady] have modified their
lesson presentations to make it more engaging for the students…I want to say
that’s something that has been reinvigorating for students’ engagement as
well.

It’s great to see them coming back to the teacher and saying, “I learned this on
Dreambox…” it’s very empowering for students who may be struggling
because just being able to print a report and showing how much they’ve grown
from one week to the next has helped their self-esteem.

They’re learning how to use Chatterpix which is where they take a picture of a
person…they were practicing with a picture of James Marshall, and then they
basically, like, make it talk.

To, explore, to make the learning come to life for them [students], and again
bringing back that choice, that element of choice, you know, we have skills to
teach, standards to teach.

They’re [students] also using iPads, and some are using like graphic
organizers, like using, an app called Palette where they are able to, it’s kind of
like almost a collage of ideas, where you can put up your ideas or pictures of
different things.

Kahoot. Which is one that we used for our math lesson today…it could be a
one question Kahoot, it could be a survey, just to get a feel for the classroom.

Giving them [students] different forms of technology, whether an iPad or
whether it be a Chromebook that they can move around with in the classroom,
is definitely starting to re-engage them when it comes to technology and
moving forward.

Letting them pick whatever they want to use, a notebook and maybe take a
picture of their notes, and then send it to their own drive, to their own folder,
or if they just want to create on the iPad or use their Chromebook…kind like
we do in our own lives.
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Hardware and software offer numerous student benefits. Similarly, concepts that
recurred frequently throughout data as identified through the coding process included various
hardware and software that teachers utilized in all grades and the many of the benefits that
integration of each offered to students. It was evident that teachers valued the variety of
technology hardware and software that was made available to them as a team based practice or as
individual selection. Throughout all grade levels teachers spoke positively about common
practices around models or programs that provided opportunities for student differentiation and
development of 21
st
century skills. The Blended Learning technology model with Dreambox
math, Lexia, or iReady provided students opportunities to work at their own pace and to see their
individual growth in levels. Given that the Google Chromebooks were the technology devices
used for Blended Learning, students were provided opportunities to use current tools for
developing 21
st
century skills in the context of academics and in purposeful ways. Mrs. Merriam
explained, “Chromebooks that have touch screens are especially engaging for them and helps
them as well…and with blended learning kids can test out of sixth grade and so the nice thing
about that is it can motivate them…we tell them once they finish they get more options and more
choices.” In addition, many of the teachers discussed beneficial programs and tools that can be
used in the classroom including Typing Club, MyOn, Front Row Math, Google Drive for Google
Docs, and the Promethean Boards. Interestingly, teachers tied these programs and devices to
student development of specific skillsets that would lend to improving 21
st
century skills and
preparation for college work. Mr. Shawn explained, “You have to give them [students] small
amounts of skillsets with the technology plus the content…and teach them the proper way of
using technology and apply what they’ve learned.” Mr. Shawn also justified technology use by
explaining, “there’s this vast variety of jobs and so with the use of technology they [students] can
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explore what those jobs are. You know, how were these apps created? Somebody did that, you
know? It goes beyond just the community worker that they understand.” Mrs. Merriam expressed
that many of the technology tools supported student learning and development of 21
st
century
skills in that some students were challenged with some content areas, but when given the option
of using technology to complete assignments, “it’s going to help them as a student and as a 21
st

century student, (Mrs. Merriam Interview, 3:24). Overall, technology tools proved to be
beneficial to students when elements of what the learner needed, how the tools provided
differentiation, and how the tools were connected to preparing them for college success are
considered.
Table 7
Sample of Responses that Demonstrate Benefits for Students

Teacher

Quotation
Mr. Frankie

Mr. Shawn

Mrs.
Merriam

Mr. Paco

Mr. Saul
Students can use Typing club, keyboarding club, MyOn, iReady, DreamBox
math adaptive, Front Row Math adaptive, Different apps, Noteability, iMovie (I
use these for engagement). Another tool they can use to create their own books.
iPad apps collecting, creating, and collaborative ways.

The use of iPads…is a great experience for students because a lot of them have
tablets at home and for them to actually learn to use them properly…they can
then hopefully take those skills they’ve learned to use academically and apply it
at home.

Kids who are a little bit more resistant to writing where writing is difficult for
them, it seems like typing sometimes helps them, and it is more engaging for
them.

If our goal is college, then my goal is to help them find whatever piece of
technology is going to make school more enjoyable to them.

Some teachers are adding more programs to help support students…and one of
the things that we are currently working that is really effective is typing, their
[student] typing skills.

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Summary of Findings for Research Question One
At CCEA, it is clear that a focus around purposeful integration of technology into the
curriculum to support student learning was a critical element for building a school model that
enhanced teaching and learning. While CCEA did not have an explicit focus on building
practices through the reference of the TPACK model, it was evident that there were school wide
approaches to technology integration that reflected teacher technological knowledge,
pedagogical knowledge, and content knowledge. Teachers were developing in their knowledge
of technology tools and how to implement the tools into the curriculum to support student
learning. Understanding that providing students options and choice for use of technology tools
and the tasks assigned, teachers were increasing motivation and engagement with content and the
level of learning. Looking critically at the level of learning taking place through student use of
technology, many of the tasks aimed at increasing engagement and motivation are proving to
enhance teaching and learning. According to the SAMR model by Dr. Puentedura (2015), two
levels of technology infusion can either enhance or transform teaching and learning. The tasks
assigned with the technology at CCEA at times acted either as a direct tool without functional
change, had some functional change, or slightly allowed for some task redesign. In regards to the
SAMR model, many of the student activities as observed in the classroom reflected strong levels
of enhancement and slight levels of transformation. In Mr. Frankie’s class, students used iPads to
complete rounding problems for place value which reflected substitution and augmentation. In
addition, Mr. Frankie checked for student understanding of content through an online program
that provided students with multiple choice problems that they were expected to input before
timer ended. In Mr. Saul’s class, students used the MyOn online textbook database for locating
non-fiction texts to conduct research and to continue writing research reports. Through the
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interviews, observations, and the survey data, it was evident that teachers at CCEA are actively
using technology to enhance teaching and learning.
In addition, teachers at CCEA were integrating various technology hardware and
software that was proving to have many benefits for students as it related to differentiation and
the development of 21
st
century skills. Many of the hardware tools and software programs
including the Blended Learning technology model were providing students opportunities to build
individual skills in content and technology based on their individual needs. The technology
integration in the classrooms provided varying levels of substitution and augmentation with some
task redesign which allowed for students to work at their zone of proximal development. The
computer adaptive software for reading and for math, the interactive online content material, the
use of iPads, the use of Google Drive and Google Docs tapped into differentiation and 21
st

century skills in that students were learning to collaborate, build critical thinking skills, solve
problems, and communicate with their peers. Through the dynamic use of the technology tools in
the classroom, teachers at CCEA had created learning environments that were unique and were
beneficial to students in many ways.
Research Question Two
To what factors do educators at constellations charter elementary academy
attribute their knowledge of instructional technology skills and pedagogy to utilize
technology as instructional tool? The teachers at CCEA had created a unique and dynamic
culture around building knowledge for the use of technology within their instruction. As
indicated in the school’s vision and mission, CCEA placed great value in collaboration and
attributed much of their development for multiple aspects of pedagogy and instruction to the
knowledge gained through sharing best common practices. According to survey data below
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(Table 8), 83% of teachers used technology most of the time or almost always to present lessons
in a variety of ways while 17% indicated that they sometimes used technology to present lessons.
Seventy five percent of teachers at CCEA indicated that they used technology most of the time or
almost always in a variety of ways to assess student learning while 25% of them indicated that
they sometimes used technology to assess learning. For the final survey question tied to the
second research question around building knowledge around technology use, 50% of teachers
indicated that they stayed current on technology innovations most of the time or almost always
and 50% indicated that they sometimes or rarely stay current on technology innovations.
Table 8
Survey Results for Teachers’ Knowledge of Technology

To triangulate data, the researcher further analyzed interview and observation data along
with cross referencing relevant documents as received by the principal. Through in depth
analysis and coding of data using the Atlas-ti qualitative analysis software, the researcher
identified various concepts that recurred frequently. For each research question and the area of
focus as it related to integration, knowledge, support, and beliefs, the researcher continued to
find exceptional interconnectedness between elements of integration and implementation of
technology at CCEA. Concepts that recurred most frequently within the data as indicated by the
frequency of quotations aligned to knowledge of technology included collaboration, technology

Technology Skills
Rarely or
Never

Sometimes
Most of the
Time
Almost
Always
I use technology daily in a
variety of ways to present
lessons.
0 17% 33% 50%
I use technology in a variety
of ways to assess student
learning.

0

25%

42%

33%
I go out of my way to stay
current on the new
innovations with technology.

8%

42%

25%

25%
TECHNOLOGY IN 21
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support, teacher flexibility, and beliefs around technology. The following results provided
explanation of the dynamic practices found at CCEA that lent to learning about technology in
order to enhance teaching and learning.
Learning about technology through collaboration. Teachers at CCEA have fostered an
innovative practice of building knowledge around technology and ways to creatively use it in the
classroom to enhance teaching and learning by working closely as a unit with a shared vision.
Many of the teachers spoke to the implicit yet strong culture around the collaborative nature in
which teachers shared their knowledge about technology and continued to explore and
experiment with technology in different ways to expand on the level of learning in the classroom.
The teachers placed great value in the “collective agreement” and “buy-in” culture of the school
where ideas are validated and everyone believes and is involved with school wide decisions
around technology to meet academic goals. Mr. Saul explained, “that is usually a collective
agreement between all teachers, the principal, we talk about what exactly our goals are for the
coming year… and then we make decisions as to what will work for us.” He also explained, “it’s
never a decision where we just come in and say, “well, today I think we’re going to start
introducing iPads,” or something like that. It was always collective bargaining between all of
us.” Mr. Shawn acknowledged, “it’s been a very collaborative approach where nobody is really
doing anything that we haven’t all discussed. The programs that we use here on the
computers…were determined as a whole staff before we even started.” Mrs. Merriam explained,
“we collaborate a lot as a staff, we actually have a technology meeting every Tuesday now
during lunch.” Teachers attributed much of their knowledge for technology to the collaborative
practices that they continue to expand on.
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To add to the strong collaborative culture found within CCEA, the teachers collectively
took responsibility for attending various professional development seminars, hardware and
software trainings, visiting each other’s classrooms, visiting other schools, researching
technology, and creating hands-on presentations for the their direct team. Many of the teachers
that were interested in specific technology tools or software attended trainings and returned to
the school to share the learning with other teachers and worked closely with the team to
implement practices with technology that they felt would benefit students and learning. Some
teachers brought their own knowledge of technology to the school and supported other teachers
in learning about the technology and how to implement it into instruction. In addition, all
teachers worked closely with the Blended Learning Technology assistant (BLTA) to learn more
about technology. Mr. Shawn (BLTA), as teachers claimed, is the “go to” expert or the “the
technology guru” that supported teachers with technology and instruction and advised teachers
on various elements of behavior, data, and student academic achievement as it related to
technology in the classroom. As observed in the classroom during Mr. Frankie’s observation and
during Mr. Paco’s lesson observation, Mr. Shawn visited each classroom to check in with
multiple students regrading technology and instruction. Mr. Shawn checked in with each teacher
and was even asked to provide classroom instructions for using technology and the expectations
around proper use. Overall, the school culture had been built around an “all educators involved”
environment where teachers explored and experimented with technology in positive ways.
Teacher flexibility influences desire to learn more about technology. Throughout the
data, it was evident that teachers were greatly influenced by the level flexibility they are
provided for using technology in the classroom in creative and innovative ways. Teachers at
CCEA indicated that the level of freedom and independence provided to them with technology
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provided a strong sense of motivation and ownership. The autonomy with use of technology in
the classroom provided to teachers by leadership had influenced many of them to investigate
programs, hardware, software, and models and to think of creative ways to integrate and
implement them into their curriculum. Teachers are allowed to “take risks” with technology
integration and are encouraged to implement what they feel would work best for students as it
related to their learning. Teachers were also provided flexibility with technology programs in
they were allowed to adapt and modify lessons and content to enhance engagement and interest
for students. Mr. Saul explained, “we do give a lot of autonomy to the teachers… we suggest
they look at programs constantly or the changes in the technology.” He also stated, “there are
different ways in which teachers approach the technology and if we set guidelines and rules and
procedures…not everybody adapts to the technology the right way.” Mr. Shawn noted, “they
[teachers] bring in other technology like old cell phones to use as clickers…they’ve gotten very
creative and so I look to some of my colleagues to get those ideas because we all think
differently about technology.” He also stated, “we’ve always been open to trying new things,
making mistakes, to taking risks as a staff, you know.” As added by Mrs. Merriam, “we have,
you know, like certain people just doing things differently, and asking people how they do it, and
how it works in their classroom, like from that.” Unquestionably, the level of flexibility that
teachers are provided at CCEA with technology integration influenced their desire to learn more
about technology and ways to integrate it into the classroom to enhance teaching and learning.

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Table 9
Sample of Responses that Demonstrate Knowledge of Technology

Teacher

Quotation
Mr. Saul

Mr. Shawn

Mrs. Merriam

Mr. Paco
Creating our own individual PDs in which we’ll start talking about the
technology on our own end, and it pretty much becomes a hands on process.

Different programs that teachers try out and so we have some who like to
explore new programs usually with their kids and then they share that
information.

We went to an iPad training so that really helps us to kind of you know learn
more about iPads and then two others went to a Chromebooks training, so
we’re able to collaborate.

It’s made available to us because we’ve had the ability to seek out
something that we could bring back, so in terms of training, CCEA is really
good about letting us go and paying for it.

Summary of Findings for Research Question Two
Analysis of all forms of data indicated that CCEA had developed a strong culture and
vision around methods for building knowledge for use of technology tools in the classroom for
the purposes of supporting student learning and designing instruction. CCEA believed strongly
in a sustaining a culture of collaboration where teachers shared best common practices and
personal knowledge or expertise in technology with all colleagues. Teachers at CCEA had
bought into the collective agreement around sharing, exploring, and experimenting with
technology tools and focused on what was best for students as it related to academic goals and
student needs. Teachers also believed in researching and looking into trainings or seminars
around technology use in the classroom and returning to the school site with ideas for training
and sharing the knowledge with other teachers.
In addition, the flexibility provided for teachers added an interesting dynamic to school
practices around technology in that the flexibility influenced not only the collaborative
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environment but also the level of interest around learning more about technology integration in
the classroom and how to use it to enhance teaching and learning. CCEA provides teachers an
exceptional amount of autonomy and independence with technology integration that lends well
to teachers being able to take risks with technology to determine what tools work best in the
classroom. Teachers were allowed to personalize curriculum through technology which
increased the level of ownership, creativity, and innovation with the use of technology. Given
this level of flexibility with use of technology, teachers at CCEA were eager to continue
researching and investigating new forms of technology in order to learn more about it and to
share it with their colleagues. Thus, increased teacher flexibility for use of technology influenced
teachers to learn more about technology and how to integrate into instruction to enhance teaching
and learning.
Specifically referring to the TPACK framework, there was a clear focus on building
technological knowledge and pedagogical knowledge which lent to a moderate level of
interaction between the three bodies of knowledge. Teachers strove to learn more about
technology as it related to the content and continued to tie the practices to multiple student
elements as they related to pedagogy. As revealed by multiple teachers through interviews,
teachers at CCEA inquired about trainings and seminars around use of technology and attended
those of interest so that they were able to bring the information to the entire teaching team. Many
of the teachers ran trial and error technology supported instruction to determine how to
strengthen the use of the technology tool to then pass along to their colleagues. There was
ongoing technology knowledge building that lent well to strengthening the pedagogical and
content knowledge elements of instruction, however, the interaction of the three was not as
evident.
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Research Question Three
In what ways are educators at Constellations Charter Elementary Academy
provided support for technology integration and implementation? As discussed in the
aforementioned sections for question one and two, a unique interconnectedness around the
concepts identified for each research question became evident as themes began to emerge.
Through further triangulation of documents, interview data, observational data, and survey data,
it was evident that focus on support for use of technology at CCEA was a significant priority and
was employed in many different manners. According to survey data (Table 10), 67% of teachers
indicated that use of technology was almost always encouraged or promoted at CCEA and 33%
indicated that it was encouraged most of the time. Survey data also indicated that IT support staff
was almost always (75%) or most of the time (25%) available to assist teachers and that a mentor
was almost always (50%), most of the time (42%), or sometimes available to support with
technology integration. In addition, survey data indicated that there was a strong school culture
around technology and that teachers were provided many opportunities for hands-on learning of
technology. Clearly, survey data indicated that there was a great amount of support provided to
teachers in many ways at CCEA.

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Table 10
Survey Results for Teacher Support for Technology Integration

Teacher knowledge, flexibility, and collaboration provide for a strong support
system. In depth analysis of interview and observation data validated findings as gleaned
through survey data. The teachers at CCEA spoke strongly and positively about the support they
received throughout the day for integration of technology (Table 11). There was a strong culture
around building knowledge for technology in order to support the entire team with integration
and implementation of technology for all content areas. Many of the teachers attended
technology trainings and designed school based professional development presentations in effort
to pass along the new knowledge to all teachers. The practices around flexibility allowed for the
teachers to build professional learning communities around technology where support meetings
were held and where teachers openly visited and observed peers to explore and learn more about
technology. The practices around collaboration provided for a level of communication and
connectedness that had resulted in an inclusive learning environment where teachers could ask

Technology Support
Rarely or
Never

Sometimes
Most of the
Time
Almost
Always
Use of technology is
encouraged and promoted at
my school.

0%

0%

33%

67%
IT support staff is available to
assist when needed.

0%

0%

25%

75%
A mentor is available to
support technology
integration.

0%

8%

42%

50%
Use of instructional
technology is a component of
my school’s culture.

0%

0%

17%

83%
Teachers are provided with
hands-on opportunities to
learn instructional
technology.

0%

8%

42%

50%
TECHNOLOGY IN 21
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their peers questions about technology and where all teachers, including the science and special
education teachers, were involved. As described by Mr. Saul, “I’ll start doing some research in
terms of the tools and skill sets… we share it out and then we get together and talk about it
collectively in terms of how implementation has worked or not.” Mr. Shawn explained, “when
you feel supported and allowed certain freedoms to explore and try things out, you’re going to
want to… you’re going to be more inclined to actually do it [implement technology].” Mrs.
Merriam explained, “it goes back to that like, collaboration we have, you know, like certain
people just doing things differently and asking people how they do it, and how it works in their
classrooms,” and, “yeah, because we talk about technology in that Tuesday meeting but we also
talk about it in our team meetings, too.” Mr. Paco shared, “it’s definitely a collaborative effort,
and the collaboration is definitely spreading with technology…I think our teachers do a really
good job of sharing their knowledge with what they’ve brought back from any training.” All
teachers spoke highly of the supportive culture they had built through the flexibility they had
with building knowledge around technology and the collaborative community they maintained.
Strong leadership and vision provides for a strong support system. In addition, the
principal as leader at CCEA was the critical element within building their vision and culture
around understanding what technology support for teachers meant. At CCEA, the principal
committed to focusing on building a strong Blended Learning model and a culture around
innovation and creativity through technology. Teachers at CCEA consistently expressed that the
principal would go beyond to support teachers by bringing in ideas around technology and
offering funds, training, and freedom for taking risks with technology (Table 11). It was found
that the principal also promoted a positive culture of technology integration by validating ideas,
influencing a collective investment in technology, and promoting a focus on supporting students
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in the learning process through technology. The principal at CCEA urged teachers to learn about
technology and purchased technology tools for teachers that provided strong rationale and
justification around why it benefited students. As explained by Mrs. Merriam, “[principal] is
really good about setting up places to learn, we went to an iPad training…and then two other co-
workers went to a Chromebook training, so we’re able to collaborate.” Mr. Saul revealed, “one
of our biggest drivers for the blended learning conversion was the principal…so once you know
that you’re fully supported by the principal, then all teachers know that there will be support.”
He also indicated that, “our principal is very good at asking, “what do you need?” that’s her main
question, and how are we going to use it?” “The principal is usually very on top of what teachers
want, what they think they need, and she’ll get very rigorous in terms of are we going to use it…
but she’s usually open to saying, “let’s go ahead and give it a shot,” Mr. Saul also added. As
further analysis of data indicated, a strong leader with a clear vision around building a culture of
support lends to teachers feeling supported and actually receiving the support they need.
Technology assistant strengthens the culture of support. A final and essential piece to
the support system for technology integration at CCEA was Mr. Shawn, the Blended Learning
Technology Assistant (BLTA). Mr. Shawn playede a major role in providing immediate support
for teachers as it related to integration and implementation of technology. While Mr. Shawn was
considered a part of the inclusive culture around building knowledge for technology, Mr. Shawn
served as the technology assistant to all teachers. The BLTA attended trainings, shared and
provided presentations around technology for teachers, collaborated with teachers, supported
teachers with content instruction through technology, supported with challenges as it related to
trouble shooting, and worked closely with students to support their learning and development of
use of technology. Teachers spoke highly of Mr. Shawn and expressed that much of their
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knowledge and confidence with use of technology had been greatly influenced by the support
provided by him (Table 11). Mr. Shawn humbly described his role as such:
So I’m never in a classroom for more than ten to fifteen minutes, depending on the issues
or what programs they may be needing assistance with. So what that allows me to do is
basically wait for a teacher to call me, or if not, just walk into a classroom where the
students, the kids are on the computer and making sure that everybody is on task, that all
programs are working and the computers are working.

During Mr. Frankie’s classroom observation, Mr. Shawn entered the classroom shortly after his
lesson started to check on the teacher and the students. Mr. Frankie asked Mr. Shawn to explain
to all students what the expectations were for using the iPads during their math lesson and
pointed out one student that had already been exhibiting exemplary behavior around use of
technology. Mr. Shawn monitored the classroom, asked students questions, provided support,
and implemented management strategies that allowed for the teacher to continue providing
instruction to other groups of students. As explained by Mr. Shawn, “I tend to be a part of it a lot
[technological support]…we do have data talks, over the data, the information, student progress,
student decline, activities, behaviors, we talk about how to keep pushing students that are
excelling.” As evidenced, Mr. Shawn is an integral part to the culture of support that is proving
to be relatively strong for all teachers at CCEA.

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Table 11

Sample of Responses that Demonstrate Support for Technology at CCEA

Teacher

Quote
Mr. Shawn

Mr. Shawn

Mr. Saul

Mrs. Merriam

Mr. Paco

Mrs. Merriam

Mr. Paco

There is usually a collective agreement between all the teachers, the principal,
we talk about goals…and then we make decisions as to what will work for us.

Trying to make sure everyone is included in the process of movement…that
happens once a month with individual teachers and they talk about how they
can modify technology during team meetings.

He’s [Mr. Shawn] like our Blended Learning master, he teaches any program
that he’s learned about, he advises us on how to use the programs and that we
do use them properly, we meet with him for data talks, and assess what
students are using the programs.

We also have Mr. Shawn to help us, he likes the programs, he’s better than
anyone and it goes back to that collaboration.

Our teachers do a really good job of sharing their knowledge in terms of what
they’ve brought back from trainings…and how to implement in the classroom.
So it’s definitely a collaborative effort.

Our principal is really good with the budget and she really has a vision for
technology. So she buys us a lot of the technology and then…she gets you
whatever we need.

Some of our teachers went to coding training and they used little robots…
they were really impressed with it and really liked it. So she [principal] told
our team, if you want me to buy those, we can, so she’s very open.

Summary of Findings for Research Question Three
As determined through analysis of the data, support with technology integration and
implementation at CCEA was grounded in practices aligned to elements of knowledge building,
flexibility, and collaboration. Given the level of autonomy and flexibility to teachers for
experimenting with technology for enhancing teaching and learning, teachers are motivated to
learn more about integration of technology to support student learning and are eager to share
their new knowledge around technology with their fellow teachers. Teachers explored trainings
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and seminars, gained knowledge, and collaborated with their peers to action plan for integration
and implementation of technology to support teaching and learning. This dynamic
interconnectedness around knowledge building, flexibility, and collaboration had a strong
correlation to the data collected through teacher surveys. Teachers at CCEA felt that they were
supported by their school for using technology in creative and innovative ways and were
provided many opportunities to participate in hands-on use of technology to better understand
how to implement and support their peers. Most important is that teachers felt and spoke to the
strong culture around the use of technology and the level of support provided as they continued
to learn more about technology.
More significant were the strong support practices that stemmed from the principal’s
vision and beliefs around technology and the immediate and in-class support provided by the
BLTA. As noted, the principal fostered a culture of commitment to innovation and creativity
with technology at CCEA. The principal had a big picture approach to technology as it related to
the TPACK model in that she pushed teachers to integrate and implement technology in ways
that brought together the technological, the pedagogical, and the content knowledge aspects of
teaching and learning. The principal stood behind the blended learning technology model and
actively participated in supporting teachers with using new technology tools to enhance their
instruction so that it addressed the needs of diverse learners. Mr. Shawn, the BLTA, was the
“technology guru” and was a prominent figure in the CCEA teaching culture. Mr. Shawn’s role
was a critical piece to the sustainability of technology at CCEA in that he supported teachers in
dynamic ways throughout the day and actively participated in working with students to guide the
learning around the use of technology. Mr. Shawn lent his knowledge of technology to teachers
in many ways and supported teachers in connecting the use of technology to instruction and
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student learning. In regards to the TPACK framework, Mr. Shawn had a strong sense of the
important interaction between the technological, the pedagogical, and content knowledge
elements of technology integration for teaching and learning and worked diligently to connect
the elements for teachers as they worked with students. While his role was directly tied to
supporting teachers with technology, Mr. Shawn involved himself in the student learning piece
of the model by using student achievement data to drive instruction, to support teachers with
differentiation, to provide intervention for students, and to coach teachers with on the spot
instructional strategies for successfully implementing technology in the classroom.
Research Question Four
What are educators’ beliefs about technology integration and implementation at
Constellations Charter Elementary Academy? As determined in chapter two, teacher beliefs
around use of technology for teaching and learning had a significant impact on how technology
was actually used in the school. A majority of teachers at CCEA had strong positive beliefs
around technology and the benefits of its use for students. As determined through the survey
data, 83% of teachers at CCEA strongly supported the use of technology in the classroom and fltl
that it had a positive impact on student learning (Table 12). In addition, 83% of teachers strongly
agreed that technology was an important part of teaching and learning process and 58% strongly
agreed that the classroom was student centered. Sixty seven percent strongly agreed that students
at CCEA were empowered to be responsible for their own learning. Survey data indicated that
zero of the staff at CCEA disagreed or strongly disagreed with the statements in the survey tied
to beliefs around technology as it related to use and student learning.

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Table 12
Survey Results for Teacher Beliefs about Technology Integration and Implementation

Technology Beliefs
Strongly
Disagree

Disagree

Agree
Strongly
Agree
I support the use of technology in the
classroom.

0%

0%

17%

83%
Instructional technology has a positive
impact on student learning.

0%

0%

17%

83%
Technology is an important part of
teaching and learning.

0%

0%

17%

83%

My classroom is student-centered.

0%

0%

42%

58%
My students are empowered to be
responsible for their own learning.

0%

0%

33%

67%

Positive perception of technology influences creativity and innovation. Further
triangulation of data gathered through interviews and observations reflected the data reported for
surveys. Teachers had a healthy and positive outlook with technology and had discovered many
creative and innovative uses of technology that provided for differentiated and individualized
instruction for students (Table 13). At CCEA teachers believed that technology offered many
options for differentiating and individualizing instruction for students in ways that motivated and
engaged them. Some teachers expressed that technology provided students opportunities to be
creative and built intrinsic motivation for learning. Teachers felt that allowing students to use
tablets for assignments provided them opportunities to make personal choices around the output
for work and empowered them to take ownership of their own learning and goal setting.
Teachers also explained that the novelty of new technology tools such as Chromebooks,
touchscreens, and video game-like assignments pushed students to experiment with technology
and supported the development of critical thinking skills and problem solving skills. In some
cases, teachers felt that students were more aware of their personal academic gains through the
use of technology and the ability to print achievement reports. Positive teacher beliefs around use
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of technology in the classroom explicitly transferred over to the student activities in the
classroom. As described previously, Mr. Paco integrated multiple uses of technology to support
student learning. Students and teachers were found using iPads, cell phones, computer adaptive
software, and multiple student learning based applications. Mr. Saul also dynamically integrated
technology into his classroom lesson by providing his first grade students opportunities to utilize
online non-fiction text resources to conduct research for the research writing reports. Mr. Saul
exhibited a level of trust and enthusiasm for his students as they worked on the Chromebooks
and read to online texts. Overall, positive and forward thinking perception of technology for
teaching and learning greatly influenced the level of creativity and innovation on both the teacher
level and the student level.
Teachers believe that technology offers opportunities to build 21
st
century skills. As
determined in chapter two, research indicated that technology offered multiple opportunities for
the building of 21
st
century skills on many levels. In this particular study, it was found that
teachers strongly believed in targeting the youngest of students with use of technology so as to
prepare them for high school, college, and real life. As an elementary school, the teachers at
CCEA had a consistent focus on learning to prepare students for college as reflected in their
“College for Certain” school culture. Teachers believed that technology offered students in
grades kindergarten through fifth opportunities to build 21
st
century skills and believed that
connecting their personal experiences with technology and home life to school adequately
prepares them for the future (Table 13). In kindergarten, students learned about typing and about
the basics of using computers and touchscreens which, as expressed by one of the teachers, is
sometimes achieved even before they learned their alphabet. Teachers believed that the use of
technology provided students more opportunities to link their understanding of content and to
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make additional connections in different ways. They also believed that exposing students to a
variety of technology and software programs sets them up for understanding more about college,
careers, and research. Interestingly, the teachers at CCEA valued the idea that exposing students
to technology puts them in a mindset of forward thinking and that skills learned in school
through the use of technology goes beyond the classroom and that learning can be fun. As Mr.
Shawn expressed:
My definition of college ready is that students right now start to understand there’s more
to schooling besides high school. You know, they can go to college…there’s this vast
verity of jobs. And so, by with the use of technology they can explore what those jobs
are. You know, how were those apps created? Somebody did that, you know? Why are
there apps about astronomy? Because there’s astronomers. There’s scientists. It goes
beyond just het community workers that they understand.

Mr. Paco’s classroom lesson in math was the perfect example of what development of 21
st

century skill development looked like in the primary grades. Students in Mr. Paco’s class worked
in groups of four to five and transferred math problems from his promethean board onto their
iPads and workbooks and worked as teams to solve and justify their answers. He monitored and
managed his classroom with the Class Dojo application on the iPad and on his cell phone.
Students also used cell phones to participate in an online quiz that provided immediate data to
students which he used as formative data for adjusting his instruction. To close up his lesson, he
had students monitoring, managing, and issuing Class Dojo points to their peers as they
transitioned over to the next assignment. It was clear through multiple classroom observations
that teachers had a healthy perception around technology and the benefits it provided for the
building of 21
st
century skills even at the primary grade levels.

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Table 13

Sample of Responses that Demonstrate Teacher Beliefs about Technology

Teacher

Quote
Mr. Saul

Mr. Saul

Mr. Shawn

Mr. Shawn

Mrs. Merriam

Mrs. Merriam

Mr. Paco

Mr. Paco
We are introducing iPads for student development. We are also using
Chromebooks…so, one of the things that we like is the novelty of them
[students] being able to use different technologies.

Our kindergartners were able to login before they learned their ABCs and
by typing in every single letter in their name...you’re exposing them to
being able to recognize letters, you’re being one step ahead of the game.

We’re starting to allow the use of iPads…and that is a great experience for
the students because a lot of them have tablets at home and for them to
actually learn how to use them properly, hopefully they can take the skills
they have learned here to use them at home.

I like to use programs where students see their progress, where students
can visually identify the gains they’ve made whether it be a progress
monitoring bar…because I want them to feel successful.

It [technology] helps to engage them, it can differentiate. When you have a
kid on a lower level, or a higher level, it can help, even to collaborate.

It’s going to help them as a student, how it’s going to help them as like a
21
st
century student…if you’re successful in life, you’re going to have to
be proficient in technology.

If our goal is college, then my goal is to help them [students] find whatever
piece of technology is going to make school more enjoyable.

They [students] might have something else that’s not a laptop, but you’re
preparing them to become adaptable, to use different kinds of technology.

Summary of Findings for Research Question Four
In effort to determine teachers’ beliefs about technology integration and implementation
at CCEA, multiple data points were analyzed and synthesized. As indicated in the survey data,
teachers have strong and positive beliefs about technology and the benefits that it has to offer
students in the learning process and the benefits it offers for designing engaging activities in the
classroom. Teachers at CCEA had a positive perception of technology and used technology in
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creative and innovative ways to support student learning. Teachers believed that integrating
various technology tools lends to increased engagement and motivation for students and provides
them opportunities to exercise their creative personalities. Teachers also believed in a positive
approach to the many tools and programs provided at the school such as the iPads, the
Chromebooks, the applications, cell phones, projectors, adaptive software programs, and online
programs that are interactive. As determined, teachers believed that technology, when used to
support student learning and used to empower students, influenced intrinsic motivation, and
pushed them to become critical thinkers and problem solvers.
Additionally, data indicated that teachers believed firmly in the idea that the use of
technology for teaching and learning connects the real world for students and provides them
multiple opportunities for building 21
st
century skills. With the permeating culture of “College
for Certain”, teachers believed greatly in the value that technology has for students in grades
kindergarten through fifth grade. Teachers expressed the importance of providing socio-
economically disadvantaged students in the primary grades opportunities to understand
technology and to connect their personal use of technology to the academic environment at
school. Teachers at CCEA also believed that building 21
st
century skills at an early age puts them
at an advantage in that they will know how to apply specific skill sets aligned to use of
technology as they move into middle school, high school, college, and the workforce. Their
positive perceptions of technology are transferred directly into their instruction and into
classroom activities as observed in the classroom lessons. Students are being provided
opportunities to use multiple technology tools in dynamic ways and are provided opportunities to
collaborate with their peers and to interact with their teachers so that knowledge is being co-
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constructed. Classrooms reflected advanced learning environments where students were allowed
to push their own learning with technology and exhibited stronger levels of ownership.
Emergent Themes
The following were the major themes that emerged through the findings:
 Student Centered Instruction – All stakeholders integrated technology in dynamic ways
that lent to student motivation, engagement and learning. The strong culture around
providing students flexibility and choice allowed for integration of technology on varying
levels with consistent focus on student learning.
 Shared Vision and Practice – CCEA established and continues to strengthen their culture
of technology use through a shared vision and practice. Teachers believed strongly in
collaboration for building knowledge around the use of technology in the classroom.
There was a strong culture of teacher flexibility that influenced the level of knowledge
building as a team and the sharing of best practices.
 Culture of Growth – While ongoing support for integration and implementation of
technology remained a priority, the flexibility provided to teachers around the use of
technology influenced a strong culture of growth. The principal, the technology assistant,
and all teachers continued to develop in their capacity for understanding technology and
continued to collaborate with each other to strengthen all support systems as it relates to
use of technology.
 21
st
Century Skills – Teachers had strong, positive beliefs around integration of
technology for teaching and learning and believed that technology provided opportunities
for connecting students’ personal experiences to the academic environment for building
21
st
century skills and preparing them for college.
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Summary
As determined, there is an interesting and dynamic interconnectedness around the four
concepts posed through the research questions (Integration, Knowledge, Support, and Beliefs).
The four themes represented the essential foundation that lends to building an effective school
technology model that supports student learning, lends to building teacher capacity for
integrating technology, and provides for the development of student skills needed for college and
for the workforce. Throughout and within each theme, the four areas overlapped and advanced
understanding of CCEA’s technology model and how it promoted and fostered a productive
environment that supported learning through technology. Teachers at CCEA integrated
technology in unique styles that focused on students and allowed them the flexibility to learn
about technology in dynamic ways. With that, the shared vision and practice around technology
influenced teachers at CCEA to learn more about technology and effective ways to implement
technology in the classroom to support student learning. Expanding from the strong vision and
practice around integration of technology is the culture of growth. All stakeholders at CCEA are
committed to learning and collaborating in effort to provide support to all teachers for
implementing technology in purposeful ways. The student centered instruction, the strong vision,
and the culture of growth model reflected at CCEA is a direct product of the strong and positive
beliefs that teachers at CCEA held about technology. Teachers believed strongly about the
creativity and innovation that technology lends to designing instruction and learning experiences
that support elementary students in developing 21
st
century skills and connecting their real lives
to their work. These four themes provided for effective design of a technology based school
model that may prove to enhance teaching and learning for both students and teachers.

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CHAPTER FIVE: DISCUSSION
Chapter one provided an introduction around the current state of education and the
challenges that schools are faced with in regards to understanding how to integrate technology
into the curriculum to enhance teaching and learning. The chapter also highlighted the potential
that technology has for providing engaging and powerful learning experiences for students and
for strengthening 21
st
century school models. Chapter two provided an in depth literature review
around the background and history of technology in schools, 21
st
century skills and elements of
school models that support strong technology based schools, and the benefits of understanding
the technological, pedagogical, and content knowledge for enhancing and transforming
instruction. Chapter three described the methodology for the qualitative case study, the research
questions and the study design, the sample and population, instrumentation, data collection, the
conceptual frameworks, and the specific approaches for triangulation. Chapter four delved
deeply into the data collected through surveys, interviews, observations, and document analyses
and presents the findings and conclusion along with the emerging themes as inductively
developed through coding and concepts. Chapter five will provide a concise summary,
implications for the field of education, and recommendations for further research.
Purpose, Significance, and Methodology
The purpose of this study was to investigate the dynamics of a K-12 school that was
actively integrating and implementing technology in curriculum and instruction to enhance
teaching and learning. The study focused on understanding how the K-12 school was actively
integrating and implementing technology to enhance teaching and learning and how the
programs, instructional methods, and technology supported pedagogy aligned to a 21
st
century
school model. In addition, the study aimed to identify characteristics of leadership, school
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structures, professional development, school culture, technology, infrastructure, and learning
models that supported the consistent integration and implementation of technology for teaching
and learning. The following four research questions were specifically designed by eleven
members of a thematic dissertation group and were addressed through the study:
1. How do educators at Constellations Charter Elementary Academy integrate technology to
support students learning?
2. To what factors do educators at Constellations Charter Elementary Academy attribute
their knowledge of instructional technology skills and pedagogy to utilize technology as
instructional tool?
3. In what ways are educators at Constellations Charter Elementary Academy provided
support for technology integration and implementation?
4. What are educators’ beliefs about technology integration and implementation at
Constellations Charter Elementary Academy?
Brown (2006) put forth that many schools are contributing marginally to the educational
process with technology and are not utilizing it in transformative ways in the classroom. Despite
the ongoing advancements in various technology tools, schools are still challenged with
understanding how to consistently integrate and implement technology into the curriculum to
enhance teaching and learning. This case study is one of eleven studies that focused on
investigating K-12 schools and the dynamics within the school model that lend to understanding
how technology practices promote enhancement of teaching and learning. Through the concepts
in the research questions that guided the study, several elements of the CCEA school model were
brought to light and validated favorable instructional models and practices that can be used to
build strong 21
st
century school models. The study provides ideas and practices that support
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strong integration of technology, knowledge building for technology, ongoing support for
technology, and the benefits of maintaining a positive school culture and beliefs around
technology. The study also provides perspective around the alignment of school practices to the
TPACK conceptual framework and the SAMR framework to better understand the dynamic
interactions between technological, pedagogical, and content knowledge for enhancing and
transforming instruction.
The study used in depth, qualitative, descriptive research methods to understand the
dynamics of the practices currently being maintained for effective integration and
implementation of technology to support teaching and learning. According to Merriam (2009),
qualitative research is conducted to gain a deeper understanding of how people interpret their
environments and activity within, how they construct meaning around their experiences, and
what significance they attribute to their interpretations. This case study focused on a K-5 urban,
elementary charter school in South Los Angeles that serves a historically underserved student
population. Data was collected through surveys, documents, interviews, and observations and
was guided by the research questions that focused on integration, knowledge building, ongoing
support, and beliefs. To ensure sound triangulation, multiple sources of data were compared and
cross-checked and multiple participants were included to ensure that themes were consistent
throughout all perspectives (Merriam, 2009). To further ensure validity of findings and accuracy
of interpretations, the researcher used the Atlas-ti qualitative and research data analysis software.
The software allowed the researcher to identify and organize quotes as they aligned to codes and
concepts, identify frequency and significance of concepts, and co-occurrence of codes and
concepts to inductively substantiate themes as aligned to the four research questions.

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Conclusions
As discussed, CCEA has built and continues to refine their technology model in effort to
enhance teaching and learning at various levels. This case study looked closely at how teachers
integrated technology, how they learned about technology and how to effectively integrate
technology to enhance teaching and learning, what types of support fostered the integration of
technology, and how teachers’ beliefs around technology influenced the levels of integration.
CCEA’s technology model reflects a unique and dynamic interconnectedness of systems and
principles that provide for integration of technology on multiple levels that prove to enhance
instruction and learning. Many of the systems, structures, and principles that CCEA’s technology
model is built upon has generated significant methods that focus on student-centered instruction,
a shared vision with common practices, a culture of growth, and a push for the development of
21
st
century skills.
Student-centered instruction. CCEA has an incredible focus on integrating technology
in extraordinary ways in effort to support student learning on multiple levels. CCEA’s
technology model begins with the Blended Learning technology model and extends beyond.
Teachers design instruction for students in reading and math that is aligned to the work being
completed on the touchscreen Chromebooks. The software programs that students engage in are
computer adaptive and are personalized for their learning levels which allows for students to set
goals and keep track of their progress. Building upon this technology model, teachers explicitly
plan and design instruction that provides students multiple opportunities to engage in and learn
about technology tools, hardware, and software. Teachers create assignments and tasks that
allow students to make their own choices and provide them the flexibility to complete
assignments with different outputs. The level of student choice and flexibility increases
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motivation and engagement which lends to students being able to transfer their experiences and
their learning to the world outside of the classroom. In addition, teachers take full advantage of
the various hardware and software technology tools and integrate them in unique ways that prove
to be beneficial on multiple levels. Teachers at CCEA understand how to use hardware and
software to differentiate and to individualize instruction so that students improve their skills and
learn to use technology in beneficial ways. Teachers use Promethean Boards, document
projectors, touchscreen Chromebooks, iPads, applications, computer adaptive software, cell
phones, flat screen televisions, typing club software, math software, reading software, Google
Drive for Google Docs, and online game-like programs. The purposeful and student centered
integration of technology has proven to be beneficial on many levels.
Shared vision and practice. An additional uniqueness to CCEA’s technology model is
the shared vision and practice around the ongoing building of knowledge of technology to
support pedagogy and instruction. Teachers at CCEA attribute their knowledge of technology
and pedagogy to strong common practices and principles around collaboration, flexibility, and
peer support. Teachers at CCEA are provided a great amount of flexibility by their principal for
designing instruction that integrates technology in dynamic ways. This culture motivates teachers
to explore technology trainings and seminars in effort to gain knowledge that is shared with
peers. Teachers are encouraged by their principal to attend trainings and seminars and are then
asked to design professional development for teachers. The teachers collaborate closely to learn
about technology as introduced to them through the school based professional development
presentations and continue to implement “trial and error” phases with technology which supports
team efforts with deciding which technology tools are best for their school. Teachers at CCEA
take advantage of the flexibility they have with integration of technology and continue to explore
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and take risks with technology. This shared vision and practice for the ongoing building of
knowledge around the use of technology in the classroom influences teachers’ desires to
continue learning about technology.
Culture of growth. Teachers at CCEA are provided several interesting levels of support
for technology integration and implementation of technology. As discussed, there is a unique
interconnectedness between the concepts and themes throughout the study and the culture that
has been fostered around support is remarkably exceptional. Teachers at CCEA feel that use of
technology is greatly encouraged and promoted with several support systems or practices to
supplement their model. The common practice around offering flexibility to teachers with use of
technology promotes collaboration and the continued efforts in knowledge building of
technology. This practice influences a mindset that reflects significant teacher interest in the
continued growth and understanding of how to effectively implement technology into
instruction. Given this culture of growth, teachers are motivated to support their peers in many
ways as it relates to integration and implementation of technology for teaching and learning.
Teachers have established professional learning communities around technology use and share
best practices through meetings, observations, experiments, and pilots. Teachers openly visit and
explore use of technology while offering support to teachers in various ways.
Adding to this culture of growth is the principal and the school site based technology
assistant. The principal plays a major role in maintaining the culture of growth within the school
and drives the technology model for teachers by consistently implementing a vision that ensures
that teachers are provided support and encouragement in positive ways. The principal influences
the culture of growth by supporting teachers with new ideas around technology integration,
offering funds for purchasing new technology, encouraging participation in trainings, and
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fostering a culture of risk taking with technology. Similarly, the technology assistant plays a
major role in pushing the culture of growth within the school in that this individual supports
teachers with in-class guidance and experimentation with technology. The technology assistant
attends trainings, shares and provides new knowledge around technology integration for all
teachers, collaborates with teachers, supports teachers with content instruction through
technology, and works closely with students to support learning and development of 21
st
century
skills. Both the principal and the technology assistant are central pieces to building a strong
school technology model and for pushing a culture of growth.
21
st
century skills. Of great importance are the fundamental beliefs that teachers have
around technology and the benefits it offers to students as it relates to learning and 21
st
century
skill building. It is incredibly important to ensure that a positive and healthy perception of
technology use for student learning is fostered in order for the tools to have an impact in the
classroom. Given that CCEA has an explicit focus on preparing students for college and beyond,
teachers see significant relevance for the use of technology in the classroom and believe that
technology allows for personalizing learning and promotes student ownership of their work.
Teachers with healthy beliefs and perceptions around use of technology for teaching and learning
have greater capacity for creative and innovative use of technology in the classroom. Teachers
not only find ways to enhance the learning by integrating technology, they find unique ways to
transform learning. This includes student tasks and assignments that provide them opportunities
to use multiple technology tools for projects, collaborative assignments, and presentations. More
important, teachers believe that cutting edge technology offers students in all grades
opportunities to build 21
st
century skills. Teachers feel that building 21
st
century skills includes
connecting their real world experiences with technology to the learning that takes place in the
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classroom. Exposing students to a variety of technology tools in a variety of academic tasks sets
them up for understanding more about college, future careers, and research. Placing great value
in the benefits of technology influences the effective integration of technology into instruction
for the purposes of teaching and learning.
Implications
Final conclusions drawn around the technology model at CCEA reveal that there is a
significant level of 21
st
century schooling practices taking place that are proving to reflect a
creative and innovative approach to integrating and implementing technology to support student
and teacher learning. Given that CCEA is a public charter school that has an increased amount of
flexibility and autonomy with funds and the design of their school model, it was evident that
there are unique and unusual systems and practices in place that may lend to the future design of
21
st
century school models. School leaders, teachers, districts, and policy makers should focus on
designing and strengthening 21
st
century school models that create interconnected systems and
practices that foster integration of technology that is student-centered and provides students with
significant amounts of choice and flexibility with technology hardware, software, and programs.
School site leaders and educators are urged to build a strong shared technology vision and
practices around learning about technology and collaborating within the school site to strengthen
the implementation. With that, a strong school site leader that maintains a culture of growth and
is committed to providing the resources, the teacher flexibility, the support, and the personnel to
effectively integrate and implement technology on dynamic levels is essential. Finally, the
nurturing of a healthy school culture that capitalizes on forward thinking and positive teacher
beliefs for technology driven by a focus on preparing students for college and 21
st
century
workforce is a must.
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Through the lens of the TPACK framework and the SAMR model, it is incredibly
important to understand the unique interactions between the levels of technological knowledge,
pedagogical knowledge, and content knowledge needed for understanding how to effectively
enhance (substitution and augmentation) or transform (modification and redefinition) teaching
and learning. There were distinct examples of practice where incredible overlap of technological
knowledge, pedagogical knowledge, and content knowledge were interacting. This was reflected
in the aforementioned interconnectedness of the concepts and themes as inductively drawn from
the data. The level of technology integration required teacher knowledge of technology at many
levels, an understanding of student needs as it relates to pedagogy, and a strong background in
content to understand how to use technology to present subject content to students in manners
that supported learning. As reflected in actual classroom practice, teachers proved to enhance
instruction and learning on many levels by substituting tasks or augmenting assignments.
Students used technology to complete writing assignments, read online texts, answer surveys,
complete quizzes, and replicate independent work. Though incredibly engaging and motivating
for students, the level of transformation taking place in all classrooms was minimal. Tasks and
assignments could have pushed the level of creativity and innovation for students as well as
collaboration. Often, students were found to be working independently with technology tools
which may have hindered the potential levels of modification and redefinition. Given this
finding, it is important for schools to understand how to utilize the TPACK framework for
building knowledge of technology as it relates to pedagogy and content to better understand how
to push the levels of transformation in the classroom through the use of technology for
supporting student learning.

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Recommendations for Future Research
As indicated by Atkins et al. (2010), advanced technology is at the heart of every day
functioning and permeates every element of human interaction and learning. Though schools are
investing in bringing more technology into the classroom, integration and implementation
continues to lack innovation and purposefulness as it relates to supporting student learning.
While there is an abundance of research that provides insightful approaches to the
implementation of technology in the school setting, the constant advancements in technology
place an urgent need in ongoing and updated research that lends to improving K-12 technology
school models that reflect college rigor and the 21
st
century workforce. Although this case study
and the ten additional studies included in the thematic dissertation cohort of 2016 contribute to
the field of education, school site leaders, teachers, school districts, charter schools, and policy
makers could benefit from further research that focuses on strong technology models that have
great impact on student learning and are adequately preparing students for college rigor, the 21
st

century world, and the competitive globalized workforce.
The following recommendations for future research on effective school technology models
that enhance and transform teaching and student learning include:
1. Given that charter schools are provided more autonomy and flexibility with funding, there
is minimal research that points to how these schools can invest in building technology
models that truly reflect the principles of creativity and innovation that charter schools are
committed to. The field of education and charter schools could greatly benefit from
determining which elements of a technology model require more monetary investment and
how to best invest in building professional capital for sustaining effective technology
models.
TECHNOLOGY IN 21
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2. Though the conceptual frameworks (TPACK and SAMR) were both used as a lens for
analyzing the current practices after data was collected, further research is needed to
understand how schools can effectively build technology models by developing school
capacity with the TPACK model and the SAMR model before integration and
implementation of technology takes place. While there are numerous studies that have
utilized the TPACK framework for building teacher knowledge around use of technology
for strengthening pedagogy and content knowledge, it would greatly benefit schools to
understand how to first build capacity through TPACK and SAMR to push the levels of
technology integration for enhancement and transformation of teaching and learning.
3. Through this particular case study it was found that teachers are willing to take risks with
technology and are willing to incorporate many different types of technology tools for
improving student engagement and motivation. Given the lack of alignment of specific
technology tools for the varying levels of the SAMR model, it would greatly benefit
schools and the field of education to investigate how specific technology tools, hardware,
and software align to the SAMR model and how to provide teachers with a repertoire of
instructional strategies that support them in understanding how to effectively integrate
technology for specific levels of enhancement and transformation.
As determined, the potential that technology offers schools, teachers, and students for
improving teaching and learning is limitless. While the advancements in technology continue to
expand, the level of innovation and relevance to student learning for the 21
st
century continues to
remain stagnant. It is imperative that schools, leaders, and teachers place priority in building
capacity around technological knowledge, pedagogical knowledge, and content knowledge for
enhancing and transforming teaching and learning through the use of technology. As the world
TECHNOLOGY IN 21
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advances and the workforce continues to shift to a more globalized market that is highly
demanding, students are entitled to opportunities in school that support them in building sufficient
skills in communication, collaboration, critical thinking, and creativity.

TECHNOLOGY IN 21
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-CENTURY SCHOOLS 142
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Appendix A: Teacher Technology Survey

Integration of Instructional Technology

Demographic Information 1
0-5
Years
2
6-15 Years
3
16-25
Years
4
26 +
Years
How many years have you been
teaching?

Student Learning 1
Rarely or
Never
2
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 IN 21
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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 IN 21
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Appendix B: Interview Question Protocol

Research Questions Interview Questions

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

1. How would you describe the use of technology in
your classroom?
2. How are students using instructional technology in
the classroom?
3. What are some instructional strategies that
technology can help in differentiating instruction for
diverse students?
4. What technology device is used to assist in student
motivation? How do you know?
5. What applications and/or software programs are used
to support student learning?
6. Is there anything else you would you like to share?

RQ2: What factors do
educators attribute their
knowledge of skills and
pedagogy to utilize
technology as an instructional
tool?

1. To what do you attribute your background
knowledge of technology?
2. How do you continue to acquire knowledge of
technology device use?
3. How did you learn to integrate technology in your
instruction?
4. How do you determine what technology to use with
your students?
5. Is there anything else you would you like to share?

RQ3: In what ways are
educators at School X
provided support for
technology integration and
implementation?

1. How does the school support and train teachers to
use technology devices and applications?
2. How does the school make technology accessible to
teachers?
3. In what ways are teachers provided support and/or
informational resources regarding integrating
technology in the curriculum?
4. What are some obstacles in implementing
technology in student learning?
5. Is there anything else you would you like to share?

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?
TECHNOLOGY IN 21
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4. What advice would you give a novice teacher in the
inclusion of technology in their classroom?
5. What is your favorite technology to use while
teaching? Why?
6. Is there anything else you would you like to share?

TECHNOLOGY IN 21
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Appendix C: Observation Protocol

TECHNOLOGY IN 21
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TECHNOLOGY IN 21
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Appendix D: Document Review Protocol

RQ 1: How do educators at “School X” integrate technology to support students learning?
Data Needs Potential Document Review Sources
How are teachers using instructional
technology in the classroom?
Lesson plans
School plan
Technology plan
Classroom artifacts
Student work samples
Rubrics
Teacher feedback
How are students using instructional
technology in the classroom?
Lesson plans
School plan
Technology plan
Classroom artifacts
Student work samples
Rubrics

RQ 2: What factors do educators attribute their knowledge of skills and pedagogy to utilize technology as
an instructional tool?
Data Needs Potential Document Review Sources
Teacher education programs
Professional Development
Personal knowledge/research
Teacher responses
Professional development records
Staff meeting/training agendas
RQ #3 - In what ways are educators provided support for technology integration and implementation?
Data Needs Potential Document Review Sources
Types of PD
Resources
School plan
Professional development records
IT Support Coaching/observation schedules
Site Budget LCAP Plan
Site Budget Process
Coaching – formal and informal
Staff meeting/training agendas
SARC
WASC Documents

RQ #4 - What are educators’ beliefs about technology integration and implementation at “School X”?
Data Needs Potential Document Review Sources
Educators’ Beliefs School Plan
Lesson Plans

Abstract (if available)

Abstract Rapid changes in the economy, society, technology, and education have articulated a stark contrast between 20th-century education and the much-needed transformation to that of 21st-century education whereby students are provided opportunities to build the skills, knowledge, and expertise needed to succeed in work and life. Despite the continued growth and abundance of advanced technologies in classrooms, schools are still challenged with understanding how to consistently integrate and implement technology into the curriculum to enhance teaching and learning. ❧ The results of this study addressed the following research questions: (a) How do educators integrate technology to support students learning

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Asset Metadata

Creator Delgado, Paul Michael (author)

Core Title Investigating the dynamics of a 21st-century school integrating and implementing technology to enhance teaching and learning: a case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 06/28/2016

Defense Date 03/11/2016

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

Tag 21st century schools,education,elementary,engagement,Learning and Instruction,OAI-PMH Harvest,SAMR,teaching,technology integration,TPACK

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart (committee chair), Hocevar, Dennis (committee member), Pulver, Andrew (committee member)

Creator Email mrpmd28@gmail.com,pdelgado@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-257949

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Document Type Dissertation

Format application/pdf (imt)

Rights Delgado, Paul Michael

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