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Transforming teaching and learning with technology: a case study of a California public school

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Content TEACHING AND LEARNING WITH TECHNOLOGY
1

TRANSFORMING TEACHING AND LEARNING WITH TECHNOLOGY:
A CASE STUDY OF A CALIFORNIA PUBLIC SCHOOL

by

Cindy Yuri Bak

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

May 2015

Copyright 2015 Cindy Yuri Bak
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Dedication
I dedicate this dissertation first and foremost to my husband, Danny Bak, who has
supported me these past three years with endless love and support. From staying up with me
during those long nights of studying to my daily “StarBak’s” smoothies and lunches made with
love, you have shown me the true meaning of love. I share this doctorate and all of its glory with
you because I honestly could not have done this without your support. Thank you for your love,
support, and encouragement.
I also dedicate this dissertation to my family. I thank my parents, Steve and Susan Kim,
for instilling in me a strong work ethic and compassion heart. You have always told me,
“모든것에 최선을 다하라,” or “In everything you do, do your very best.” Your words and
encouragement have shaped me to be who I am today and I will be forever grateful.
I also thank my husband’s family whose constant words of encouragement and
affirmation gave me the strength to fight on. I especially thank my sister-in-law, Allie Bak, the
first Trojan Bak-tor in the family for inspiring me to pursue my doctoral degree.

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Acknowledgements
Three years ago, I began this journey through the doctoral program at USC. In the
process, I have met countless individuals who have inspired and encouraged me.
First, I would like to extend my deepest gratitude to my dissertation chair, Dr. Stuart
Gothold, for his support and wisdom during the dissertation process. Your clear expectations,
timely and specific feedback, and words of encouragement have kept me on track and I am truly
grateful for your leadership. I also wish to thank my committee members, Dr. Dennis Hocevar
and Dr. Maria Ott, for your generosity in sharing your expertise and precious time.
I would also like to extend my appreciation to all the professors and mentors who have
shaped me to be the leader I am today. Thank you, Dr. Jeanette Chien, for your support and
understanding during the dissertation process. Thank you, Dr. Brian Huff and Dr. Julie Mitchell,
for the opportunity to apply my knowledge and expertise to technology integration in our district.
Thank you, Dr. Maria Ott, for your encouragement and expert advice on career pathways.
Lastly, I am especially grateful to my mentor, JoAnn Lawrence. You always believed in me and
valued my opinions and expertise. You taught me to be a learner in all circumstances and
showed me the power of collaboration. Above all, you taught me to be a reflective practitioner
and to lead with passion and perseverance. Thank you for your support and leadership.
Finally, I want to thank all the Trojan brothers and sisters I have met along this journey.
From the LA Thursday cohort to the OC weekend cohort, it has truly been an honor and
humbling experience to learn alongside all of you. I especially want to thank and congratulate
my dissertation team, Dr. Roxane Fuentes, Dr. Julissa Leyva and Dr. Matthew Lambert, for
being my accountability partners and inspiring me to fight on.

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Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Overview of the Study 9
Statement of the Problem 10
Purpose of the Study 10
Significance of the Study 10
Methodology 11
Assumptions 11
Limitations 12
Delimitations 12
Definition of Terms 13
Organization of the Study 17
Chapter Two: Literature Review 18
History and Background 18
Technology in K-12 Schools 18
21
st
Century Skills 20
Common Core State Standards 21
Impact of Technology 23
Positive Impacts of Technology 23
Motivation 24
Differentiation 24
Communication 24
21
st
Century Skills 25
Negative Impacts of Technology 25
Loss of Socialization 25
Replacement for Teacher 26
Equity and Access 26
Barriers and Issues 27
Evolution of Technology 27
Funding 27
Equity and Access 28
Knowledge and Skills of Teachers 28
School Culture 29
Teacher Ideology 29
Teacher Perceptions and Beliefs 29
Professional Development 30
Promising Practices 31
Blended Learning 32
Flipped Learning 32
Distance Learning 32
Project-Based Learning 33
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Theoretical Framework and Models 33
Critique 33
Summary 34
Chapter Three: Methodology 35
Research Questions 35
Research Design 36
Conceptual Framework 37
Sample and Population 40
Instrumentation 41
Data Collection 42
Data Analysis 44
Validity and Reliability 46
Summary 47
Chapter Four: Results 48
Research Questions 48
Methodology 48
Participants 49
Background of Stellar Tech Academy 50
Initial Visit at School Site 52
Data and Findings by Research Question 53
Research Question One 53
Summary of Findings for Research Question One 57
Research Question Two 57
Summary of Findings for Research Question Two 62
Research Question Three 63
Summary of Findings for Research Question Three 69
Emergent Themes 69
Shared Vision and Clear Expectations for Technology 69
Teacher as a Facilitator of Learning 70
Visionary Leaders and Shared Leadership 70
Ongoing Professional Development and a Culture of Collaboration 70
Support from the District and Local Community Members 71
TPACK and SAMR Model 71
Summary 72
Chapter Five: Discussion 74
Purpose, Significance, and Methodology 74
Discussion of Findings 75
Implications for Practice 78
Recommendations for Research 80
Conclusions 81
References 83
Appendix A: Document Review Template 89
Appendix B: Survey Protocol 92
Appendix C: Teacher Interview Protocol 95
Appendix D: Administrator Interview Protocol 98
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List of Tables

Table 1: Educator demographics 50
Table 2: Survey results addressing research question one 54
Table 3: Survey results for research question two 62
Table 4: Survey results for research question three 66
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List of Figures
Figure 1: Framework for 21
st
century learning 21
Figure 2: TPACK conceptual model 38
Figure 3: SAMR model 39
Figure 4: API bar graph 58

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Abstract
This study applies the Technological Pedagogical and Content Knowledge (TPACK) framework
and Substitution Modification Augmentation and Redefinition (SAMR) model to understand
how technology can be used as a tool to transform teaching and learning in a public school. The
purpose of this study was to identify the impact of technology on teaching and learning at a K-8
school. The research questions included: (1) What technology is present and how is it used as a
tool of instruction in the classroom? (2) What is the perceived impact of technology on teaching
and learning? (3) In what ways does the school climate support the integration of technology?
Where does the leadership come from? This qualitative case study was designed to identify the
practices and culture of a school through multiple sources of data, including a survey, document
reviews, interviews, and classroom observations. Findings from the study identified frequent use
of iPads, laptops, and interactive white boards to differentiate learning and provide students with
hands-on learning experiences and self-guided practice, high levels of engagement and students
taking ownership of the learning, shift in the role of the teacher from expert to learner and
facilitator, and shared leadership among teachers and administrators. The five emergent themes
in the study were (1) visionary leadership and shared decision-making (2) shared vision and clear
expectations for technology (3) teacher as facilitator of learning (4) ongoing professional
development and a culture of collaboration (5) importance of support from the district and local
community.

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CHAPTER ONE: OVERVIEW OF THE STUDY
In today’s highly competitive, global society, technology is an essential component for
success in the 21
st
century. The United States was once a forerunner in education, innovation,
and economic prosperity. Today, the U.S. struggles to keep pace with its international
counterparts. For instance, the Program for International Student Assessment (PISA), an
international assessment measuring the performance of 15-year olds in reading, math, and
science literacy, indicated that students in the U.S. ranked 15
th
in reading literacy, 27
th
in math
literacy, and 30
th
in science literacy (National Assessment of Educational Progress, 2013).
In addition to this global achievement gap, there are significant achievement gaps within
the United States. No Child Left Behind (NCLB) aimed to close these gaps with highly qualified
teachers, increased accountability through standardized tests, additional funding for high poverty
schools, and sanctions for underperforming schools (No Child Left Behind, 2003). Despite the
efforts of NCLB, however. Hispanic, Black, and low-income students continue to underperform
their counterparts in reading, writing, math, and science (National Assessment of Educational
Progress, 2013).
In an effort to improve U.S. schools and prepare students to compete in a global
economy, a group of teachers, content experts, and lead thinkers in education and the business
world, worked collaboratively to create a consistent and rigorous set of standards (California
Department of Education, 2013). These national standards, called the Common Core State
Standards (CCSS), were adopted in 45 out of 50 states in 2014. The CCSS provided clear,
consistent, rigorous, and relevant standards to prepare students for college and the workplace.

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Statement of the Problem
Students need the skills and knowledge to succeed in an ever-changing, highly
technological world. While many schools are embracing technology, research shows that access
to technology does not necessarily equate to change in instructional practice (Palak & Walls,
2009). Technology has the potential to provide students with the competitive advantage they
need to survive in today’s global economy (International Society for Technology in Education,
2012). However, additional research is required on the impact of technology on teaching and
learning, and the influence of practices, structures, leadership, and culture of the site.
Purpose of the Study
The purpose of this study was to identify the impact of technology on teaching and
learning at a K-8 school. This qualitative case study was designed to identify the practices and
culture of a school that is integrating technology to transform teaching and learning. The
research questions aimed at providing rich and descriptive information about the practices
observed at the school of study. The study was guided by the following research questions:
1. What technology is present and how is it used as a tool of instruction in the classroom?
2. What is the perceived impact of technology on teaching and learning?
3. In what ways does school climate support the integration of technology? Where does
the leadership come from?
Significance of the Study
In today’s globally competitive economy, it is imperative to provide students with the
skills they need to be successful. Students need a specific skillset for the 21
st
century, including
creativity and innovation, critical thinking and problem solving, communication and
collaboration, and information and media literacy (Partnership for 21
st
Century Skills [P21]
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(2014). There is a growing urgency to teach students these skills as the economic climate has
shifted from a production economy to a service economy (Apte et al, 2007). This shift requires a
different set of skills for workers of the 21
st
century such as the ability to innovate, communicate,
collaborate, and solve problems. For instance, the U.S. Bureau of Labor Statistics (2014) notes
that future jobs will require at least some college education, while most will require one or more
college degrees.
This study is significant to the broader education world since it provides relevant data and
information regarding technology integration. This qualitative study provides rich, descriptive
data regarding the practices and culture of an K-8 public school in California. While the findings
in this case study may not be generalized, practitioners may use this data to identify potential
challenges and solutions to promote technology integration, which goes beyond substitution and
augmentation of teaching and learning with technology and into modification and redefinition of
teaching and learning with technology (Puentedura, 2006).
Methodology
This qualitative case study provided rich, descriptive data on technology integration at K-
8 public school. Data collection included document analysis, interviews of administrators and
teachers, classroom observations, and a survey of the school staff. The varied data collection
types enabled the researcher to triangulate the findings across data sources.
Assumptions
The researcher made the following assumptions in conducting this case study:
• Participants of the interviews and surveys had sufficient knowledge regarding
the programs and students at the school site.
• All data collected were accurately represented.
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• The Academic Performance Index (API) scores were valid.
Limitations
Due to factors beyond the control of the researcher, there were limitations to this study:
• The study was a snapshot of a single school and therefore, cannot be
generalized to other schools.
• The duration of the study took place over a brief period of time.
• All participation in the study was voluntary.
• The observations were limited to the perspective of a single researcher.
• The collection of data was subject to the level of expertise, bias, and
interpretation of the researcher.
Delimitations
The following were delimitations to this study:
• The study focused on a single school.
• The thematic dissertation group determined the criteria for school selection.
• The participants in this study were not randomly selected.
• The researcher selected the dates for school site visits and observations.
• The data collection instruments were focused on the research questions.
• The data collection was delimited to seven days of research over one semester.
• The case study allows for transferability of findings as one of eleven thematic
case studies.

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Definition of Terms
• Academic Performance Index (API). The cornerstone of California’s Public Schools
Accountability Act of 1999; measures the academic performance and growth of schools
on a variety of academic measures on scale of 200 to 1000 (www.cde.ca.gov).
• Adequate Yearly Progress (AYP). A series of federal annual academic performance
goals established for each school or local educational agency by the No Child Left
Behind Act of 2001. In California, schools and LEAs must meet requirements in
participation rates, proficiency rates, Academic Performance Index (API), and graduation
rates to read AYP.
• Application (app). A self-contained program or piece of software designed to fulfill a
particular purpose
• California Standards Test (CST). A range of assessments under the California STAR,
testing students in second-twelfth grade in a variety of academic areas (www.cde.ca.gov).
• California Department of Education (CDE). The governing body for public education
in the state of California (www.cde.ca.gov).
• Common Core State Standards (CCSS). A set of rigorous academic standards in
mathematics and English language arts developed by a consortium of national
representatives and adopted by the majority of states (www.corestandards.org).
• Computer Adaptive Tests (CAT). Computer-based tests that adapt in difficulty
depending on the responses of the test taker.
• Critical Thinking, Communication, Collaboration, Creativity (4Cs). Four critical
skills developed by the Partnership for 21
st
Century Skills needed by 21
st
century students
in order for them to actively participate in the increasingly digital world (www.p21.org).
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• Computer Using Educators (CUE). A nonprofit educational corporation with the goal
to inspire innovative learners in all disciplines from preschool through college.
• Digital Immigrants. Those who were not born into the digital world, but continue to
learn and adapt to the technology.
• Digital Natives. Native speakers of the digital language of computers, video games and
the Internet.
• English Language Learners (ELL). Students whose primary language is not English.
• Growth Mindset. A mindset in which people believe that their most basic abilities can
be developed through dedication and hard work.
• International Society for Technology in Education (ISTE). The premier nonprofit
organization serving educators and education leaders committed to empowering
connected learners in a connected world (www.iste.org).
• National Assessment of Educational Progress (NAEP). The largest nationally
representative and continuing assessment of what America’s students know and can do in
various subject areas (https://nces.ed.gov/nationsreportcard/).
• No Child Left Behind (NCLB). The No Child Left Behind Act of 2001 is a United
States Act of Congress that is a reauthorization of the Elementary and Secondary
Education Act, which included Title I, the government's flagship aid program for
disadvantaged students. NCLB supports standards-based education reform based on the
premise that setting high standards and establishing measurable goals can improve
individual outcomes in education (http://www2.ed.gov/nclb/landing.jhtml).
• Partnership for 21
st
Century Skills (P21). The Partnership for 21st Century Skills
(P21) was founded in 2002 as a coalition bringing together the business community,
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education leaders, and policymakers to position 21st century readiness at the center of US
K-12 education (www.p21.org).
• Program for International Student Assessment (PISA). A triennial international
assessment that measures reading, math, and science of 15-year-old students
(http://nces.ed.gov/surveys/pisa/).
• Project Based Learning (PBL). Project-based learning is a pedagogical approach
focused on teaching by engaging students in investigation. Within this framework,
students pursue solutions to nontrivial problems by asking and refining questions,
debating ideas, making predictions, designing plans and/or experiments, collecting and
analyzing data, drawing conclusions, communicating their ideas and findings to others,
asking new questions, and creating artifacts.
• Professional Learning Community (PLC). A group of educators that meet regularly,
share expertise, and work collaboratively to improve teaching skills and the academic
performance of students.
• Program Improvement (PI). Schools that do not meet AYP for two consecutive years in
the same content area (English Language Arts or Math), or do not meet AYP on the same
indicators (API or graduation rate) for two consecutive years.
• Response to Intervention (RTI). A multi-tiered approach to the early identification and
support of students with learning and behavior needs.
• Substitution Augmentation Modification Redefinition Model (SAMR). A model
depicting a progression for how technology can impact teaching and learning. The levels
of technology use include enhancement through technology, such as substitution and
augmentation, and transformation, such as modification and redefinition.
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• School Accountability Report Card (SARC). California public schools annually
provide information about themselves to the community allowing the public to evaluate
and compare schools for student achievement, environment, resources and demographics
(www.cde.ca.gov).
• Single Plan for Student Achievement (SPSA). A comprehensive school document that
involves the collection and analysis of student performance data, setting goals for
program improvement, and ongoing monitoring of the goals and results
(www.cde.ca.gov).
• Smarter Balanced Assessment Consortium (SBAC). Smarter Balanced is a state-led
consortium developing assessments aligned to the Common Core State Standards in
English language arts and mathematics that are designed to help prepare all students for
college and careers (www.smarterbalanced.org).
• Standardized Testing and Reporting (STAR). The STAR Program looks at how well
schools and students are performing. Students take tests in math, reading, writing,
science, and history. Teachers and parents can use test results to improve student learning
(www.cde.ca.gov).
• Technological Pedagogical Content Knowledge (TPACK). A framework for
successful technology integration that states that ideal teaching and learning with
technology takes place when teachers possess the right content knowledge, utilize the
right pedagogical approaches, and select the right technology to meet their learning
objectives (Koehler & Mishra, 2009).

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Organization of the Study
This study is divided into the following five sections. Chapter One provides an overview
of the study, including the background and purpose of the study, research questions, significance
of the study, assumptions, limitations, delimitations, and definitions of key terms. Chapter Two
presents a review of pertinent literature on technology in education including a historical
background, positive and negative impacts, barriers and issues, teacher ideology, and promising
practices. Chapter Three describes the research methodology of this qualitative case study,
including the research questions, research design, conceptual model, sample and population, data
collection instruments and methods, and how the study addressed issues of validity and
reliability. Chapter Four presents a description of the school site and findings related to the
research questions. Finally, Chapter Five concludes the study with a discussion, analysis of the
findings, and implications for practice.

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CHAPTER TWO: LITERATURE REVIEW
The purpose of this study was to identify the impact of technology on teaching and
learning in a K-8 public school. This chapter will provide a review of the literature related to
technology in education. Specifically, the literature review will examine the history and
background of technology in education highlighting 21
st
century skills and Common Core State
Standards, the positive and negative impacts of technology on teaching and learning, the barriers
and issues on the integration of technology in education, and the role of teacher ideology. In
addition, this chapter will highlight promising practices supporting technology integration in
schools and districts.
This chapter is divided into the following sections: (1) History and Background (2)
Impact of Technology (3) Barriers and Issues (4) Teacher Ideology (5) Promising Practices (6)
Theoretical Models.
History and Background
With the advent of technology, researchers have explored the potential of technology to
impact student learning and academic achievement. The role of technology in education has
shifted with the increasing demands of the 21
st
century learner and the onset of the Common
Core standards. Examining the journey of technology from inception to now provides a
foundation for determining promising practices and areas of need in technology and education.
Technology in K-12 Schools
From audiovisual devices to television to computers, the role of technology as an
instructional medium has been of topic of interest since the 1930s (Reiser, 2001). However, it
was not until the 1980s that computers finally made their way into the classroom. In 1983,
computers were used for instructional purposes in more than 40% of all elementary schools, and
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more than 75% in all secondary schools in the United States (Reiser, 2001). By 2005, schools
reported an average of one computer per four students (Bausell, 2008). Though technology was
increasingly present in the classrooms, the impact on teaching and learning was minimal, with
elementary teachers reporting computers primarily being used for rote practice and secondary
teachers reporting computers being used for technical skills such as word processing.
Furthermore, researchers found that high access or use of technology did not equate to student-
centered instructional practice (Palak & Walls, 2009).
How researchers defined the use of technology became a key aspect of data analysis as
the results were widely varied depending on the researcher’s definition for “use of technology”
(Bebell et al, 2004). While some researchers focused on the accessibility of technology, others
accounted for classroom time spent with technology, others analyzed various types of software
or hardware, and others evaluated the use of technology in direct relationship to learning. In an
effort to examine the relationship between technology and learning, researchers categorized the
varying roles of technology. For instance, Schrader (2008) placed the traditional models of
technology use into three categories: (1) learning about technology (2) learning from technology
(3) learning with technology. Similarly, Tondeur et al (2008) categorized the use of technology
into three groups: basic computer skills (computers as a separate subject), computers as an
information tool (research or demonstration), and computers as a learning tool (practice or
elaboration of content). In a separate study, Inan and Lowther (2009) grouped the use of
technology into three categories: (1) technology for instructional preparation (2) technology for
instructional delivery (3) technology as a learning tool. In the past decade, computers have been
used mostly as a tool for delivery (Inan et al, 2010; Leer & Ivanov, 2013).

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21st Century Skills
As the role of technology has evolved over the years, so have the expectations for
students. In order to prepare students to compete in a diverse and technologically advanced
world, the Partnership for 21
st
Century Skills [P21] (2008) highlights significant changes in the
economy that enhance the urgency for embedding 21
st
century skills into instruction. Significant
changes to the job market such as an increase of information service jobs from 36% to 56% in
the last 30 years (Apte et al, 2008), more than three-quarters of all jobs in the service sector, and
the influence of Information and Communications Technologies (ICT) contribute to the need for
learning and innovation skills. P21 refers to these skills as the 4 C’s: communication,
collaboration, critical thinking, and creativity. The changing job market will also have new and
more rigorous expectations of its employees. Companies are hiring workers who have more
skills such as expert thinking and the ability to communicate effectively in multiple situations
(Partnership for 21
st
Century Skills, 2008). As educators prepare students for a highly
technological, global economy of future careers that have yet to be identified, there will be an
emphasis on the 21
st
century skills of communication, collaboration, critical thinking, and
creativity.
The Partnership for 21
st
Century Skills (2008) developed the Framework for 21
st
Century
Learning embedded with the essential skills, knowledge, and expertise students need to thrive in
the 21
st
century. The Framework (Figure 1) highlights the interconnectedness of life and career
skills, learning and innovation skills, information, media, and technology skills as embedded into
core subjects and 21
st
century themes. Information, media, and technology skills include the
ability to access, evaluate, use, and manage information, analyze and create media products, and
apply technology effectively.
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Figure 1: Framework for 21
st
Century Learning. This figure illustrates the student
outcomes and support systems needed to prepare students for the 21
st
century.

Common Core State Standards
The United States Department of Education (2001) is committed to a “fair, equal, and
significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency
on challenging state academic achievement standards and state academic assessments,” yet the
system continues to underserve specific groups of students. For instance, despite efforts to
improve educational opportunities for all students regardless of race and ethnicity, statistics still
show significant achievement gaps such as Hispanic students consistently scoring significantly
lower than their Asian counterparts on standardized tests (California Department of Education,
2009).

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In an effort to address these achievement gaps and declining test scores, a group of
teachers, practitioners, researchers, and leaders in higher education and business collaborated to
create a shared, consistent, and rigorous set of English Language Arts (ELA) and Math standards
in 2010. These nationwide standards, called the Common Core State Standards (CCSS), are
currently in the adoption process with plans for full implementation in 2014 (California
Department of Education, 2012). Porter et al (2011) describes the Common Core standards as
focused on the content, or what must be taught, with little implication about the pedagogy, or
how to teach the content. With vast funding and resources from the United States Department of
Education, adoption and implementation is currently in process. The anticipated benefits of the
Common Core standards include shared expectations, focus, efficiency, and quality of
assessments, though some researchers are skeptical about these anticipated benefits (Porter et al,
2011).
The CCSS were developed in response to the diverse population and lack of rigor and
consistency in the current standards for education. They were created through a lens of 21
st

century literacies, a set of specific skills, strategies, and methods to prepare learners for the 21
st

century. They include digital literacy, cultural literacy, critical literacy, problem solving,
collaboration, communication, and ethical literacy. As the Common Core standards present a
more rigorous curriculum through 21
st
century literacies (California Department of Education,
2012), educators must continue to examine the quality of the curriculum and instructional
practices in the U.S. In order to
In an ever-changing, global economy, history and research demonstrate an increasing
importance and emphasis placed on technology. However, simply providing access to
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technology is insufficient in preparing students for the 21
st
century. Therefore, it is imperative to
deeply examine the research on the impact of technology on education.
Impact of Technology
The necessity for technology integration in the classroom is undeniable, especially in
today’s fast-paced, global economy of the 21
st
century. There are positive and negative impacts
of technology on students, teachers, education, and the society. Research shows that integrating
technology in education increases student engagement and motivation, meets the needs of
diverse learners, opens doors to communication, and creates a pathway for critical thinking and
decision-making. However, research also shows a loss of socialization for this generation, fear
of teachers being replaced by the technology, and issues in equity and access. Furthermore,
current budget cuts in education and the cost and rapid turnover of technology pose a challenge
for implementation.
Positive Impacts of Technology
Research shows positive impacts of technology to include increased student motivation,
opportunities for differentiation and communication, and acquisition of 21
st
century skills. As
technology is almost second nature to the digital natives of this generation, it highly engages and
motivates learners (Geer & Sweeney, 2012; Keengwe et al, 2012; Rovai et al, 2007; Shroff &
Vogel, 2008). Technology can also provide differentiated, personalized learning as students can
at move their own pace (Bell, 2010; Schrader, 2008) and offer various opportunities for
communication and collaboration (Shroff & Vogel, 2008). Finally, technology may serve as a
vehicle for students to acquire 21
st
century skills (Brady, 2013; Hall, 2011).

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Motivation
Technology plays an important role on student motivation by providing a vast range of
resources such as rich sources of information at the click of a button, global networking, and
instantaneous communication. Students have reported a desire for computers in the learning
environment, arguing that it makes concepts easier to understand, more accessible, and engaging
(Geer & Sweeney, 2012; Rovai et al, 2007). Studies have shown increased engagement,
learning, motivation, and higher levels of student cognition with increased uses of technology in
class and at home (Brady et al, 2013; Keengwe et al, 2012). Furthermore, the differentiated
aspect of technology creates an intrinsic motivation in students to learn and accomplish tasks
(Rovai et al, 2007; Shroff & Vogel, 2008). Rovai et al (2007) also discovered that students had a
stronger intrinsic motivation to learn, to accomplish things, and to experience stimulation in e-
learning situations over traditional classrooms.
Differentiation
Technology enables educators to differentiate instruction to meet the needs of individual
students (Schrader, 2008). Students are able to pace their own learning and engage in interesting
tasks that have just the right amount of challenge to keep them motivated. Placing students in an
immersive environment of learning allows the teacher to act as the facilitator and provide
feedback to students based on their personalized learning needs (Bell, 2010).
Communication
Technology supports convenient student-to-teacher and student-to-student
communication through portals and discussion boards. Online discussions can range from
synchronous communication such as discussion boards or chat rooms to asynchronous
communication such as email. The various types of interactions create an egalitarian
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25

environment, conducive to participation and collaboration. In a qualitative study, Shroff and
Vogel (2008) discovered that through online discussions, students were less inhibited, more
likely to participate, and had increased interest and curiosity compared to face-to-face
discussions. In addition, students felt an increased sense of control and efficacy over their digital
competence and delighted in the immediate and positive feedback. Another study also shows
increased interest and efficacy with adolescents. Valkenburg and Peter (2009) found that online
communication allows adolescents to disclose more about themselves and have more
opportunities to interact and communicate.
21
st
Century Skills
Technology has the potential to build 21
st
century skills through the use of high-level
cognitive skills and building resilience and perseverance. There is increasing research on
incorporating play and experimentation to teach the skills of critical thinking, communication,
collaboration, and creativity. Hung et al (2012) describes the interplay between formal and
informal curriculum and encourage schools to take an experimentative and inter-disciplinary
approach to learning. Research also highlights the role of digital games to motivate and engage
students in collaboration (Sardone, 2010; Trespalacios et al, 2011). Hall (2011) also discusses
the potential of digital storytelling as a way to increase student creativity. By engaging students
in narrative technology, students were able to make sense of an experience and felt a sense of
accomplishment.
Negative Impacts of Technology
Loss of Socialization
Researchers have studied the effects of technology on the loss of socialization. However,
the nature of online communication has changed in the past decade (Valkenburg & Peter, 2009).
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26

In the early stages of the Internet, online communication was seen as detrimental to adolescents’
relationships with others. However, with the advent of Facebook and Instant Messaging, the
effects of online communication have become positive. While results vary slightly based on the
individual, online communication has increased the frequency of interaction and improved the
nature of the interactions as well.
Replacement for Teacher
Some researchers are concerned about the role of technology as a replacement for the
teacher. With a rise of blended learning and virtual schools, there is a fear that less teachers and
administrators will be needed. However, Collinson (2001) identifies the necessity for students to
learn 21
st
century skills such as evaluating, analyzing, critical thinking, and making judgments
and asserts that computers lack this ability. Teachers are still needed to solve social and
emotional problems, build human relationships, and teach morals to students.
Equity and Access
As noted in the history section, computers are common in school sites across the United
States (Bausell, 2008). However, researchers argue that the shift towards a highly technological
society contributes to a digital divide. While researchers argue that equity and access are no
longer significant barriers in the classroom (Park & Ertmer, 2007), research shows that it does
present barriers in the home (Stedrak et al, 2012). This is a negative impact in that it potentially
creates an access gap to technology. As technology rapidly evolves, students who have the
means to afford newer technology will have access, while those do not have the means will lack
access.

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27

Barriers and Issues
Ertmer et al (2012) discuss two types of barriers to technology integration: (1) external
barriers (2) internal barriers. External barriers refer to resources, instruction, culture and context,
and assessments. Internal barriers refer to the attitudes, beliefs, and knowledge and skills of the
practitioners. This next section will explore the literature for external (evolution of technology,
funding, equity and access) and internal (knowledge and skills of teachers, school culture)
barriers.
Evolution of Technology
The rapid turnover of technology creates a challenge for practitioners as the classroom
technologies become quickly outdated (Hall, 2010). Students’ tools at home quickly surpass
classroom technologies. Furthermore, as technology quickly progresses, the notion of the expert
fades away. This rapid turnover presents a barrier in that schools do not have the funding to
compete with the technological market and equity and access becomes an issue.
Funding
The high costs and constant evolution of technology contributes to another barrier, which
is funding. There is the issue of dysfunctional technology, which incurs the additional cost of
maintenance or the support of an expert. In the case of virtual schools, funding is provided
through the state and private institutions. The cost-effectiveness of a virtual school in relation to
a brick-and-mortar school is an ongoing issue due to limited data and financial analysis on the
long-term return (Stedrak et al, 2012). While the brick-and-mortar schools incur more costs
through maintenance, utilities, security, virtual schools have additional overhead costs with start-
up costs averaging $1.6 million. When parents take advantage of the school choice policy, it
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28

further complicates the issue by putting additional financial burden on school districts and
taxpayers.
Equity and Access
The constant evolution of technology complicates the issues around equity and access to
technology. Some researchers argue that equity and access are no longer significant barriers
(Park & Ertmer, 2007) and other researchers argue that a digital divide still exists due to the
inequity of access in the home (Stedrak et al, 2012). As technology is ever changing at a rapid
pace, only those who have the means to stay up to date with the most recent technological tools
can do so, while others struggle to keep up. This issue has implications in the classroom as well,
where technology quickly becomes outdated and null. Technology presents issues on access and
equity due to the accelerating change of technology and high costs, and will continue to present a
challenge in classrooms and homes.
Knowledge and Skills of Teachers
Studies conducted show a positive correlation between teachers’ computer proficiency
and technology integration (Inan & Lowther, 2010). Research shows that teachers need the
knowledge and skills to integrate technology into the classroom and must be ready and willing to
participate in professional development for success with technology integration (Berrett et al,
2012). In addition to knowledge and skills around technology, teachers also need the
pedagogical skills related to technology integration (Hew & Brush, 2007; Koehler & Mishra,
2009). However, due to the constant evolution of technology, gaining knowledge and expertise
has been described as trying to hit a moving target (Ertmer & Ottenbreit-Leftwich, 2010). In
contrast, one study suggests that there is no difference in Information and Communications
Literacy between digital natives and digital immigrants (Guo et al, 2008).
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School Culture
School culture and context play an integral part to technology integration. Historically,
teachers, particularly newer teachers, have reported pressures to conform to the status quo
(Ertmer & Ottenbreit-Leftwich, 2010). While this peer pressure may result in hesitation and
reluctance to attempt the new practice, it can also have the opposite effect of getting teachers to
try new strategies and providing support and scaffolding. While school culture is very important,
leadership is also a key factor in technology integration at sites (Berrett et al, 2012; Robinson &
Sebba, 2010).
Teacher Ideology
Research consistently highlights the significance of teacher perceptions and beliefs,
motivation, and professional development on technology integration and implementation.
Technology can be daunting, particularly for digital immigrants, or those who did not grow up
with access to digital tools. The looming fear of change and the unknown is a common
sentiment. This research provides insights for the approach and design of professional
development for technology-integrated instruction.
Teacher Perceptions and Beliefs
Teacher perceptions and beliefs is a significant variable in technology integration (Palak
& Walls, 2009; Park & Ertmer, 2007). Inan & Lowther (2010) found that years of teaching,
computer proficiency, and overall support from peers or administrators influenced technology
implementation. In addition, taking risks, being flexible, and being open to change were key
factors in adopting technology (Berrett et al, 2012; Ertmer and Ottenbreit-Leftwich, 2010).
While existing beliefs of teachers play a very important role in their willingness to
integrate technology, there are also significant implications for professional development that
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30

may lead to altering perceptions and belief systems. The following section will review the
literature on the implications for professional development around technology. However,
research asserts that teachers filter professional development through their belief systems before
integrating it into their practice (Ertmer & Ottenbreit-Leftwich, 2010).
Professional Development
Research identifies several factors to consider in designing and facilitating professional
development on technology. Ertmer and Ottenbreit-Leftwich (2010) suggest that in order to
build confidence in technology use, teachers must be given ample opportunities to personally
experience success and mastery with technology. Brinkerhoff (2006) highlights the amount of
time spent and given to teachers to develop their knowledge and skills in order to build
confidence and self-efficacy. Davies (2011) further argues that teachers must be given
opportunities to engage in guided practice as opposed to self-discovery. One way to do this is to
give teachers opportunities to observe examples of successful models of technology integration,
which enhances reflective cognition (Thompson, 2013). Furthermore, teachers need ample time
to engage in hands-on activities in partners and small groups as peer scaffolds (Brinkerhoff,
2006).
The goals and objectives of the professional development must be clearly defined and
articulated (Brinkerhoff, 2006). Furthermore, the focus should be on the use of technology to
accomplish the learning goal rather the technology itself being the learning goal (Davis, 2011).
It is the teacher, not the technology, who is the agent of change (Ertmer & Ottenbreit-Leftwich,
2010). In addition, teachers are more likely to incorporate an approach or a tool if they consider
it to be valuable in their practice (Brinkerhoff, 2006; Ertmer & Ottenbreit-Leftwich, 2010;
Ertmer et al, 2012; Miranda & Russell, 2011). This supports the argument for situated
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31

professional development programs that are content and grade specific. Teachers need learning
experiences that are directly relevant to their specific practice, rather than focused on just the
technology. Furthermore, the professional development must connect the new strategy or
approach to positive effects in student learning outcomes as it helps build value in the technology
(Davies, 2011; Holden & Rada, 2011).
Accountability is a key aspect of professional development that will support teachers in
their implementation of a new strategy. Brinkerhoff (2006) recommends having teachers
repeatedly plan lessons, shared student artifacts, and evaluate their lessons with the support of
the professional development provider. Ertmer & Ottenbreit-Leftwich (2010) also recommend
linking teacher evaluations to technology to emphasize that technology is essential, not just
supplemental and to heighten the accountability factor.
As discussed earlier, school culture and context play an integral part to technology
integration. An implication for professional development is to create a culture that gives
teachers opportunities to practice a new strategy, providing support and scaffolds along the way.
In order to accomplish this, the administrator must model, acknowledge, and support technology
integration (Miranda & Russell, 2011). The administrator must strive towards a change-oriented
environment that allows room for mistakes and experimentation and includes teachers in
decision-making processes (Ertmer and Ottenbreit-Leftwich, 2010; Mishra et al, 2009).
Promising Practices
There are various promising practices and models for technology integration in the
classroom. The practices range from a blend of technology and face-to-face learning to full
virtual learning environments. Furthermore, the practices support 21
st
century skills such as
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communication, collaboration, critical thinking, and creativity. The following section will
provide a brief description of these promising practices.
Blended Learning
Blended learning refers to a learning environment that balances face-to-face learning,
self-guided learning, and online collaborative learning. There are various types and models of
blended learning environments. Gonzalez and Vodicka (2012) describe four types of blended
learning: (1) Rotation model (2) Flexible approach (3) Self-blend model (4) Enriched-virtual
model. The rotation model is where students rotate between class and online. The flexible
approach is where students mostly interact with teachers online. The self-blend model is where
students engage in a whole-school experience online. There is a misconception that blended
learning is a static recipe. However, blended learning can also be integrated into the traditional
school setting through technology integration (Gonzalez & Vodicka, 2012).
Flipped Learning
Another type of blended learning is the Flipped Model where the content and instruction
are provided online and the practice and application are provided in the classroom. This model
is highly praised for its adaptability into multiple disciplines and the potential for a highly
engaging, student-centered learning environment (Roehl et al, 2013). In higher education,
flipped learning has shown increased student performance and student satisfaction (Missildine et
al, 2013).
Distance Learning
In a Distance Learning model, students participate in online learning with educators and
other students from various zip codes and time zones. This model is primarily in a virtual school
setting. There is a rapid growth of virtual education, primarily in higher education. Some
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33

researchers consider virtual schools an equalizer, giving all students an opportunity to the same
education regardless of socioeconomic status or ethnic background (Stedrak et al, 2012).
Project-Based Learning
In a project-based learning model (PBL), also referred to as problem-based learning,
students work together to solve real-life problems through research in multiple content areas.
PBL is highly student driven and teacher facilitated with the driving force being questions and
inquiry. It has been applauded for its collaborative and exploratory nature and a positive
correlation to student achievement (Bell, 2010).
Theoretical Framework and Models
Consistent themes in the research aim at the link between constructivist beliefs and high
levels of computer use and integration (Ertmer et al, 2012; Judson, 2006; Matzen & Edmunds,
2007; Tondeur et al, 2008). In a survey of 32 classroom teachers, Judson (2006) found that
constructivist teachers were more likely to have student-centered classrooms with technology as
a learning tool. Furthermore, Tondeur et al (2008) discovered that teachers who held
constructivist pedagogical views were more likely to integrate computers for student use,
whereas teachers who held traditionalist pedagogical views were more likely to integrate
computers for rote practice of skills.
Critique
While the research clearly shows a need for technology integration that impacts student
learning, it is also clear that equitable resources and effective professional development practices
play a significant role in considering integration of technology in the classroom. As technology
quickly advances at a rapid rate, researchers also must be efficient in collecting data on the types
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34

of technology integration that most impact student learning and how to support teachers in the
integration process.
Summary

In reviewing the literature on technology in K-12 schools, it is evident that technology
can make both positive and negative impacts and will continue to be a topic of interest in the
field of education. While barriers and issues continue to impact technology integration, research
identifies several implications for practice to address those issues. Meeting the needs of 21
st

century learners and the onset of the Common Core standards require more information and
exploration into the potential of technology to transform teaching and learning. This case study
will contribute knowledge to the field by examining how a K-8 school has integrated technology
at their site. The information in this case study may benefit educational leaders in supporting
technology integration at their respective schools and districts. The following section will
explain how the study will be conducted.

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CHAPTER THREE: METHODOLOGY
The purpose of this study was to identify the impact of technology on teaching and
learning in a 21
st
century school. From increasing student motivation to customized learning
experiences, research on technology in K-12 schools has shown a significant impact in education
(Bell, 2010; Geer & Sweeney, 2012; Keengwe et al, 2012; Rovai et al, 2007; Schrader, 2008;
Shroff & Vogel, 2008). Furthermore, in today’s highly technological and global society,
technology is an essential component to communication and survival in the 21
st
century.
However, research has also shown that while there has been increased access to technology,
barriers still exist, hindering the potential for technology to truly transform teaching and learning
(Ertmer et al, 2012). This study investigated technology integration at a high-performing school
with an API of 976, similar schools ranking of 8 out of 10, a structured technology plan,
evidence of research-based practices referenced in the school’s mission statement, and
recognition for its technology use. The specific practices examined in the study were technology
as a tool of instruction, the perceived impact of technology on teaching and learning, and the
impact of school climate and leadership. This next chapter will describe the methodology and
research design used for this qualitative case study.
Research Questions
The research questions aimed at providing descriptive and detailed information about the
practices observed at the school of study. The study focused on answering the following
research questions:
1. What technology is present and how is it used as a tool of instruction in the classroom?
2. What is the perceived impact of technology on teaching and learning?
3. In what ways does leadership and school climate support the integration of technology?
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Research Design
The research design of this study was a qualitative, descriptive case study methodology
aimed at highlighting the practices of a high-performing school with notable technology
integration. The case study design enabled the researcher to study complex units with multiple
variables in order to conduct an in-depth study, resulting in a rich and thick description of the
school of study (Merriam, 2009).
The doctoral program at the University of Southern California provides candidates with a
unique opportunity to engage in thematic group dissertations. This case study was one of eleven
in a thematic dissertation group exploring a common research theme, the integration of
technology in K-12 schools. The dissertation group met regularly from August 2013 to October
2014 to discuss recent research and trends in technology use in education. The rich discussions
around the research led to identifying the purpose of the study, developing research questions to
address the study, and adopting a conceptual model to guide the study. The next step involved
determining the data needs based on the research questions. The group members collaboratively
designed a list of document needs (Appendix A), survey (Appendix B), observation protocol
(Appendix C), interview protocol (Appendix D). From there, the group selected seven criteria
for school selection. The selected schools met at least five out of seven of the following criteria:
(1) API of 700+ and similar schools ranking of 7+ (2) structured technology plan (3) technology
grants (4) evidence of research-based practices in technology (5) reference to technology in
school’s mission statement (6) 400+ students (7) recognition for technology use. Though the
data collection methods and instruments were shared, each case study was conducted
individually at their respective schools of study.

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Conceptual Framework
The Technological Pedagogical Content Knowledge (TPACK) in Figure 2 is a
framework that captures the knowledge needed to effectively teach with technology (Koehler &
Mishra, 2009). The TPACK framework consists of three forms of knowledge including
Technological Knowledge (i.e. how to work with the technology), Content Knowledge (i.e.
subject matter), and Pedagogical Knowledge (i.e. how to teach the specific content). The
overlapping areas represent the relationship between the given areas. For instance,
Technological Content Knowledge is the understanding of how technology can influence or
constrain the content. Pedagogical Content Knowledge is the transformation of the subject
matter when the teacher interprets the subject matter and tailors instruction to the students.
Technological Pedagogical Knowledge is an understanding of how the use of a certain
technology can transform teaching and learning. Finally, Technological Pedagogical Content
Knowledge (TPACK) represents the basis for how to teach effectively with technology. This
requires a conceptual understanding, pedagogical techniques, and how technology can be utilized
to close any knowledge gaps. This framework provides an aspirational model for technology
integration with a focus on student-centered teaching and learning.

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38

Figure 2. TPACK conceptual model. This figure illustrates the types of knowledge needed to
teach effectively with technology. Outside contexts may include school culture, accountability,
community demographics, and leadership.

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39

The Substitution Augmentation Modification Redefinition (SAMR) model in Figure 3
discovered by Dr. Ruben Puentedura, depicts a progression for how technology can impact
teaching and learning. The levels of technology use include enhancement through technology,
such as substitution and augmentation, and transformation, such as modification and redefinition.
This model is a lens for which to view teaching and learning with technology.

Figure 3: SAMR model. This figure illustrates the four levels of technology integration
including substitution and augmentation at the enhancement level and modification and
redefinition at the transformation level.

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Sample and Population
This study focused on a California public school with notable technology integration
located in California. Stellar Tech Academy
1
was selected using purposeful sampling based on
meeting 7 out of 7 of the established criteria: (1) Academic Performance Index (API) of 976 and
similar schools ranking of 8 for 3+ years (2) structured technology plan (3) technology grants (4)
evidence of research-based practices in technology (5) reference to technology in school’s
mission statement (6) 959 students in Kindergarten-8
th
grade (7) recognition for technology use
(Apple Distinguished School).
Stellar Tech Academy is a K-8 school serving 959 students. Student demographic
information highlights the diversity in the population of the community. The demographic data
shows 76.9% Asian, 7.9% White, 5.6% Hispanic, 5.6% Filipino, 3.5% Two or more races, and
0.4% African American. 23% of students were classified as English Learners, 7.8% of students
received free and reduced price meals, and 2.7% of students have disabilities.
Stellar Tech Academy has an explicit and structured technology plan incorporating the
International Society for Technology in Education (ISTE) Standards. Students in grades 1 and 2
participate in the 1:1 iPad program. Students in grades 3-8 participate in the 24/7 1:1 laptop
program. The strong focus and dedication to technology integration is made public in the
mission statement on the school website. The mission statement states:
At Stellar Tech Academy, we empower each other to create, communicate, collaborate, and think
critically in a technology-rich environment. Stellar Tech is committed to educating and
preparing students for a technological future while maintaining a well-balanced enriched
education in language and visual arts. Stellar Tech was named Apple Distinguished School for
implementing a 21
st
century vision of education and technology integration in an exemplary way.
Stellar Tech is the only school in the nation to receive such an honor annually since 2007. We
hope to instill this 21
st
century vision in all our students.

1

This
is
a
case
study
of
a
setting
using
actual
theories
and
research
references.
All
names,
organizations,
and

locations
are
identified
with
pseudonyms
but
all
case
study
setting
related
data
is
real.

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41

Funding for technology at the Stellar Tech Academy is provided partly by federal and
state funds as well as funds from the Stellar Tech Foundation and district’s foundation for
technology.
The participants in the study included the teachers and administrators. The entire staff of
teachers was included in the survey. The participants for the interviews and observations were
selected through network sampling, or based on recommendations (Merriam, 2009).
Instrumentation
The use of multiple forms of data or triangulation was used to validate the results of this
study. This study used the following forms of multiple data: observations, surveys, interviews,
and document analysis. The dissertation group members collaboratively designed an interview
protocol, observation protocol, survey, and list of document needs. The eleven members of the
dissertation group formed smaller groups of three or four members. Each small group designed
one of the four data collection instruments supported by findings in the current research
literature. The groups presented their instruments to Dr. Gothold and the dissertation group for
feedback and made revisions accordingly. While the research instruments were designed to
support confirmation of the findings, they were developed to obtain different information and
limit redundancy. Furthermore, though the data collection methods and instruments were shared,
each case study was conducted and written individually on the respective schools of study.
The research instruments were developed to sort responses into the categories developed
by Bolman and Deal’s (1994) four frames: political frame, symbolic frame, structural frame, and
human resource frame. The structural frame refers to the policies, goals, and environment of the
organization. The researcher used the structural frame to identify structures supporting
technology integration such as policies and procedures, expectations, location and access to
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42

technology, and embedded professional development. The political frame refers to the power
dynamics, politics, and competition within the organization. The researcher used the political
frame to understand the various levels of leadership from the site, to the district office, to the
school board. The human resource frame refers to the relationships, needs, and skills of the
organization. The researcher used the human resource frame to study the relationships and
interplay between the students and teacher, teachers and administrator, school and community.
The symbolic frame refers to the culture, rituals, and stories of the organization. The researcher
used the symbolic frame to analyze the school culture and its impact on technology integration.
The document analysis was designed to determine the current policies and procedures for
technology use (see Appendix A). The first and second sections aimed to determine the
technology present and how it is used as a tool of instruction. The survey protocol was designed
to get a general sense of the perceived impact of technology on teaching and learning and the
school climate (see Appendix B). The observation protocol was designed to determine the
technology present and how it is used as a tool of instruction. (see Appendix C). The interview
protocol was designed with open-ended questions in a semi-structured format (see Appendix D).
The interview protocol aimed at determining the perceived impact of technology on teaching and
learning and the influence of school climate and leadership.
Data Collection
The Institutional Review Board (IRB) reviewed and approved the application for this
study. Data collection took place at the school site over a period of 7 days between November
2014 and December 2014. In November 2014, the researcher collected the following
documents: student performance data from the California Department of Education, School Site
Plan, School Accountability Report Card (SARC), professional development plans, CST data,
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43

district benchmark data, district and school policy. In addition, documents from the following
websites were collected:
• District website
• School website
• District Technology Foundation website
• School Technology Foundation website
In early December 2014, the researcher began by gaining consent from the principal and
staff. At a staff meeting, the researcher was formally introduced and the purpose of the study
was shared with the staff. The researcher asked teachers to complete the voluntary survey
through Survey Monkey. The participants were given 15 minutes to complete the survey.
Once the researcher met the staff through formal introductions at a staff meeting, the
researcher made an active effort to build rapport with the participants through friendly, informal
conversations after the staff meeting and during subsequent visits. This is also referred to as
cooperative style where the researchers are transparent about their role and research (Bogdan &
Biklen, 2007).
As observations can provide information and new perspectives through firsthand
experience (Merriam, 2009), the researcher requested with classroom observations. The
researcher conducted observations in each of the sixteen classrooms over a span of five days.
Using Merriam’s (2009) three stages of entry, data collection, and exit, the researcher observed
each classroom for approximately 30 minutes using the protocol as a guide to capture the
physical setting, participants, activities, conversations, as well as subtle factors such as the
behavior and reaction of the researcher. The researcher stayed in a central location in the back of
the room as a deliberate move to take the role as a pure observer (Merriam, 2009). The
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researcher also took narrative notes on the observation immediately each observation as
recommended by Bogdan and Biklen (2007).
After gathering information about the teachers’ knowledge and skills in technology
integration, the researcher selected interview participants through purposeful sampling, or
choosing participants based on a specific need or interest (Merriam, 2009). The researcher then
contacted the participants for consent through email. Once a participant gave consent, the
researcher held face-to-face interviews with the participant at a time and place of the
participant’s convenience. The researcher tested out the interview questions with a colleague at
the University of Southern California per Maxwell’s (2013) suggestion of trying out the
questions prior to the interview. Semi-structured interviews were used to collect data so that the
researcher would have the flexibility to lead the conversation to a specific purpose (Merriam,
2009). The interviews were audio-recorded with the consent of the participant and confidentiality
was assured. During the interview, the researcher took notes on the physical response of the
participants as well as key points or repeated words and phrases. The researcher allowed the
participant to stop and ask questions as needed. After each interview, the researcher used a
transcription application on the iPad called Dragon Dictate to transcribe the interview. In terms
of sample size, the researcher continued to interview participants until there was redundancy in
the interviews. Merriam (2009) refers to redundancy as the criteria for having acquired adequate
information.
Data Analysis
Data analysis was conducted using Creswell’s (2009) six-step process. Each step of
Creswell’s process is described in the following section.
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Ø Step 1: Organize the data
The purpose of Step 1 was to organize and prepare the data for analysis. The interview
data was transcribed through a web-based transcription service called Rev. The survey
results were analyzed and extracted through Survey Monkey. The classroom observation
data protocols were typed up for review. Finally, the documents and data collected were
organized by its respective data collection method.
Ø Step 2: Read through the data
The purpose of Step 2 was to get a general sense of the data. The researcher read through
all of the data to get a general sense and tone of the information in relation to the three
research questions. The researcher reflected on the underlying meaning of the data by
noting thoughts in the margins.
Ø Step 3: Code the data
The purpose of Step 3 was to code the data. The researcher began open coding by
highlighting and noting emergent themes in the data. Then, the researcher used in vivo
terms, or the participants’ language, to label categories in the data. Once the categories
were named, Merriam’s (2009) strategy of evaluating the categories to see if they were
responsive, exhaustive, mutually exclusive, sensitizing, and/or conceptually congruent.
The researcher then used analytical coding to combine some of the categories. Each
category was given an abbreviated label and assigned a unique color. The data was
coded accordingly.
Ø Step 4: Generate themes
The purpose in Step 4 was to generate a description and determine themes or categories
for analysis. The color-coded themes and labels were used to identify common and
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significant themes in the findings.
Ø Step 5: Write a narrative description
The purpose of Step 5 was to determine how the description would be represented in
narrative format. The themes collected from the data were used to generate a
chronological, narrative description, incorporating the various perspectives of the
participants and data.
Ø Step 6: Make interpretations
The purpose of Step 6 was to interpret and make meaning of the data. The researcher
made interpretations of the data in response to the research questions by exploring the
lessons learned, new information, and new questions.
Validity and Reliability
The validity and reliability of the study was strengthened by the in-depth analysis of
current research and the shared use of instruments across eleven sites. The strengths of this
individual case study were triangulation, reflexivity, adequate engagement of the data, and
maximum variation. As Merriam (2009) notes, triangulation is the use of multiple methods
and/or multiple sources of data. In this study, the researcher used document analysis, surveys,
observation data and interview data. In addition, the researcher clearly articulated and clarified
the purpose of the study and the role of the researcher. Furthermore, the study included adequate
engagement of the data and member checks through follow-up interviews (Merriam, 2009).
Surveying and observing all teachers on staff and interviewing until adequate data was acquired
achieved maximum variation.

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47

Summary
This chapter described the rationale and methodology for this qualitative case study. It
described the research questions, research design, conceptual model, instrumentation, data
collection, and data analysis. The methodology was designed using current research on
qualitative methods.

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48

CHAPTER FOUR: RESULTS
As educators strive to prepare students for the 21
st
century, students need opportunities to
engage in learning experiences that develop their skills for creativity, collaboration,
communication, and critical thinking. In this global economy, technology plays an important
role in developing these skills for the 21
st
century. The purpose of this study was to identify the
impact of technology on teaching and learning at a school site embracing technology.
The previous three chapters of this dissertation described the problem and significance of
the study, a literature review related to the problem, and the methodology and qualitative design
for the study. This chapter will present the findings and emergent themes of the study in relation
to the three research questions.
Research Questions
The research questions in this study serve to understand the impact of technology on
teaching and learning. The following research questions were addressed:
1. What technology is present and how is it used as a tool of instruction in the classroom?
2. What is the perceived impact of technology on teaching and learning?
3. In what ways does the school climate support the integration of technology? Where
does the leadership come from?
Methodology
The qualitative case study included four instruments for data collection including a
document review, staff survey, classroom observations, and interviews. The data was collected
over six days within a five-week period and Creswell’s (2009) six-step process for data analysis
was utilized to code and analyze the data for emergent themes. The findings were then
triangulated across the multiple data instruments and sources.
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49

The document review included the following documents: School Accountability Report
Card (SARC), Single Plan for Student Achievement (SPSA), the school website, student
achievement data, professional development plan, and other publications about the school. The
documents were acquired through the school principal, program specialist, and school website.
The staff survey was distributed and completed at the beginning of a staff meeting.
Twenty-nine surveys were completed in all, of which two surveys were completed by student
teachers. In terms of the regular teaching staff, twenty-seven of thirty teachers completed the
survey, which accounts for 90% of the teachers at Stellar Tech Academy. In addition to the
surveys, five observations were conducted in classrooms ranging from first grade to seventh
grade. In an effort to understand the role and perspectives of the administrators, a formal
interview was conducted with the principal and the program specialist. Following their
recommendations, four teachers were also formally interviewed including a first grade teacher,
third grade teacher, fifth grade teacher, and seventh grade technology teacher.
Participants
The staff consists of thirty regular classroom teachers, three special education staff
members, one principal, one program specialist, one media assistant, and one computer
technician. The survey instrument included questions regarding the participants’ age and
teaching experience. The table below represents the demographic data of the survey participants.
According to the findings, the majority of teachers at Stellar Tech are thirty years and older and
have ten or more years of experience teaching. In addition, when asked about their current skill
level with technology, 90% of teachers indicated they were proficient or advanced. Teacher
biographies on the school website also that twenty of the thirty teachers on staff have their
Masters degree in curriculum and instruction, administration, science, or educational technology.
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50

Table 1
Educator Demographics
Age groups
Number of
Teachers
Years of Experience
Number of
Teachers
24 years and younger 2 0-2 years 6
24-30 years old 7 3-5 years 2
30-40 years old 9 6-10 years 3
40+ years old 11 10+ years 18

Background of Stellar Tech Academy
Stellar Tech Academy was conceived and built from the ground up in 2003, opening their
doors for the first day of instruction on September 2, 2004. The school is situated on
approximately ten acres of land in a quiet, suburban neighborhood in North Orange County. The
design of the campus was intricately and thoughtfully planned around the school focus on
science and technology hosting seven buildings, or pods, each named after well-known scientists
such as Newton, Einstein, and Curie. Each pod hosts multiple classrooms as well as
collaborative workspaces at the center of each pod for students, teachers, and parent volunteers.
The mission statement on the school website clearly highlights the focus on science and
technology as well as a vision for 21
st
century learning:
At Stellar Tech Academy, we empower each other to create, communicate, collaborate,
and think critically in a technology-rich environment. Stellar Tech Academy is
committed to educating and preparing students for a technological future while
maintaining a well-balanced enriched education in language and visual arts. Stellar Tech
Academy was named Apple Distinguished School for implementing a 21st century vision
of education and technology integration in an exemplary way. Stellar Tech Academy is
the only school in the nation to receive such an honor annually since 2007. We hope to
instill this 21st century vision in all our students.

Serving just fewer than 900 students in Kindergarten through 8
th
grade, the school
population is composed of students from diverse backgrounds. 77% percent of the students are
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51

Asian, 8% are Caucasian, 6% are Hispanic, 6% are Filipino, and 3% are “other” or declined to
state. The average class size in kindergarten through sixth grade is thirty-one students to one
teacher and in seventh and eighth grade, thirty students to one teacher.
Though the district is in its third year of Program Improvement (PI) status with 88.9% of
its schools in PI, Stellar Tech Academy is unique in that it continues to excel and currently holds
the district title of highest API as one of twenty schools in the elementary school district. In
addition, the school has earned various awards and recognitions in the recent years including
California Distinguished School, Apple Distinguished School, and California Businesses for
Excellence in Education. Due to its success with the 1:1 iPad program in first-second grade and
1:1 laptop program in third-eighth grade, Stellar Tech frequently holds school tours for school
districts near and far including international visitors from Korea, China, Australia, New Zealand,
and Sweden.
Funding is an integral part of success with the 1:1 program at Stellar Tech Academy. In
addition to state and federal funds, Stellar Tech Academy also receives financial support from
the district’s technology foundation in the form of teacher and school grants as well as from the
Stellar Tech Foundation for Advancement in Science and Technology. Created by parents,
teachers and administrators in the community, the school foundation raises funds to support
various programs including the 1:1 laptop program, educational software, science camp, robotics
program, after school enrichment classes, and various awards and scholarships.
According to the teachers at Stellar Tech Academy, the school was launched in 2003 by
their first principal, renowned for her enthusiasm for educational technology. A few years later
when the principal retired, the current principal of Stellar Tech was hired from outside the
district that shared a similar vision and passion for educational technology. During the data
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52

collection process, the researcher discovered that the current principal had just recently been
promoted to Director of Education Services at the district office. A staff member expressed
feelings of excitement and gratitude to have a representative from their site at the district level.
Initial Visit at School Site
The initial contact with the principal was by telephone. The researcher shared the
purpose and potential of the study and the principal briefly shared her passion for technology and
enthusiastically agreed to participate. The initial visit to the school site included an interview
with the principal, an interview with the program specialist, and a campus tour.
It was 8:20 a.m. on a warm November morning as the researcher pulled into a small
parking lot with perfectly paved roads and shiny new cars. Though the school bell rang twenty
minutes earlier, there was still a hustle and bustle about the parking lot as a few latecomers were
ushered in and a group of women chattered in their native Korean language on their way out. A
large grassy field and wide, open walkway onto campus was to the left, a clearly visible and
welcoming marquis to the right, and straight ahead were double glass doors supported by various
shades of bricks in a natural sandstone color. As the researcher entered the office, a receptionist
smiled and said in a singsong voice, “Good morning, how can I help you?” The office was
bright with natural light coming from the tall glass windows in the waiting area to the right. As
soon as the researcher sign in, the principal came out and the initial introductions were made. As
the principal led the researcher down the hallway, the bright smiles and framed photos of each
“Teacher of the Year” along the walls gave an instant sense of warmth and community. Upon
the initial conversation with the principal, it was evident that she had a clear vision and
passionate view on technology.

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53

Data and Findings by Research Question
Research Question One
What technology is present and how is it used as a tool of instruction in the classroom? In an
effort to determine the types of technology at Stellar Tech Academy, the researcher examined the
various sources of data including the interviews, surveys, observations, and documents.
During the interviews, the principal described the 1:1 program at Stellar Tech Academy
as a 1:1 laptop program for third through eighth graders and 1:1 iPad program for first and
second graders. She went on to list additional technology shared within grade levels including
iPads, iPods, Apple TVs, electronic whiteboards, projectors, and digital cameras. She explained
that there are shared iPad and iPod carts in each of the eight pods of classrooms and that every
classroom has a mounted projector and a Promethean board, or an electronic whiteboard. The
teachers reported similar information in regards to their classroom technology, but also included
their personal laptop and iPad as well as examples of software in their responses.
The survey included open-ended questions regarding the types of technology hardware
and software present in the classrooms. Upon analysis, the teachers reported the most frequent
use of Promethean boards, laptops, and iPads in terms of hardware. For software, teachers
reported the most frequent use of Haiku, Moby Max, and Reflex Math. The teachers appeared to
have sufficient hardware and software to embed technology into daily instruction. Furthermore,
when asked how often teachers incorporate technology into instruction, 87% of teachers
responded with most of the time or always. Table 2 represents these findings.

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54

Table 2
Survey Results Addressing Research Question One

The interviews also provided deeper insight into how technology was being used as a tool
for instruction, revealing a common thread of responses in regards to the role of technology. For
instance, the program specialist stated:
It’s not the technology that’s the focus at our school, it is actually the learning that’s the
focus and we utilize technology to support that learning. We always emphasize the
learning that happens; I think that’s the key to our success.

The importance for having a purpose for the technology and teaching with intentionality was a
focus in other conversations as well. The principal emphasized:
Technology shouldn’t determine how we teach; rather what we teach should determine
how the technology is used. Unless you’re the technology teacher, technology for
technology’s sake is not good enough.

Interestingly, when asked about the purpose of technology in his classroom, even the
technology teacher responded that students were not only expected to learn the technology, but
also expected to utilize the technology to advance what they were learning in their content
specific classes. This was evident in the classroom observation as well when the technology
teacher introduced the lesson on coding by likening it to the Common Core anchor standard on
close reading. He made the point that success in coding depends on one’s ability to read and
reread closely.
In addition to having a clear instructional focus in their use of technology, teachers
appeared to value technology for its ability to meet various student needs and provide another
avenue for differentiation. For instance, a first grade teacher described her learning outcomes as:
Survey
Question
Never
Sometimes

Most
of
the

time

Always

13
–
How
often
do
you
incorporate
technology

into
your
daily
lessons?

0
2
10
16

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55

Sometimes it’s just practice and recall. Other times, it’s applying higher level thinking to
reading comprehension skills. Sometimes, they’re recording their voice, so I can check
their fluency. I just think the possibilities are endless, and you can do so much more with
so many more kids in your classroom.

She went on to describe how she used technology for differentiation:

It’s great for differentiation because I can have the same learning outcome for my whole
class, but have my little babies meeting with me for additional scaffolding and the tech
for engagement. I could have my middle group working independently, and my high
group doing some extension project where they are taking what they know and applying
it to another context.

A third grade teacher also highlighted the potential for differentiation in a combination class:
In differentiating for two different grades, technology was immensely helpful. That
totally sold me on every reason why you need to have technology in your classroom to be
able to individualize, to differentiate for whatever reason whether it’s grades, whether it’s
ability level, or even interest level.

The classroom observations further exemplified technology as a tool for differentiation.
For instance, in a third grade classroom, the teacher took the role of a facilitator during math
centers. While one group of students received direct instruction on comparing fractions, another
group of students were on their laptops practicing basic math facts through Reflex Math. Yet
another group of students were on iPods playing a game that reinforces a pictorial view of
fractions while another group of students were on their iPads practicing a coding app called
Cargobot. The last group of students engaged in a hands-on activity with a parent volunteer on
creating and converting fractions into decimals. As the students rotated through their various
math centers, the teacher walked around, coaching students who need the support and
encouraging others who had mastered a level in their respective programs.
A first grade teacher also demonstrated the ability to differentiate using technology.
Students were given the task of creating sentences with their weekly high-frequency words using
an application of their choice. Students could choose to handwrite their sentences using a
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56

whiteboard app or type their sentences using their keyboards. Once students were on task, the
teacher was able to pull a small group of struggling students to the carpet area and support them
in the task. As students were completing the task, they could move on to the next task, clearly
displayed on the Promethean Board. She also explained in her interview that the technology is
also used for collaboration. Students complete group projects and communicate and share their
work.
In a seventh grade classroom, the students engaged in a computer-adaptive coding course
on their laptops. As students worked independently, the teacher was moved about the classroom
to offer individualized support to students based on their specific needs. The students were also
able to move through the course at their own pace and keep track of their progress. Students
were incentivized to persevere through the difficult tasks when the teacher offered extra credit
for students who completed the course.
In addition to differentiating for a large group of students, students were able to
participate in tasks that would otherwise be difficult or even impossible. For example, in a fifth
grade classroom, students engaged in a two-part activity in which they were to measure the mass
and density of various objects. Half of the class used the Gizmo application on their laptops to
measure the mass and density of objects on the moon. The other half of the class used scales to
measure actual objects in their classroom. The teacher emphasized to students that the purpose
for the technology in this particular lesson was to engage the students in a hands-on learning
experience.
In a seventh grade classroom, students read and evaluated the digital storybooks of their
peers. The students created QR codes for their work and the teacher provided students with a
class list of QR codes. Students spent the majority of the class time reading through a variety of
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57

their peers’ works on their iPads. This method enabled students to access their peers’ work
quickly and efficiently, giving them more time to read and evaluate.
Summary of Findings for Research Question One
The findings suggest that teachers at Stellar Tech Academy have access to various
technologies in their classrooms including a Promethean board, projector, personal laptop, and
iPad. The students also have access to the technology with iPads for Kindergarten through
second grade and laptops for third through eighth grade. The technology is used in a variety of
ways, but specifically to aid in differentiation, hands-on learning experiences, and efficient use
of class time. In reference to the SAMR model, the use of technology within the lessons varied
from enhancement (substitution and augmentation) to transformation (modification and
redefinition). An example for enhancement would be when the first graders substituted an iPad
application to create sentences rather than paper and pencil, resulting in no functional change
other than increased engagement. An example for transformation would be when the fifth
graders were able to measure the mass and density of an object on the moon, a previously
inconceivable task. All in all, from the perspective of technology as a tool to transform
instruction, in four out of five classrooms, teachers were able to redesign their classroom
instruction to differentiate and meet the needs of a variety of learners and levels.
Research Question Two
What is the perceived impact of technology on teaching and learning? In exploring the
perceived impact of technology at Stella Tech Academy, it was evident that the staff had a
positive outlook on technology based on their responses about the benefits of technology and
their overall enthusiasm during the interviews and classroom observations. One of the benefits
highlighted by the staff was an increase in student engagement, which they attributed to
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58

increasing growth in student performance data, higher attendance rate, ownership of learning,
and ongoing learning at home. Figure 4 is a bar graph retrieved from the school’s website
depicts the Growth API since 2005. As the graph displays, the school has made continuous
growth since 2005.

Figure 4. API bar graph. This figure illustrates the Academic Performance Index growth at
Stellar Tech Academy from 2005 to 2012.
Among the documents reviewed, an evaluation report from the school’s laptop program
validated the increasing attendance rates since the inception of the 1:1 program. The principal
also boasted of the school’s 98% attendance rate with higher rates in seventh and eighth grade
than kindergarten through sixth grade, a rare occurrence in K-8 schools. She also shared a story
that depicted the level of student engagement:
I call it the cool factor, but really it’s about motivation. The first step is getting them
engaged. If they’re not engaged and they’re not motivated, you’re working too hard.
Technology gives them that engagement piece. I was in a 6
th
grade classroom, the
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59

teacher leans over to me and she says, “Get this, I have a student who’s absent, but we’re
doing this project on Haiku and she’s emailing me and asking if she could do the project.
I said, “Alright, be kind to her, let her know that even though she’s sick at home that
we’ll allow her to participate in the project in real time here with us.” Technology is
something that every child deserves. It enhances and extends the learning beyond the
bell. Imagine the hours of learning that we’re getting beyond the bells because they have
the laptop within their grasp. You wanted the extra hours of learning? We get it here.

The story illustrates a higher level of engagement, but also depicts a culture of students who
value the learning experiences at Stellar Tech Academy and truly take ownership for their
learning. A fifth grade teacher described the potential for continuous learning using Gizmo, an
online application that enables students to measure the weight and mass of objects on the moon:
The benefit of using technology in the classroom is that it increases engagement. They’re
able to also put more hands on experiences to the student experience. They’re
continuously learning. Guaranteed, a lot of these students are going home on Gizmos and
going to see either the weight and mass Gizmo or what other Gizmos that they have
available.

The classroom observations also revealed higher levels of engagement during an
assessment in a first grade classroom. The teacher created a reading comprehension quiz on
Kahoot It, an online application where teachers can display student responses anonymously. The
teacher would ask a question and give students time to respond on their iPads. The teacher
would then display student responses and offer immediate feedback for any misconceptions and
incorrect answers. Their enthusiasm was evident in their excited voices and active body
movements as the students smiled and cheered when the results were shown. As students
returned their iPads to their desks, one boy exclaimed, “That was fun, can we do that app on
every book we read?” The teacher further explained during the interview that with technology,
students often do not realize they are taking a test because they are so engaged.
In addition to student engagement, there was the ability of technology to enhance student
creativity. The principal referred to technology as a “vehicle for creativity.” A seventh grade
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60

teacher also shared that in using technology, it was important to allow students to be fascinated
with what they’re doing and to let them think creatively. A first grade teacher shared:
With technology, the students have the power because it allows them to create and they
have so many tools for how they can do different things. They get to choose what works
best for them.

She went on to explain:

When students have a choice and realize that they are taking ownership and responsibility
for their learning, they take more pride in their work and put more effort into it, because
they know once again that it’s a privilege that can be taken away and that not everyone
has the opportunity to learn this way.

Furthermore, students appeared to be inquisitive about what they are learning. A third grade
teacher described the impact of having unlimited access to the technology on her students:
They want an answer and they’re going to find it. They’re going to keep looking until
they get the answer, so questioning, constantly asking questions. They may start asking
deeper questions and keep searching and keep finding information. People think it’s
playing. To me, it’s research.

The classroom observations also showed students working collaboratively with the
technology. This was more evident in the elementary grades than the middle school grades. For
example, in the third grade class, the students rotated through math centers in small groups.
During each center, students were talking and sharing their thought processes when others
appeared to struggle with a concept. While there appeared to be a certain level of friendly
competition, students were encouraged to support one another. The third grade teacher shared
that collaboration occurs across grade levels as well. She explained that her third graders had
kindergarten tech buddies where they could share their technology and tricks of the trade. She
explained that both the staff and the students do not hoard their tricks. In the first grade class,
the teacher encouraged students to support one another and frequently reminded the students that
while there are over thirty of them in the class, there is just one teacher. However, in the seventh
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61

grade classrooms, the students were more inclined to work independently. In one of the
classrooms, the teacher actually discouraged the students from working together and had
students raise their hands and ask the teacher if they needed support.
This culture of collaboration among staff was evident throughout the data collection
process. Interestingly, it appeared that the integration of technology at Stellar Tech Academy
also influenced and fostered the culture of the school. During the interview with the principal,
she stated:
Technology is not just good for our students; it’s good for our teachers. They’re
constantly finding new ways to do things.

While the initial goal for the technology integration at Stellar Tech Academy was to prepare
students for the 21
st
century, a byproduct of this highly technological school was a culture of
flexible thinking, innovative problem solving, and ongoing collaboration among the staff as well
as the students. In being a part of this school culture, the teachers also became equipped with the
skills to teach students of the 21
st
century. In addition to the collaboration, the teachers seemed
to be more flexible and adaptable. A seventh grade teacher explained the importance of
adaptability for both students and teachers because technology itself changes at such a rapid rate.
The survey data also highlighted the impact of technology on student engagement,
creativity, and collaboration. In general, 96% of teachers strongly believed that technology had
positively impacted the quality of their instruction and 75% of teachers believed that the school’s
investment in technology was well worth the cost. When asked about technology as a relevant
component of student engagement and achievement, 50% of teachers responded with
“absolutely” and 46% of teachers responded with “for the most part.” In addition, 89% of
teachers believed that technology had a positive impact on student creativity either most of the
time or always. Interestingly, only 61% of teachers thought technology required student
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62

collaboration. However, the observations suggest that while technology may not be required for
student collaboration, collaboration within the classroom was valued and encouraged in four out
of five classrooms observed. Table 3 below represents these findings.
Table 3
Survey Results for Research Question Two

Summary of Findings for Research Question Two
Although the teachers and administrators will be the first to admit that technology is not a
magic bullet, the data clearly demonstrates benefits of a highly technological school. The major
impacts included an increased level of student engagement as evidenced in the upward trend in
student performance data and attendance rates and a culture of students and staff who value
learning and work in collaboration to seek solutions to problems. An interesting theme that arose
during the interviews and observations was shared power between teacher and students and
teachers and administrators. In the classroom, the teachers took on the role of facilitator and
encouraged students to solve problems collaboratively. Similarly, in the staff meetings, the
administrator took on the role of facilitator and encouraged teachers to lead the staff meetings.
Survey Question Absolutely
For the
most part
Somewhat Not at all
10 – I believe that technology has positively
impacted the quality of my instruction.
24 3 1 0
17 – I believe that technology is relevant for
both student engagement and student
achievement.
14 13 1 0
18 – The school’s investment in technology
has proven worth its cost.
21 5 1 0
Survey Question Never Sometimes
Most of
the time
Always
15 – I believe that technology positively
impacts student creativity.
0 3 17 8
16 – I believe that technology integration
requires student collaboration
0 11 14 3
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63

Research Question Three
In what ways does the school climate and leadership support the integration of technology? The
interviews, documents, and observations provided rich data in terms of the school climate and
leadership. Within the initial visits of the sites, the researcher felt a sense of warmth and a
positive environment for students and staff. During the first site visit, the program specialist
explained the campus layout and gave a tour of the school campus. The researcher was greeted
with smiles and nods from passing teachers and students. During the second site visit, the
researcher attended a staff meeting led by the program specialist. The meeting began with a
reminder to the staff about their Fish philosophy, also printed at the bottom of their staff agenda.
The philosophy included four simple practices: Be there. Make their day. Choose your attitude.
Play! The next item on the agenda was called, “Catch me at my best,” where a teacher shared a
successful project or activity she completed with her students. The welcome portion of the
agenda ended with a stuffed animal, Mr. Stellar. A student teacher that had received Mr. Stellar
the previous week expressed her gratitude for making her feel welcome at Stellar Tech. She then
passed Mr. Stellar to another teacher whom she was grateful.
In addition to a warm and inviting school environment, the teachers and administrators
had shared values and beliefs about the importance and value of technology integration. A third
grade teacher highlighted the importance for integrating technology to engage students in this
description:
These kids can multitask more than ever before and they’re used to listening to music and
reading at the same time and munching snacks and laying all over the floor and still
talking to mom.

A first grade teacher further described the importance of technology for the 21
st
century:

My general feelings about technology are that it’s the reality that students are living in.
Technology is not going anywhere. As educators, we’re supposed to be preparing our
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64

kids and students to be successful citizens in society. We would be completely doing
them a disservice to educate them without technology.

Furthermore, the data revealed a culture of collaboration among the staff. When asked
what attributed to this culture, a third grade teacher described the initial recruitment process for
Stellar Tech Academy:
Our first principal was looking for people that were innovators, that were risk-takers, that
were willing to go out and find ways to get it done and handpicked our first core of
teachers that were hired here.

This opportunity to launch a school with a handpicked group of teachers who came in with a
similar vision lay the foundation for Stellar Tech Academy. A teacher who joined the staff in the
subsequent years recalled her experience:
I remember going into my interview and getting questions about technology and I was
honest saying, “I don’t have training. I’m not experienced with the technology, but I’m
willing because I’ve heard great things about it. I would love to see how I could
incorporate it.” I had to show them I was eager about using technology.

While many teachers at Stellar Tech Academy do hold additional degrees in educational
technology, this was not an absolute condition in the hiring process. Rather, the school looked
for teachers who were learners, thinkers, and risk-takers. This culture is exemplified in a third
grade teacher’s reflection:
We’ve had numerous successes, but we’ve never sat back and said, “This is perfect. We
don’t need to do anything more.” We’ve always been trying to be as cutting edge and
innovative as we can be to find out best practices.

The principal also shared in this urgency for continuous improvement:
In this day and age, if you’re not Google-able, you’re not impactful. This school needs to
be impactful. What are we doing to make sure that we are not an island, that we are
sharing this information with others so that other children can have the same advantage.

Another finding in the data was immense opportunities for professional development
both formal and informal. In terms of formal professional development, a teacher stated in her
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65

interviews that they were “spoiled” with professional development from the district level as well
as attendance to outside conferences such as the CUE conference. A few years ago, the district
had provided opportunities for multiple levels of educational technology certification for all
teachers. In addition, teachers engaged in weekly Professional Learning Community (PLC)
meetings during the school day. One teacher expressed her enthusiasm for their weekly PLC
time:
Every week without fail, we have our PLC for 100 minutes a week. We focus on
different things. We look at what standard are we looking at. How are we assessing it?
What are best practices for implementation? What students aren’t grasping the concepts?
How can we serve them through interventions? What kinds of lessons can we come up
with together?

The principal referred to this culture of sharing practices as the technology grapevine. She
explained:
During PLC meetings, they talk about how they use different technology to help them.
There’s the rumor grapevine, but at our school we have the technology grapevine.

In addition to the formal opportunities for professional development, there were informal
interactions that contributed to the technology grapevine. The interactions at a staff meeting
illustrated an example of informal professional development. At 3pm on a Wednesday
afternoon, teachers trickled into the fifth grade classroom smiling and laughing. As they walked
in, they looked around the room and commented on the students’ work. A few teachers raved
about a project on the wall and asked the homeroom teacher about it. She explained the process
for completing the project and the teachers immediately began discussing how they could modify
it for their grade level. A teacher shared another example of informal opportunities to share their
practice:
At staff meetings, we used to have tech spotlights where teachers for each grade level
would have five minutes at the end to share a project they were doing with their students.
It’s keeping that vision alive and getting people excited about things.
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The survey data also demonstrates high levels of support from the leadership team and
through professional development. 85% of teachers said the administrative team actively
supports the integration of technology in classrooms. When asked if their professional
development had prepared them for technology integration, 85% of teachers responded with
“absolutely” or “for the most part.” Table 4 represents these findings.
Table 4
Survey Results for Research Question Three

The leadership at Stellar Tech Academy had a clear and focused vision and fully
supported the work of the teachers. One teacher stated:
Our leadership really, because of their vision and they continue to reflect back on our
vision, our decisions are based on that vision and that vision is always cutting edge and at
the highest level that we can be working at or teaching at.

The principal encouraged teacher input and forward thinking. She raved about one of her
teachers who started a Minecraft program with students after school. She also shared an example
of her kindergarten teachers:
Survey Question Absolutely
For the
most part
Somewhat Not at all
11 – My professional development
prepared me to incorporate 21
st
century
learning skills on a daily basis in my
classroom.
12 13 3 0
12 – My professional development prepared
me for the use of technology in my
classroom
12 12 4 0
Survey Question Never Sometimes
Most of
the time
Always
14 – The administrative team actively
supports the integration of technology into
the school’s classrooms.
0 0 4 24
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I have kindergarten teachers who said, “I want to start BEBOT, it’s a coding app, is that
okay?” “Yeah, okay fine. If you want to do coding with your kindergarteners, fine.”

She spoke with humility and a deep appreciation for her teachers. The staff also expressed a
deep appreciation for their principal as well as their colleagues. For instance, the program
specialist shared:
The principal is a visionary. What she brought to our school was the 4 Cs of 21
st
century
leadership. She says to the staff, “Let’s look five years from now, ten years from now.
Now, let’s look two years from now. She sends little messages, “Hey did you guys hear
about this?”

A first grade teacher went on to add:

There is just that contagiousness of being excited about the possibilities. Leadership is
huge in that. If you don’t have the leadership to support the program, to find out ways to
make it happen, to say, “Okay, this is a barrier. How can we overcome it and keep
pushing forward?” Our current principal’s main motto was, “I want our school to be
Google-able,” meaning, I don’t want us to do what we’ve always done. We needed to
keep up with the times and keep pushing ourselves and see what else we could do. We
can’t do what we’re doing without the administrative support.

Interestingly, the leadership was shared among staff as well. The program specialist highlighted:

Even on our staff, we have district trainers and many teachers who present at CUE
conferences for technology. We have leaders within the fields, on site, and we take
technology with us. It’s embedded in everything we do.

This was also evident when the researcher attended a staff meeting. Though the principal was not
present, the program specialist along with two other teachers led the meeting. The presenters
appeared to be comfortable presenting to their peers and engaging in discussion about various
topics such as the district’s approach to Common Core curriculum. Upon each presentation, the
teachers clapped for their peers. One presenter took the time to appreciate and applaud the staff
for their contribution to their school-wide behavior plan. This appreciation and validation for
one another was also evident in the document review of the school’s professional development
plan and grade level meeting notes. The principal provided teachers with protected time to
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68

engage in grade level professional learning communities. The teachers turned in their meeting
notes in the form of a Google document. Her comments on their meeting notes validated teacher
ideas and practices, while asking thought-provoking questions, and offering support when
needed.
This notion of shared leadership, and essentially shared power and decision-making
rights, was evident in the classroom as well. This can be seen in the shift from direct teaching to
facilitating and coaching in the classroom. One teacher commented the while there are times
when direct teaching is necessary, there is less of it. Another teacher shared her beliefs:
Your students are your greatest resource as far as what they can teach you and what they
can teach each other. Give them the freedom to learn on their own and share. It’s okay if
they know more than you do. It’s very intimidating for a lot of teachers to think, “I’m the
expert, I should know everything and I’m teaching everything. You really have to let go
of that now. You really do and just learn from them. Not just make them do it, but
actually learn and take their knowledge and use the knowledge they give you because that
will just help you to become a stronger teacher by reflecting back and forth.

The third grade teacher also explained:

You can’t just be the one standing in front of the classroom. You have to be able to give
it over and let the kids be the one to explain and share because they’re the ones that have
so much less fear of failure than we do. They have a different timeframe to work on
these things. You give it over to them and you find out things you’ve new known before.

In addition to the support for one another through shared leadership, the local community
supported the technology integration as well. For example, the local community members
created a Stellar Tech Foundation and website for donations. These donations contributed to the
1:1 program, software, and other programs to advance the science and technology integration.
One teacher explained:
The parents are behind this. I think the parents value what the kids are getting. It’s a
really strong base here at Stellar Tech.

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Summary of Findings for Research Question Three
According to the data, there appears to be an immensely supportive school climate and
strong leadership at Stellar Tech Academy. From the district level administration to the site and
the local community members, teachers expressed feelings of validation for their work. It was
also evident that the principal was a visionary leader who fostered a culture of shared leadership
and collaboration. This culture of shared leadership and collaboration could be seen both among
the staff as well as in the classroom.
Emergent Themes
The following section identifies the emergent themes that arose during the data collection
process. This section is categorized in the following themes:
• Shared vision and clear expectations for technology
• Teacher as a facilitator of learning
• Visionary leaders and building capacity from within
• Ongoing professional development and a culture of collaboration
• Financial support from the district and local community members
Shared Vision and Clear Expectations for Technology
The administrators and teachers had a shared vision for the use of technology in
instruction as evidenced in the interview responses. The staff understood the importance and
urgency of equipping students with 21
st
century skills. The staff repeatedly emphasized the
focus on teaching and learning with technology interweaved throughout instruction to engage
students and differentiate learning. The staff also frequently referred to the SAMR model as a
lens and common language for reflection on their practice.

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Teacher as a Facilitator of Learning
The role of teachers as the “sage on the stage” was not apparent at Stellar Tech Academy.
Rather, they would better be described as the “guide on the side.” Teachers facilitated student-
led conversations and offered individualized support and coaching while students were engaged
in various tasks. Student talk occurred more frequently than teacher talk in most of the
classrooms observed. Furthermore, teachers relinquished the role of the expert by asking
thought-provoking questions and encouraging students to be collaborative problem-solvers.
Visionary Leaders and Shared Leadership
The leadership had a clear vision and focus for the school that was grounded in research.
The principal was very knowledgeable in the research around 21
st
century skills, TPACK model,
and SAMR model. Similar to the teachers, however, the principal set aside the traditional role of
a leader as the expert and became a learner and a facilitator of learning. Her passion and
enthusiasm for technology was clear in her tone and demeanor when sharing her journey through
education and her vision for technology integration. The leaders also enabled teachers to take on
leadership roles. During the staff meeting, for instance, the program specialist along with two
classroom teachers lead the meeting. Teachers also expressed feelings of support from the
leadership to share their practice with others.
Ongoing Professional Development and a Culture of Collaboration
Professional development occurred frequently and regularly in formal and informal
settings. The administrators and teachers spoke highly of their professional development
experiences at the annual CUE conference as well as district professional development. In
addition, kindergarten through sixth grade teachers had at least 100 minutes of shared
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71

collaboration for structured data dialogue with their grade level teams built into the school day.
The staff meetings regularly incorporated informal sharing of ideas and projects through
Support from the District and Local Community Members
In multiple interview responses, the teachers expressed their appreciation for the financial
support from the district, school, and local community. Several stated that they would not be
able to teach the way they do without the support as technology hardware and software can be
costly. Stellar Tech Academy receives funds from the district technology foundation as well as a
site-based technology foundation. The site-based technology foundation, which is
TPACK and SAMR Model
While this qualitative case study offered a brief glimpse of the teaching and learning at
Stellar Tech Academy, it was evident that the teachers had developed their TPACK, or
technological pedagogical and content knowledge, through ongoing professional development
and reflection. Mishra and Koehler (2006) identify the TPACK model as the basis for effective
teaching with technology. They note that technology, pedagogy, and content knowledge are
often seen as separate entities or pedagogy and content are often interrelated and technology is
seen an outside component. At Stellar Tech Academy, it appeared that an interrelated foundation
of pedagogy and content was a school-wide focus and technology was intertwined throughout
the teaching and learning in thoughtful and meaningful ways. This was evident when asked what
advice they would give teachers new to technology integration. Stellar Tech staff had very
similar responses about starting small and reflecting on how the piece of technology could
enhance the instruction. With a solid foundation in pedagogical content knowledge, the teachers
could then determine how to interweave the technology.
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The technology, however, was not integrated into instruction haphazardly or as one
teacher put it, “using technology for the sake of using technology.” Rather, the SAMR model
served as a common lens and language for which to view and evaluate their integration of
technology. Puentedura (2006) identifies the various levels to technology integration as
substitution, augmentation, modification, and redefinition. In the interactions with Stellar Tech
staff, it was evident that they had used this model as a reflective tool and discussion
All in all, the TPACK framework illustrates Stellar Tech’s shared vision for teaching and
learning and the SAMR model serves as a lens and language to develop the interconnection
between the technology, pedagogy, and content.
Summary
This chapter gave a description on the impact of technology on teaching and learning at
Stellar Tech Academy. The following research questions were addressed:
1. What technology is present and how is it used as a tool of instruction in the classroom?
2. What is the perceived impact of technology on teaching and learning?
3. In what ways does the school climate and leadership support the integration of
technology?
Upon analysis and triangulation of the data gained from documents, survey, observations,
and interviews, it is evident that Stellar Tech Academy has strategically integrated technology
into instruction to impact teaching and learning for students and staff. The support of the district
and site leadership, ongoing professional development, and the constantly evolving technology
has contributed to a culture of learning and collaboration. As the school strives for Google-
ability and cutting edge instructional practices, it will continue to be an award-winning exemplar
among California public schools. However, as the current principal of the school was recently
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73

promoted to Director of Educational Services at the district level, the effects of the transition in
leadership on the school culture are yet to be explored.

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CHAPTER FIVE: DISCUSSION
Chapter One presented an overview of the problem including assumptions, limitations,
and delimitations of the study. Chapter Two explored the current literature on educational
technology and its relation to the problem of the study. In Chapter Three, the methodology was
identified as a qualitative case study and a description of the data collection instruments and the
data collection process was presented. Chapter Four described the findings of the study in
relation to the research questions. In this final chapter, a discussion of the findings including
implications for practice, further recommendations for research, and concluding thoughts will be
presented.
Purpose, Significance, and Methodology
The purpose of this study was to identify the impact of technology on teaching and
learning in a California public school. This qualitative case study was designed to identify the
practices and culture of a school that is integrating technology to transform teaching and
learning. The research questions aimed at providing rich and descriptive information about the
practices observed at the school of study. The study was guided by the following research
questions:
1. What technology is present and how is it used as a tool of instruction in the classroom?
2. What is the perceived impact of technology on teaching and learning?
3. In what ways does the school climate and leadership support the integration of
technology?
The nature of the case study enabled an in-depth exploration of the school. Data was collected
through site visits, classroom observations, interviews, and document reviews. The findings
were triangulated across multiple data sources, increasing the validity and reliability of this
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study. The findings in this case study will add to the research by providing practitioners with an
exemplar for a school culture and structure that enables high technology integration. This study
will also emphasize the importance of developing culture of collaboration and building shared
leadership. In addition, this study will give teachers and administrators insight into the value of
technology integration, particularly in relation to student learning. Finally, this case study will
identify a need to provide ongoing and priority funding for technology in the classrooms and
urge policymakers to consider technology as an essential component of 21
st
century education.
Discussion of Findings
The research questions were answered and triangulated across multiple data sources as a
result of this study. The first research question aimed at identifying the technology present and
how it was used at Stellar Tech Academy. The findings identified a 1:1 laptop program for third
to eighth grade and a 1:1 iPad program for first and second grade. Classrooms also had mounted
LCD projectors, document cameras, Apple TVs, and Promethean Boards. The external barriers
described by Ertmer et al (2012) did not appear to be present at Stellar Tech Academy. Rather,
the staff expressed appreciation toward the site and district leadership for the multitude of
resources from computer hardware and software to professional development opportunities
through professional learning communities and district offered technology certification.
Furthermore, the findings suggested that technology was used for various purposes in the
classrooms, such as increasing student engagement, enabling the teacher to maximize
differentiation, engaging students in hands-on learning experiences, and overall efficiency in
time. This supported the research that technology highly engages and motivates learners (Geer
& Sweeney, 2012; Keengwe et al, 2012; Rovai et al, 2007; Shroff & Vogel, 2008) and that
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technology can provide differentiated, personalized learning as students can at move their own
pace (Bell, 2010; Schrader, 2008).
The second research question aimed at exploring the perceived impact of technology on
teaching and learning. At Stellar Tech Academy, the perceived impacts included an increase in
student performance data, higher attendance rate, ownership of learning, and ongoing learning at
home. Although Palak and Walls (2009) found that high access or use of technology still does
not equate to student-centered instructional practice, the findings at Stellar Tech Academy
suggest that students had an increased sense of ownership of their own learning. The teachers
interviewed emphasized a shift in their role as a facilitator and partner in learning and a shift in
responsibility for learning from the teacher to the student. By relinquishing power and control
and allowing students to guide the teaching and learning, the teachers demonstrated engagement
in student-centered practices.
Interestingly, while the research highlights the role of digital games to motivate and
engage students in collaboration (Sardone, 2010; Trespalacios et al, 2011), this was not the case
in all classrooms observed. Rather, there appeared to be a trend in that primary grades were
more likely to collaborate using their technology and the middle grades were less likely to
collaborate. While this may be due to the teaching styles of the individual teachers or
characteristics of the various age groups, it was interesting to observe an abundance of student
talk in the primary grades and limited student talk in the middle grades.
The third research question aimed at understanding how the school culture and leadership
supported the integration of technology into instruction. The findings asserted the research on
school culture and leadership. Berrett et al (2012) and Robinson and Sebba (2010) asserted that
leadership is a key factor in technology integration at sites. This was quite evident in the
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interviews with the administrators and teachers. The teachers unanimously emphasized the
overwhelming support they received from their previous and current administrators. They
consistently referred to their principal as a visionary leader and applauded her passion and
curiosity for educational technology.
The idea that teachers reported pressures to conform to status quo founded by Ertmer and
Ottenbreit-Leftwich (2010), actually worked positively in the case at Stellar Tech Academy.
This was apparent in the first grade teacher’s experience joining the staff with little background
in technology. She explained that as the new teacher on the block, she had to quickly learn the
technology and come up to speed with the use of technology. The “status quo” at Stellar Tech
was to be cutting edge in the implementation of technology. The pressure to be cutting edge,
however, seemed to be an intrinsic motivation within the teachers. The principal spoke about the
notion of Google-ability, or to be the top of the search engine for exemplary technology
integration. She explained that it was about sharing these best practices with students and
teachers beyond their school, beyond their district, and even beyond their country.
Berrett et al (2012) and Ertmer and Ottenbreit-Leftwich (2010) also found that taking
risks, being flexible, and open to change were key factors in adopting technology. These same
factors were confirmed in the interviews with teachers at Stellar Tech. Teachers shared stories of
taking the plunge into the unknown and understanding that technology required a flexible
mindset and multiple backup plans. This culture of being open to change was not only evident in
the teachers, but also the students. When the Internet was slow to connect, for instance, students
were quick to adapt and share devices with a partner. The classroom walls also hosted
troubleshooting tips for students to be problem solvers when technology was fickle.
It is also important to note the limitations and delimitations of this study. This was a
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snapshot of a single school within a brief period of time. Participation in the study was voluntary
and the observations and data collection was limited to the perspective of a single researcher and
subject to the bias and interpretation of the researcher. Furthermore, the thematic dissertation
group determined the criteria and the data collection instruments were focused on the research
questions. The participants and school site were not randomly selected. All in all, the findings
in this study cannot be generalized to other schools. The findings do, however, add to the current
research on the impact of technology on teaching and learning at a school site.
Implications for Practice
The emergent themes in the study included visionary leadership and shared decision-
making, a shared vision and clear expectations for technology, the teacher as a facilitator of
learning, ongoing professional development and a culture of collaboration, and the importance of
financial support from the district and local community members. This study illuminates five
implications for practice.
The first implication for practice is that the site must continue to invest in visionary
leaders who not only have a passion for developing the role of technology in education, but also
value shared leadership and decision-making. As Stellar Tech Academy prepares to hire a new
principal, they must consider the ability of the leader to build capacity in teachers on staff and
engage in shared leadership roles. As multiple staff members at Stellar Tech highlighted the
support, guidance, and validation from their current and past principals, it is important that the
teachers continue to feel a sense of empowerment in their roles.
The second implication for practice is that the site must continue to build upon a shared
vision and clear expectations for technology. It was evident in the interviews and staff surveys
that teachers and administrators shared a common language in which to discuss educational
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technology. The staff used the SAMR model to identify various levels of technology
implementation and appeared to have a common goal of using technology to transform learning
through modification and redefinition. As there may be changes in the teaching and
administrative staff, it is important for the newcomers to understand this shared vision and buy
into the expectations for technology use at Stellar Tech Academy.
The third implication for practice is for the staff to continuously reflect on the role of a
teacher. At Stellar Tech, the teachers and administrators had a common language for technology
use as well as a common understanding of the role of a teacher. They appeared to share this
notion of the teacher as a facilitator and partner in the learning. Teachers had a growth mindset
about learning and valued the knowledge students brought with them, particularly around
technology. This apparent shift in power dynamics further enabled a shift in the responsibility of
learning from the teacher to the student. The staff emphasized that students demonstrated
increased ownership in their own learning when using technology. The dynamic aspect of
technology influenced the teacher to move into role as a facilitator rather than the expert, which
in turn allowed students to take increased responsibility as a learner.
The fourth implication for practice is the necessity for ongoing professional development
and a culture of collaboration. At Stellar Tech Academy, this was fostered through grade-
specific Professional Learning Communities. The PLCs were provided time to collaborate, a
protocol to follow, and were accountable to one another and their principal through a
collaborative Google document. The principal further encouraged this collaboration by
commenting and asking questions on the collaborative Google document.
The fifth implication for practice is the importance of financial support from the district
and local community members to continue the rigorous use of technology. With technology
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becoming outdated at such a rapid rate, it is a very costly tool to replace. Teachers at Stellar
Tech explained the vast resources provided to them by their school district and community.
Because the school district and community removed the external barriers described by Ertmer et
al (2002) and provided extensive support through an on-site media technician and professional
development, teachers were able to focus on solely on the instructional piece.
Recommendations for Research
Upon completion of the study, there are four recommendations for future research. The
first recommendation is for an exploration into how a school can restructure itself for technology
integration. The second recommendation is to investigate issues in equity and access to
technology-embedded instruction. The third recommendation is to examine the impact of a 1:1
program on student collaboration. The fourth recommendation is a replication of this case study
in similar schools.
The first recommendation is to explore the potential for a school to restructure itself for
technology integration. Stellar Tech Academy is unique in the sense that it was conceived and
built with technology in mind. From the collaborative design of the classroom pods to the
installation of Promethean Boards and LCD projectors, Stellar Tech was structured for
collaboration and technology. However, what of existing schools that are not structured for
technology? Examining the process of a school that has restructured itself for technology
integration would add significantly to the research by demonstrating another possibility to
practitioners.
The second recommendation is to investigate issues of equity and access to technology-
embedded instruction. Stellar Tech Academy is situated in a quiet suburban neighborhood where
many families have the means to support the high cost of technology. It is important to examine
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the plight of less-privileged students who attend the school. For example, investigating the
social repercussions for students who may not have the means to purchase new technology and
must borrow from the school may shed light on this issue. Additionally, examining the support
available at home with technology for students from families of high socioeconomic status
versus low socioeconomic status would provide valuable information for practitioners.
The third recommendation is to examine the impact of a 1:1 program on student
collaboration throughout the grade levels. In this study, students collaborated to the extent of
sharing new strategies and teaching each other. However, the collaboration was more evident in
elementary than it was in the middle grades. Further research on the implications of a 1:1
program on collaboration and how to reinforce collaboration within a 1:1 program would further
the argument that technology is a skill that prepares students for the 21
st
century.
Lastly, a replication of this case study with similar schools would increase the validity of
the study if similar findings were confirmed. Such studies would provide a larger database of
schools for which practitioners can reference when designing or restructuring a school for high
technology integration.
Conclusion
Education trails behind at a snail’s pace in comparison to the rapid rate of change in
technology. However, as we plan for the 21
st
century and reflect on an increasing academic
achievement gap, it is our moral imperative to prepare the youth for an era of unknown. After
all, this is the generation that must find a cure to cancer, counteract global warming, and wage
against increasingly heinous terrorist attacks, among other unforeseen problems in the world. As
we consider the wealth of problems we are passing on to this next generation, we must also
engage in a sense of urgency to provide this generation with the skills necessary to solve
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problems, work in collaboration, and persevere despite seemingly impossible obstacles.
Technology has infiltrated our lives on various levels, yet we attempt to ignore it in
education. We are truly doing a disservice to our youth if we continue to treat it as a bothersome
distraction. We must leverage the ability for technology to engage our youth and open their eyes
to the potential and possibility for technology to better our world. The problems we have created
may very well be resolved using this ever-changing technology. In addition, what better way to
level the playing field than to provide the tools and resources students need to be successful in
our public education system. Technology should not be a privilege of the wealthy or upper class
citizen. All students deserve an equal opportunity to engage in 21
st
century learning and to
develop skills to be successful in a highly technological and global economy. This will not be an
easy task. Essentially, we are flying a plane as we are building it. The structures and systems in
place in our current education realm may not be ready for high integration of technology in all
schools. This is where this study and others like it will reinforce the importance of the role of
technology in 21
st
century education and highlight the changes that need to take place to truly
prepare our youth for a highly technological, global society. The emergent themes of visionary
leadership and shared decision-making, a shared vision and clear expectations for technology,
the teacher as a facilitator of learning, ongoing professional development and a culture of
collaboration, and the importance of financial support from the district and local community
members, exemplify a climate and structure of a school that supports technology integration.

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Appendix A: Document Review Template

RQ 1: What technology is present and how is it used as a tool of instruction in the classroom?

Data Needs
● What are the technology categories?
Hardware (comp, tablets; ancillary-extra
tech-LCD, Elmo, Smartboard, etc.; web-
based curriculum (APEX), software
(programs),

● # of hardware available

Documents
❏ CDE-DataQuest
❏ WASC
❏ Title 1 inventory
❏ School websites
❏ News articles
❏ School site plan
❏ Common Core Technology Expenditure
Plans
❏ School Accountability Report Card
(SARC)
● Frequency of access to and use of
technology

Documents
❏ Schedule-sign-up sheets for technology
use
❏ Computer Lab or cart Sign ups
❏ AP/Tech Director tracking forms
● Policies in place within the schools for
technology

Documents:
❏ School site plan
❏ Teacher Handbook
❏ WASC
❏ LEA/LCAP (local education agency
plan)
● PD’s – instructional strategies

Documents:
❏ District-wide PD Pacing plan
❏ School-wide PD Pacing plan
❏ LEA plan/LCAP
❏ Common Core Plans
● Obstacles and challenges the school has
overcome

Documents:
❏ WASC

RQ 1: What technology is present and how is it used as a tool of instruction in the classroom?

Data Needs

Understand models of technology integration at
the school
Documents:
❏ School Site Plan
❏ WASC
❏ School website
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❏ Teacher-Student School Handbook
❏ PD plan
What technology tools available at the school
are actually being used in the classroom?
Documents:
❏ School Accountability Report Card
(SARC)
❏ Schedule-sign-up sheets for technology
use
❏ Computer Lab or cart Sign ups
❏ AP/Tech Director tracking forms

How long has the technology been available at
the school?

Documents:
❏ WASC
❏ CDE
How long have the observed teachers
implemented the technology tools?

Documents:

How are the technology tools used to aid
student learning?

Documents: Student achievement data
❏ CST Data
❏ District benchmarks Data
❏ Classroom Grade Data
❏ Teacher Assessments
❏ Single Site Plan
What PD or training has impacted use of
technology tools?
Documents:
❏ PD/Training Teacher Evaluation Forms
❏ WASC
What are the district/school policies on
technology integration?
Documents:
❏ District-wide policy
❏ School-wide policy
❏ WASC
❏ SSPSA
❏ LCAP
Student achievement data Documents:
❏ CDE
❏ Data Quest
❏ CASHEE
Forms and observational tools Documents:
❏ Copy of observation form

RQ 2: What is the perceived impact of technology on teaching and learning?
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Data Needs
Admin, teachers, students and parents will all
be data sources.

Documents:
❏ Year End Evaluation Data
❏ WASC (perception data)
We’re looking for opinions, beliefs, values, and
efficacy
Documents:
❏ WASC (perception data)
The relationship between inputs and outputs on
the campus.

Documents:
❏ WASC
❏ School Site Plan
Sub-questions
● How is tech being used in the classrooms?
● Has tech impacted the quality of
instruction?
● Has tech brought additional challenges to
the classroom?
● How has tech impacted teacher efficacy?
Student efficacy?
● Has the investment made in tech been worth
the cost?
Documents:
❏ WASC
❏ School Site Plan

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Appendix B: Survey Protocol
Personal Demographics

1. Which of the following age groups are you?
24 years and younger
24-30 years old
30-40 years old
40+ years old

2. How long have you been teaching?
0-2 years
3-5 years
6-10 years
10+ years

3. What is your current skill level with technology?
“I avoid it” to novice
Somewhat proficient
Proficient
Advanced

4. What is your role at the school? Please check all that apply.
Teacher
Grade-level or Department Chair
Committee Chair (or equivalent)
Instructional Coach or Specialist
District Representative
Administrator
Site-based Technology Point Person
Other _______ (or text box)

Technology Access

5. What technology hardware do you have in your classroom?

6. What technology software is available for classroom use?

7. What is the structure is in place at your school for your students to gain access to
additional technology outside of what is present in your classroom?

Technology Policies

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8. Please check all of the policies that are in place at your school site.
Acceptable use policy
Security policy
Etiquette policy (i.e. Cyber bullying, etc.)
Parent contract/agreement for take-home usage

Technology and Instruction

9. I have been integrating technology into my daily lessons for…
0-1 years
2-3 years
4-5 years
5+ years

10. I believe that technology has positively impacted the quality of my instruction.
Absolutely
For the most part
Somewhat
Not at all

11. My professional development prepared me to incorporate 21
st
century learning skills on a
daily basis in my classroom.
Absolutely
For the most part
Somewhat
Not at all

12. My professional development prepared me for the use of technology in my classroom.
Absolutely
For the most part
Somewhat
Not at all

13. How often do you incorporate technology into your daily lessons?
Never
Sometimes
Most of the time
Always

14. My students have access to technology at their home.
Never
Sometimes
Most of the time
Always
15. I believe that technology positively impacts student creativity.
Never
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Sometimes
Most of the time
Always

16. I believe that technology integration requires student collaboration.
Never
Sometimes
Most of the time
Always

17. I believe that technology is relevant for both student engagement and student
achievement.
Absolutely
For the most part
Somewhat
Not at all

18. The school’s investment in technology has proven worth its cost.
Absolutely
For the most part
Somewhat
Not at all

19. Technology has impacted teaching in what way?
Significantly enhanced teaching
Has somewhat improved teachers’ ability to instruct and manage
Has had a slightly negative impact on the teaching profession
Has proved subversive to the abilities and missions of teachers

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Appendix C: Classroom Observation Protocol

Teacher _______________________________ Date _______________________
School ________________________________ Grade/Subject: _______________
Observer _______________________________ Time: _______________________
Research Questions
1. What technology is present and how is it used as a tool of instruction in the classroom?
2. What is the perceived impact of technology on teaching and learning?
3. In what ways does the school climate support the integration of technology? Where does the
leadership come from?

Classroom Environment
Student Seating Arrangement
Ø Take a picture/video of classroom before students enter
Number of Students:
Teacher Proximity to Students:
Teacher in front of class, Teacher
moves around, Teacher works
with groups, Teacher behind
desk, etc.

Location of Technology:
Technology in front of classroom,
Technology at student desks

Use of wall space:
To display student work, To aid
in learning, etc.

Additional Classroom Environment Notes

What technology tools available at the school are actually being used in the classroom?
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Technology used Who is using
technology?
How and to what purpose is the technology being used?

__ Active Board
__ Clickers
__ IPods
__ IPads
__ Internet Videos
__ Power Points
___ Visuals
___ Audio
___ Internet
___Websites
___ Doc Cams
___ Other:
________________
________________

___ Teacher
___ Student
___ Both
___ Other

How are the technology tools used to aid student learning?
Learning Objective:

Desired Student
Outcome:

How is technology
being used to
accomplish learning
objective?
• Motivation
• Engagement
• CFU
• Communication
• Research
• Differentiation
• Creating project
• Assessment

Are the technology
tools as stated in
interviews and
survey being used in
classrooms?

Observation Notes
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98

Appendix D: Teacher Interview Protocol

RQ1: What technology is present at the school and how it is used as a tool of instruction in
the classroom?

1. What types of technology are being used in your classroom?

2. Who uses technology in your classroom? For what purpose?

3. What learning outcomes are associated with technology use?

4. Where (in what learning activities) do you integrate technology into daily classroom
practice?

5. How do students demonstrate mastery using technology?

RQ2: What is the perceived impact of technology on teaching and learning?

1. What are your general feelings about the role of technology in education?
Probing questions:
a. What role does technology play in preparing for their futures?

2. What do you consider to be the affordances and constraints of integrating technology into
your classroom?

3. Are the times when you choose not to use technology for instruction? When? Why?

4. What advice would you give to teachers as they begin to integrate technology into their
classroom?

RQ3: In what ways does the school climate support the integration of technology? Where
does the leadership come from?

1. How would you describe the technology culture at your school?

2. What has motivated you to successfully integrate technology into your classroom?

3. What challenges have you faced when integrating technology in your classroom?

4. What impact has school leadership had on your use of technology?

5. What kinds of professional experiences have influenced you integration of technology?

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99

Appendix D: Administrator Interview Protocol

RQ1: What technology is present at the school and how it is used as a tool of instruction in
the classroom?

1. What types of technology are being used in your classroom?

2. Who uses technology in the classroom? For what purpose?

3. What learning outcomes are associated with technology use?

4. Where (in what learning activities) is technology integrated into daily classroom
practice?

5. How do students demonstrate mastery using technology?

RQ2: What is the perceived impact of technology on teaching and learning?

5. What are your general feelings about the role of technology in education?
Probing questions:
a. What role does technology play in preparing for their futures?

6. What do you consider to be the affordances and constraints of integrating technology into
classrooms?

7. What advice would you give to teachers as they begin to integrate technology into their
classroom?

RQ3: In what ways does the school climate support the integration of technology? Where
does the leadership come from?

6. How would you describe the technology culture at your school?

7. What has motivated you to successfully integrate technology at the school?

8. What challenges have you faced when integrating technology at your school?

9. What impact has district leadership had on your school use of technology?

10. What kinds of professional experiences have influenced you integration of technology?

Abstract (if available)

Abstract This study applies the Technological Pedagogical and Content Knowledge (TPACK) framework and Substitution Modification Augmentation and Redefinition (SAMR) model to understand how technology can be used as a tool to transform teaching and learning in a public school. The purpose of this study was to identify the impact of technology on teaching and learning at a K-8 school. The research questions included: (1) What technology is present and how is it used as a tool of instruction in the classroom? (2) What is the perceived impact of technology on teaching and learning? (3) In what ways does the school climate support the integration of technology? Where does the leadership come from? This qualitative case study was designed to identify the practices and culture of a school through multiple sources of data, including a survey, document reviews, interviews, and classroom observations. Findings from the study identified frequent use of iPads, laptops, and interactive white boards to differentiate learning and provide students with hands-on learning experiences and self-guided practice, high levels of engagement and students taking ownership of the learning, shift in the role of the teacher from expert to learner and facilitator, and shared leadership among teachers and administrators. The five emergent themes in the study were (1) visionary leadership and shared decision-making (2) shared vision and clear expectations for technology (3) teacher as facilitator of learning (4) ongoing professional development and a culture of collaboration (5) importance of support from the district and local community.

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Creator Bak, Cindy Yuri (author)

Core Title Transforming teaching and learning with technology: a case study of a California public school

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/28/2015

Defense Date 03/02/2015

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

Tag 21st Century,California,case study,collaboration,common core,Communication,creativity,critical thinking,culture of collaboration,educational technology,impact,interviews,Learning,OAI-PMH Harvest,observations,Public school,SAMR,shared leadership,teacher as facilitator,teaching,Technology,TPACK,visionary leaders

Format application/pdf (imt)

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Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Hocevar, Dennis (committee member), Ott, Maria G. (committee member)

Creator Email cbak@usc.edu,cindyybak@gmail.com

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