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Impact of technology on teaching and learning practices at high‐technology use K-12 schools: a case study

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Impact of technology on teaching and learning practices at high‐technology use K-12 schools: a case study

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Content Running head: THE IMPACT OF TECHNOLOGY

1

IMPACT OF TECHNOLOGY ON TEACHING AND LEARNING PRACTICES AT HIGH-
TECHNOLOGY USE K-12 SCHOOLS: A CASE STUDY

by

Raymond Flores

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 Raymond Flores

THE IMPACT OF TECHNOLOGY

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Dedication
To my rambunctious boys Ray and Xavier, I hope that my earning this doctoral degree
will inspire you to pursue your dreams and use education as a conduit to reach your full
potentials. The two of you were my inspiration; you kept me going those many sleepless nights
as I stayed up late working on projects. I hope you will always push your limits and make a
difference for your family and pave the way for your children.
To my mother, whose wisdom, hard work, and selfless choices taught me to believe in
myself and never give up. Thank you for always being an encouraging role model in my life.
To my siblings, nephews and niece who helped make this degree possible. I give my
deepest appreciation for your encouragement and for supporting me through this journey. Thank
you for being understanding, patient, and giving me the space necessary to pursue my dream.

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Acknowledgement
I would like to express my appreciation to Dr. Stuart Gothold, my dissertation chair for
his direction and commitment to this study. I would also like to thank Dr. Dennis Hocevar and
Dr. Helena Seli, members of my dissertation committee, for their mentorship and support these
past years. It has been a honor working with each of you. Finally, thank you to my friends, co-
workers and colleagues who supported me in my endeavors.

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Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 7
List of Figures 8
Abstract 9
Chapter One: Overview of the Study 10
Background of the Problem 10
Statement of the Problem 13
Purpose of the Study 14
Research Questions 15
Importance of the Study 15
Limitations, Delimitations, and Assumptions 16
Limitations 16
Delimitations 17
Assumptions 17
Definitions 18
Organization of the Study 19
Chapter Two: Literature Review 21
Introduction 21
History/Background 22
Technology in K-12 Schools 22
Importance of Technology 22
Progressive Adoption of Technology 23
Technology Inequity 24
Technology and Public Policy 25
Technology and Pedagogy 25
21
st
Century Skills 26
Common Core 27
Impact of Technology 28
Positive Aspects 28
Negative Aspects 29
Barriers to Technology Integration 30
Issues Related to Technology Integration 31
Teacher Impact 32
Teacher Ideology 32
Teacher Education Considerations 33
Teacher Determinants of Technology Use 34
Teacher Assessment of Technology Integration 36
Student Impact 37
Student Determinants of Technology Use 37
Student Outcomes 38
Promising Practices/Models of Technology Use 39
Practices of Technology Use 39
Technological Pedagogical Content Knowledge (TPACK) 40
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SAMR Model of Technology Integration 40
Professional Education Models 41
Technology Adoption Models 41
Models of Technology Use 42
Blended Learning 42
Online Learning 43
1:1 Technology Programs 43
Flipped Classroom Model 44
Project Based Learning 44
Conclusion 44
Summary of Technology Integration 45
Implications of Technology Integration 46
Critique 46
Bridge Paragraph 47
Chapter Three: Methodology 48
Introduction 48
Purpose of the Study 48
Research Questions 49
Theoretical Framework 49
Research Design 51
Thematic Research Group 51
Method of Study 51
Sample and Population 53
Type of Sample 53
Selection Criteria 53
Sampling Issues 54
Selection Process 55
Sample Population Selected 55
Background of the School 55
Initial Site Visit 56
The School’s Message 56
The Campus 57
The Classroom 58
The Programs 59
The Teaching 60
The Students 61
The Student Life 62
The Staff 63
The Culture 64
Culture of Technology 64
Culture of College 64
Culture of Religion 65
Instrumentation 65
Multi-Frame Perspective 67
Data Collection 68
Document Review Procedure 69
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Interview Procedure 69
Survey Procedure 70
Observation Procedure 71
Validity and Reliability 72
Data Analysis 73
Approach to Coding 73
Approach to Analysis 74
Ethical Considerations 74
Summary 74
Chapter Four: Results 76
Introduction 76
Research Questions 76
Findings by Research Question 77
Data for Research Question 1 77
Technology Present in the Classroom 77
How Technology is used in the Classroom 81
Summary of the Findings for Research Question One 91
Data for Research Question 2 92
Summary of the Findings for Research Question 2 97
Data for Research Question 3 98
The School Climate and Technology Integration 99
The Leadership and Technology Integration 102
Summary of the Findings for Research Question 3 107
Emergent Themes 108
Leadership through Four Frames 109
Summary 113
Chapter Five: Discussion 116
Introduction 116
Research Questions 116
Discussion of the Findings 117
Student-Centered Learning Environments 117
1:1 Computing Initiative 118
Student-Run Help Desk 122
Professional Development around Technology Integration 123
Perceptions of Technology in the Classroom 124
Climate and Leadership Support 125
Implications for Practice 127
Future Research 130
Conclusion 130
References 132
Appendix A: Document Review Template 140
Appendix B: Teacher Interview Protocol 143
Appendix C: Administrator Interview Protocol 144
Appendix D: Teacher Survey 145
Appendix E: Classroom Observation Protocol 148

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List of Tables
Table 1: Study Site Selection Criteria 54
Table 2: Data Collection Summary 72
Table 3: Hardware available in the Classrooms 79
Table 4: Software available in the Classrooms 81
Table 5: How Technology is used in the Academic Programs 82
Table 6: How Technology is used in the Technology Programs 83
Table 7: Survey Results related to Research Question 1 89
Table 8: What technology is present and how is it used 91
Table 9: Perceptions about the role of Technology – Academic Programs 93
Table 10: Perceptions about the role of Technology – Technology Programs 93
Table 11: Advice about Technology Integration – Academic Programs 94
Table 12: Advice about Technology Integration – Technology Programs 95
Table 13: Survey results related to Research Question 2 96
Table 14: What is the perceived impact of technology on teaching and learning? 98
Table 15: Mission Statement and Supporting ESLR Alignment 100
Table 16: Perceptions of impact of Leadership – Academic Programs 104
Table 17: Perceptions of impact of Leadership – Technology Programs 104
Table 18: Survey results related to Research Question 3 106
Table 19: School Climate and Leadership Support – Academic vs. Technology 107
Table 20: Benefits Associated with Various 1:1 Computing Platforms by Importance 122

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List of Figures
Figure 1: TPACK Framework 50
Figure 2: Blooms Taxonomy – Lower Order and Higher Order Skills 85
Figure 3: Blooms Taxonomy aligned with the SAMR Model 86
Figure 4: TPACK – The Sweet Spot 88

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Abstract
The purpose of this qualitative study was to identify the impact of technology on teaching and
learning practices in a high-technology use K-12 school. The school selected for this study is an
all-male Catholic STEM high school located in Southern California. The school is building a
reputation as on of the country’s leading high schools for STEM education. The graduating class
of 2014 maintains a 100% graduation rate as well as a 100% college acceptance rate. Moreover,
75% of the alumni retain a career in the STEM fields. There are two distinct programs that
operate within the school including the academic program and a technology program. The
academic curriculum exceeds the academic high school requirements for California as well as
the admissions requirements for most Universities in the country. The technology curriculum is
separate from the academic curriculum and provides a fully integrated project-based technology-
driven model that provides integrated coursework in one of five technology and engineering-
related fields. Every student participates in both the academic and technology curriculums.
The distinct academic and technology programs provided the researcher a unique
opportunity to identify how each program uses technology in the classroom, and the impact of
the differing technology uses in teaching and learning practices. The findings indicate that the
technology programs created student-centered learning environments that integrated technology
into the project-based learning framework to create knowledge. This environment encouraged
higher-order thinking skills that resulted in a transformation of teaching and learning practices.
The academic programs incorporated teacher-centered learning environments that used
technology to support direct instruction to increase student understanding of course content. By
contrast, the academic program used technology to complete lower-order thinking tasks that
resulted in an enhancement of teaching and learning practices.
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CHAPTER ONE: OVERVIEW OF THE STUDY
Background of the Problem
Technology has become an important aspect of everyday life and the educational process
(Kim et al., 2013). The term technology refers to the many forms of technology resources used
to engage, mobilize and participate in public life (Sianou & Tsiplakides, 2011). In education,
technology integration can be described as the integration of communications, computers,
applications, and presentation systems that permit individuals to create, interpret, manipulate,
and construct knowledge (Sianou & Tsiplakides, 2011). The value of technology integration
does not come from the technology itself, but from the capacity to support new ways of teaching
and learning (Sianou & Tsiplakides, 2011). When technology is properly integrated into the
teaching and learning practices it can be used to develop student’s skills in cooperation,
communication, problem-solving, and life-long learning (Afshari et al., 2009).
Campbell et al. (2010) asserts that an important aspect of technology integration is
aligning student technology use in the classroom with student technology use outside of the
classroom. He contends that pedagogical methods are often out-of-step with how students use
technology outside of the classroom and are not supportive of constructivist teaching (Campbell,
2010). Aligning student’s lives inside and outside of school is transformative to the learning
process; it cultivates and leverages student technology literacy skills to enhance learning
(Campbell, 2010). When students change their focus to learning with technology instead of
learning from technology it results in an intersection of technology and pedagogy that supports
learning in significant and lasting ways (Campbell et al., 2010). Therefore, by effectively
integrating technology into the classroom teachers have the potential to help students navigate
the digital world.
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There are several positive aspects associated with integrating technology into the
classroom. Researchers have found that successfully integrating technology into the classrooms
results in increased student learning outcomes (Keengwe et al. 2012; Lee et al., 2013; Lei, 2010;
Means, 2010; Shapley et al., 2011; Tamim et al., 2011). In addition, Keengwe et al., (2013) has
found that technology integration associates positively with student engagement, increased
student learning, motivation, academic performance, higher rates of attendance, parental
satisfaction with the educational system, improved preparation for 21
st
century skills, and the
ability to meet the changing needs of students, teachers, and parents. Besides, Shapley et al.,
(2011) has found that technology integration has resulted in decreased disciplinary actions,
increased technology efficacy, more positive classroom behavior, increased active learning and
increased technology competence, as well as increased 21
st
century skills. Furthermore,
technology integration in the classroom provides for increased access to resources, collaboration,
individualized instruction, immediate feedback, and communication and engagement with
parents and students (Shapley et al., 2011). The potential positive effects of technology highlight
the importance of continued efforts to understand the impact of technology on teaching and
learning practices.
Researchers concur that technology use has a positive impact on student learning
outcomes (Lee et al., 2013; Lei, 2010; Means, 2010; Shapley, 2011; Tamim et al., 2011). Lei
(2010) argue that the quality of technology use is more significant than the quantity of
technology use for student outcomes. This indicates that the link between technology use and
student outcomes is mediated be environmental factors, the learner, the technology, and the
changing interactions and mutual impacts of these factors (Lee et al., 2013). Nevertheless,
studies that investigated technology use tied to measurement, clearly indicate that technology use
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positively affects student learning (Lee et al., 2013). Shapley et al. (2011) found that effective
technology integration leads to active and meaningful coursework, enhanced learner personal
competencies and engagement, increased technical competency, decreased disciplinary
problems, increased positive classroom behavior, and ultimately increased academic
achievement. Since different technology uses have different impacts on student outcomes, it is
necessary to set, measure, and analyze clear educational goals to promote technology use and
accurately evaluate for effectiveness (Lei, 2010; Means, 2010). Therefore, the process of
integrating technology into the classroom has the potential to develop student learning outcomes,
which is a primary goal of education.
The value of effective technology integration was made evident in The Elementary and
Secondary Education Act of 2001, which mandated a focus on technology integration in all areas
of K-12 education (Hall, 2010; Lin, Baker, & Betebenner, 2002). This mandate was reinforced
in 2010 by the US Department of Educations, National Education Technology Plan (Hall, 2010).
The National Education Technology Plan calls for education leaders at the state and local levels
to develop effective plans to use educational technologies in the classroom. The primary goal of
the plan is to improve student academic performance with the integration of technology into the
classroom (Hall, 2010).
These mandates led to the development of the 21
st
Century Skills Framework and the
Common Core State Initiative. The premise of these initiatives is that schools need to align the
knowledge and skills that they teach with the knowledge and skill needed to succeed in the 21
st

century global economy. The 21
st
Century Skills framework calls for learning support systems
that address curriculum and instruction, professional development and learning environments for
the 21
st
century. While the Common Core initiative calls for a clear set of standards across the
THE IMPACT OF TECHNOLOGY

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states concerning the use of technology to collaborate, create, communicate and think critically
about the world, this includes a focus on digital research, technology and media literacy, and the
application of technology to solve real world problems (Kober & Rentner, 2011). The belief is
that these holistic approaches will prepare the student for the 21
st
century by involving the
learner, the teacher, the content, and the educational environment (Dede, 2010).
There is consensus among researchers that technology integrated into the classroom has
the potential to transform education and increase student learning (Hew & Bush, 2007). There is
support that effective technology integration in the classroom can help students to learn more
efficiently and effectively, thus, increasing student academic achievement and attitudes toward
learning (Chapman, Masters, & Pedulla, 2010; Lei, 2010). More importantly, technology
integration can assist in providing students with the knowledge and skills needed to engage and
succeed as global citizens in a digital society (Ritzhaupt, Dawson, & Cavanaugh, 2012).
Goodfellow and Wade (2007) contend that students without the right technology skills will not
be prepared to engage and succeed in the academic and workplace environment. Therefore, the
ability to integrate technology into teaching and learning practices is necessary for the academic
and career success of students.
Statement of the Problem
Students need technology skills and knowledge to succeed in an ever-changing
technological world. In the past 15 years, the quality and availability of educational technology
in schools and the technology literacy of teachers and students has increased significantly (Lei &
Morrow, 2010). However, most researchers agree that effective technology integration in most
schools has yet to be realized (Ertmer & Ottenbreit-Leftwich, 2010; Inan & Lowther, 2010;
Keengwe et al., 2012).
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Researchers suggest that the problem lies in the evolving understanding of how
technology affects learning, the constantly changing technology landscape, and the complex
myriad of variables that exist in the educational setting (Baylor & Ritchie, 2002; Means, 2010;
Shapley et al., 2011). Accordingly, there is a need to understand the links between technology,
teaching, and learning. Furthermore, schools need to understand how to compensate and adjust
for the constantly changing technology landscape, so that they are not in an endless race to keep
up with the latest and greatest advancements. Likewise, their needs to be a greater understanding
of the various barriers and issues within the educational setting that prevent technology
integration in the classroom. Ultimately, more needs to be learned about how technology affects
teaching and learning practices.
Purpose of the Study
The purpose of this qualitative study was to identify the impact of technology on teaching
and learning practices in a high-technology use K-12 school. This case study will add to the
literature by identifying how a high school in Southern California has integrated technology into
the classroom, despite the limited success of similar schools. This study will identify links
discovered between technology, teaching, and learning in the classroom. Additionally, the study
will distinguish how the selected school compensates for the constantly changing technology
landscape. Furthermore, the study will ascertain how the school has overcome the various
barriers and issues to technology integration found within the educational setting. The
information identified in this case study will support educators in implementing strategies and
practices that will increase the effective integration of technology into the classroom.
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Research Questions
The thematic dissertation group developed three research questions to focus the study on
the phenomenon of schools that integrate technology into teaching and learning practices in a
high-technology use K-12 school. These three research questions served as the basis for
understanding the impact of technology on teaching and learning practices. The following are
the three research questions associated with this study.
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?
Importance of the Study
The literature review indicates that there is a multitude of interrelated barriers to
integrating technology into instructional practices. The inability to integrate technology into the
classroom has economic, educational, labor, and social implications that may even affect global
competitiveness (Warschauer & Matuchniak, 2010). The differentiation in technology
integration in the classroom creates inequities, which puts particular students at a competitive
disadvantage. Goodfellow and Wade (2007) contend that students who do not have access to
classrooms with effective technology integration will not be prepared to engage and succeed in
the educational and workplace environment. Based on the consequences for the student, it is
essential that schools attempt to increase their understanding of the student who may at risk of
not realizing educational goals due to ineffective technology integration into teaching and
learning practices.
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The information identified in this case study will assist policymakers, administrators, and
educators in applying strategies and practices that will promote the effective integration of
technology into the classroom. Policymakers can use the information from this study to inform
the decision-making process, particularly regarding policies, initiatives, and funding.
Administrators will gain a deeper understanding of the leadership and support systems necessary
to integrate technology into the classroom. Educators will have a better understand how to deal
with the barriers that exist in the educational setting, as well as the teaching practices that
support technology integration in the classroom.
This qualitative case study focuses on one high school; thus the findings cannot be
generalized. However, this study is part of a thematic dissertation team consisting of 11 similar
studies on high-technology use K-12 schools. Consequently, examining the collective findings
of the 11 case studies provides results that add to the existing research on schools that integrate
technology into the classroom. The findings made through the qualitative study may help
schools to identify challenges and implement solutions that will promote technology integration
in teaching and learning practices.
Limitations, Delimitations, and Assumptions
Limitations
The limitations of the study refer to the conditions that are beyond the control of the
individual researcher. The following are the limitations of this study:
• The case study was limited to a single school.
• The findings are not generalizable to other schools or districts.
• The members volunteered to be in the study.
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• The study was limited to a brief period and may not be reflective of the school
characteristics demonstrated over a longer period.
• The observations were limited to the viewpoint of a single researcher.
• Collection and analysis of the data was subject to the skills, interpretations, and bias
of the individual researcher.
Delimitations
The delimitations of the study refer to the limitations that the individual researcher chose
to impose on the study. The following are the delimitations of the study:
• The study was delimited by a single high-technology use high school that met the
criteria established by the thematic dissertation team.
• The study was delimited by the research instruments designed to focus on the areas of
leadership, support, learning, and teaching practices in relation to technology
integration.
• The study was delimited to the seven full days of field research.
Assumptions
The assumptions of the study refer to the suppositions that the individual researcher made
regarding this study. The following assumptions were made for this study:
• The selected school was accurately identified as a high-technology use K-12 school.
• The findings were limited to the selected school for this study.
• The participants in the study would provide truthful answers and responses.
• The participants had sufficient knowledge of the activities and students at the school
to provide informed answers.

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Definitions
The following terms are used throughout the dissertation. To provide consistency and
clarity each term has been defined below:
• 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 educational measures on a scale of 200 to 1000
(www.cde.ca.gov).
• Common Core State Standards (CCSS). A set of high-quality academic standards in
mathematics and English language arts/literacy developed by a consortium of national
representatives and adopted by the majority of states (www.corestandards.org).
• Socio-economic States (SES). Socioeconomic status describes the measurement of
an individual’s income, education, or occupation usually denoted as high SES, middle
SES, or low SES.
• Four Frames. Bolman and Deal’s research indicates that leadership traits fall into one
of the four main categories: structural, human resources, symbolic, or political
(Bolman & Deal, 2003).
• Grade Point Average (GPA). The calculated average of the number of grade points a
student has earned, divided by the total number of credits attempted.
• Science, Technology, Engineering, and Mathematics (STEM). Content or project
based pedagogy that holistically incorporates science, technology, engineering, and
mathematics as a means of developing student interest and capacities in these areas.
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• Partnership for 21st Century Skills (P21). The Partnership for 21st Century Skills
(P21) was founded in 2002 as a coalition bringing together the business community,
education leaders, and policymakers to position 21st century readiness at the center of
US K-12 education (www.p21.org).
• Project Based Learning (PBL). Project-based learning is a pedagogical approach
focused on teaching by engaging students in the investigation. Within this framework,
students pursue solutions to non-trivial 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 (Blumenfeld, 1991).
• 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 best content knowledge utilize the
best pedagogical approaches and select the best technology to meet their learning
objectives (Koehler & Mishra, 2009).
Organization of the Study
This study is divided into five chapters. The chapters include an overview of the study, a
literature review, the research design, the findings of the study, and a conclusion. Chapter one
provides an overview of the study; it identifies the challenges that schools face when integrating
technology into teaching and learning practices. This chapter includes an introduction, a
background of the problem, the statement of the problem, the purpose of the study, the research
questions, the importance of the study, limitations of the study, and definitions of terms used in
the study. Chapter Two is the literature review of the current research available on technology
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integration in the K-12 setting. This chapter includes an introduction, a synthesis of the
literature, and conclusions for the literature review. Chapter three focuses on the research
methodology used for this qualitative case study. This chapter includes an introduction, the
theoretical framework of the study, the sample and population, the research instruments, data
collection methodology, and the data analysis methodology. Chapter four discusses the findings
of the study of the selected school. This chapter includes an introduction, the findings by
research question, and a discussion of emergent themes. The final chapter, Chapter five is the
conclusions of the study of the selected site; it also discusses recommendations for future
research. This section includes a summary of the findings, conclusions for this study, and
implications for practice by audience.

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CHAPTER TWO: LITERATURE REVIEW
Introduction
On a global basis, technology has become an important aspect of efforts to enhance
teaching and learning practices (Kim et al., 2013). There is support from researchers that
effective technology integration in the classroom can help students to learn more efficiently and
effectively, thus, increasing student academic achievement and attitudes toward learning
(Chapman, Masters, & Pedulla, 2010; Lei, 2010). More importantly, technology integration can
assist in providing students with the knowledge and skills necessary to engage and succeed as
global citizens in a digital society (Ritzhaupt, Dawson, & Cavanaugh, 2012). Goodfellow and
Wade (2007) contend that students without the right technology skills will not be prepared to
engage and succeed in the academic and workplace environment. Therefore, the ability to
integrate technology into the teaching and learning process is essential for the academic and
career success of students.
In 2001, the Elementary and Secondary Education Act mandated a focus on technology
integration in all areas of K-12 education (Hall, 2010; Lin, Baker, & Betebenner, 2002). Since
this time, the quality and availability of educational technology in schools and the technology
literacy of teachers and students has increased significantly (Lei & Morrow, 2010). However,
most researchers agree that effective technology integration in most schools has yet to be
realized (Ertmer & Ottenbreit-Leftwich, 2010; Inan & Lowther, 2010; Keengwe et al., 2012).
Even in schools where students and teachers have adequate access to technology, sufficient
training in technology use, and high levels of technology self-efficacy, they may experience
limited or no technology use in the classroom (Shapley et al., 2010). Researchers suggest that
the problem lies in the evolving understanding of how technology affects learning, the constantly
THE IMPACT OF TECHNOLOGY

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changing technology landscape, and the complex myriad of variables that exist in the educational
setting (Baylor & Ritchie, 2002; Means, 2010; Shapley et al., 2011). The disproportionate level
of technology use in the classroom compromises academic social, and economic opportunities
for students (Sun & Metros, 2011). This literature review will examine research on the impact of
technology on teaching and learning practices in a high-technology use K-12 school. In addition,
it will identify promising practices and critique what has been learned about technology
integration and the impact on teaching and learning.
History/Background
The role of technology integration within education has been evolving over the past thirty
years. The belief was that technology would help to transform education and increase student
learning (Hew & Brush, 2007). Despite these high aspirations, few schools have been able to
exploit the full potential of technology integration for teaching and learning (Ertmer &
Ottenbreit-Leftwich, 2010). This section will discuss the role that technology has played in K-
12 schools, 21st Century Skills, and the Common Core State Standards.
Technology in K-12 Schools
Importance of Technology. In today’s digital based economy, technology has become
an important aspect of daily life (Kim et al., 2013). The term technology refers to the many
forms of technology resources used to engage, mobilize and participate in public life (Sianou &
Tsiplakides, 2011). In education, technology integration can be described as the integration of
communications, computers, applications, and presentation systems that permit individuals to
create, interpret, manipulate, and construct knowledge (Sianou & Tsiplakides, 2011). The value
of technology integration does not come from the technology itself, but from the capacity to
support new ways of teaching and learning (Sianou & Tsiplakides, 2011). When technology is
THE IMPACT OF TECHNOLOGY

23

properly integrated it can be used to develop student’s skills in cooperation, communication,
problem-solving, and life-long learning (Afshari et al., 2009).
Progressive Adoption of Technology. The adoption of technology integration in the
classroom has been a progressive process. To date, there have been three distinct stages
including increasing access to technology, increasing technology use, and improving technology
integration (Spector et al., 2013). During the first phase, there was a push by educators and
legislators to increase access to technology in all schools. The largest barrier to technology
access was the cost of acquiring and maintaining the technology (Spector et al., 2013). In an
effort to diffuse the effects of the digital divide existing in schools, the US Federal Government
began investing billions to upgrade the digital infrastructure in public schools (Chapman,
Masters, & Pedulla, 2010). By 2003, there were no significant differences in technology access,
99% of all public schools had computer and Internet access (Chapman, Masters, & Pedulla,
2010). With more equitable technology access, it was found that there were disparities in
technology use, which resulted in varying degrees of technology literacy (Spector et al., 2013).
Hence, the focus realigned to provide equitable technology use across the education system.
During this phase, the greatest barriers were social and ethical issues that revolved around equity
(Spector et al., 2013). To circumvent these barriers, schools focused on professional
development for teachers. The goal of the professional development was to improve teacher
skills and knowledge in specific technologies and to change teacher attitudes towards technology
integration (Spector et al., 2013). These efforts were successful in developing technology use by
teachers; however, researchers discovered that the increased technology access and use did not
always result in increased learning (Spector et al., 2013).
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The third and current stage of progression involves improving technology integration.
Supporters of the Technological Pedagogical Content Knowledge framework argue that teachers
must understand the interactions of pedagogy, content, and technology to teach effectively with
technology (Koehler & Mishra, 2009). The greatest barriers at this level include contextual
complexities and extrinsic factors in the educational environment (Spector et al., 2013).
Consequently, the focus has shifted to increase the pedagogical sound practices of teachers in the
classroom and decrease the extrinsic barriers that exist in the educational context. The shift has
included professional development that focuses on using technology to improve learning and
systemic changes within the education system (Spector et al., 2013). The goal is to remove the
barriers and provide the teachers with the skills and knowledge needed to transform learning
with technology.
Technology Inequity. In line with the progressive adoption of technology, there has
been a progressive inequity of technology within the school systems. When computers were first
introduced, only the most affluent communities could afford to equip their schools with
computers. The inequity resulted in a disproportionate level of technology access among schools
(Warschauer & Matuchniak, 2010). The digital divide first coined in the 1990’s refers to a
global concept that identifies the gap between those who do have access to technology and those
who do not (Sun & Metros, 2011). In recent years, there has been a common belief among
researchers that the digital divide is narrowing. However, a recent study completed by
Warschauer and Matuchniak (2010) indicate that there are still significant gaps in technology use
and performance outcomes. The largest disparities in technology use appear along the lines of
socioeconomic status, education levels, and race (Warschauer & Matuchniak, 2010). The data
suggests that the digital divide has shifted from a disparity in technology access (physical
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availability of technology) to one of technology use (whether and how people use technology).
The ultimate goal would be to rid the educational system of disparities at every level of
technology integration.
Technology and Public Policy. The value of effective technology integration was made
evident in The Elementary and Secondary Education Act of 2001, which mandated a focus on
technology integration in all areas of K-12 education (Hall, 2010; Lin, Baker, & Betebenner,
2002). This mandate was reinforced in 2010 by the US Department of Educations, National
Education Technology Plan (Hall, 2010). The National Education Technology Plan calls for
education leaders at the state and local levels to develop effective plans to use educational
technologies in the classroom. The primary goal of the plan is to improve student academic
performance (Hall, 2010). The secondary goals include increasing student technology literacy,
the establishment of research-based technology-enhanced instructional methods and best
practices, and teacher training in the effective integration of technology into instruction (Spector
et al., 2013). Recent efforts to increase the effectiveness of technology integration focus on the
pedagogically sounds use of technology to accomplish specific learning objectives (Koehler &
Mishra, 2008).
Technology and Pedagogy. Research has shown that merely adding technology into the
K-12 setting does not necessarily improve learning. Consequently, what matters is how students
and teachers use technology to improve knowledge and skills (Sangra & Gonzalez-Sanmamed,
2011). Effective educational technology includes instructional technologies that teachers use to
provide instruction and learning technologies, which students use to achieve specific learning
objectives (Spector, 2007). As the technology is integrated into the classroom, there has been a
move from traditional teaching practices to constructivist teaching practices (Kharad & Thakkar,
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2012). Traditional practices are teacher-centered; the teacher served as an expert who transfers
information to passive students (Kharad & Thakkar, 2012). Constructivist practices are students
centered; the students become actively involved in their learning process, and the teacher serves
as a facilitator (Kharad & Thakkar, 2012). Constructivism encourages students to use active
techniques to create additional knowledge and then reflect on and discuss how their
understanding is changing (Kharad & Thakkar, 2012; Rice, Cullen & Davis, 2011). As a
facilitator, the teacher must understand the students pre-existing conceptions so that they can
guide the activities to address and build on them (Kharad & Thakkar, 2012; Rice, Cullen &
Davis, 2011). Active techniques include instructional practices such as project-based learning,
inquiry-based learning, active learning, experiential learning, and discovery learning. Research
indicates that the constructivist practices create new opportunities for students to learn by doing a
task, receiving feedback on it, then building new knowledge, which leads to advances in learning
(Rice, Cullen & Davis, 2011). Some of the advantages associated with combining technology
use and constructivist pedagogy includes enhanced student content acquisition, increased student
higher order thinking skills, and increased teacher competence and morale (Baylor & Ritchie,
2002). In fact, students are more likely to develop new technology uses, develop problem-
solving capabilities, and develop information management, collaboration, and communication
skills when combining technology use and constructivist pedagogy (Kozma, 2004). These
advantages underscore the importance of combining technology integration with constructivist
practices.
21
st
Century Skills
To prepare K-12 students to succeed as citizens in the global economy, the Partnership
for 21
st
Century Skills developed the Framework for 21
st
Century Learning (Dede, 2010). The
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27

premise is that schools need to align the knowledge and skills that they teach with the knowledge
and skill needed to succeed in the 21
st
century global economy. The framework emphasizes a
combination of content (3R’s) and skill sets (4C’s). The content includes a series of core
subjects interwoven with interdisciplinary themes. The skills sets include information, media,
and technology skills; learning and innovation skills; and life and career skills. To be successful
in the digital global economy, students must possess and employ an array of learning and
innovation skills related to information, media, and technology (Dede, 2010). Students who do
not possess these skills will not be prepared for personal or professional success in the 21
st

century (Goodfellow & Wade, 2007). The framework also calls for learning support systems
that address curriculum and instruction, professional development, and learning environments for
the 21
st
century. The belief is that this holistic approach will prepare the student for the 21
st

century by involving the learner, the teacher, the content, and the educational environment
(Dede, 2010).
Common Core
The Common Core State Standards Initiative (CCSS), a state-led effort has similar goals
to the 21
st
Century Skills framework. The mission of CCSS Initiative is to ensure that K-12
students receive the real-world knowledge and skills needed to succeed in college and the
workplace in our global economy (Kober & Rentner, 2011). All 50 states have adopted the
CCSS Initiative in the US. The standards are clear and concise ensuring that all stakeholders
have a clear understanding of the expectations in reading, writing, speaking and listening,
language, and mathematics in school. Furthermore, the standards ensure that students maintain
consistent exposure to materials and learning experiences through consistent curriculum,
instruction, teacher preparation, and supported learning environments (Kober & Rentner, 2011).
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Moreover, the standards call for the use of technology to collaborate, create, communicate and
think critically about the world, this includes a focus on digital research, technology and media
literacy, and the application of technology to solve real world problems (Kober & Rentner,
2011). The CCSS Initiative establishes a clear set of standards across the states, it establishes
what students need to learn, but it does not mandate how teachers should teach (Kober &
Rentner, 2011). The aim of the CCSS Initiative is to provide a consistent foundation that will
accommodate the effective integration of technology into the classroom.
Impact of Technology
There is consensus among researchers that technology integrated into the classroom has
the potential to transform education and increase student learning (Hew & Bush, 2007).
However, after 30 years of trying to integrate technology into the classroom, schools are still
primarily dependent on teachers and textbooks (Lim et al., 2013). There is a great deal of
literature available to identify barriers to successful technology integration; there are barriers
present at the student, teacher, classroom, and school context (Hew & Brush, 2007; Inan &
Lowther, 2010; Lim et al., 2013). Much of the focus lies at the teacher level including the
teacher ideology. The following section will discuss the positive and negative aspects of
technology in the classroom, barriers and issues affecting technology integration, and the link
between the teacher ideology and technology integration.
Positive Aspects
There are various positive aspects associated with integrating technology into the
classroom. Researchers have found that successfully integrating technology into the classrooms
results in increased student learning outcomes (Keengwe et al. 2012; Lee et al., 2013; Lei, 2010;
Means, 2010; Shapley et al., 2011; Tamim et al., 2011). In addition, Keengwe et al., (2013) has
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29

found that technology integration associates positively with student engagement, increased
student learning, motivation, academic performance, higher rates of attendance, parental
satisfaction with the educational system, improved preparation for 21
st
century skills, and the
ability to meet the changing needs of students, teachers, and parents. Furthermore, Shapley et
al., (2011) has found that technology integration has resulted in decreased disciplinary actions,
increased technology efficacy, more positive classroom behavior, increased active learning and
increased technology competence, as well as increased 21
st
century skills. Moreover, technology
integration in the classroom provides for increased access to resources, collaboration,
individualized instruction, immediate feedback, and communication and engagement with
parents and students (Shapley et al., 2011). The potential positive effects of technology highlight
the importance of continued efforts to integrate technology into the classroom.
Negative Aspects
There are also many negative aspects associated with technology integration in the
classroom. In fact, some studies question the economic viability of investing in educational
technology (Shapley et al., 2011). Many studies find that technology integration correlates
positively with increased student outcomes; however, there is no empirical evidence that
technology integration is directly associated with increases in GPA (Lei, 2010). Although the
evidence shows that technology integration is associated with higher rates of attendance due to
increased engagement, a study conducted by Shapley et al., (2011) indicates that technology
integration was linked to students attending school somewhat less regularly. A commonly
criticized downside of technology is the potential for distraction. Paino and Renzulli (2011)
suggest that some students may not have the ability to manage their Internet use; it becomes a
source of distraction, which may result in poor academic performance or failure. Other common
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criticism associated with technology and the Internet include exposure to pornography,
predators, cyber bullying, increased obesity, loss of privacy, security issues, loss of control,
internet addiction, increased depression, the ability to distinguish between reality and simulation,
displacement of time spent on other activities, decreased social skills, and decreased participation
in sports and other social activities (Cerra & James, 2012; Greenhow, et al, 2009; Nach &
Lejeune, 2009). In addition, there is criticism that effective technology integration in the
classroom will further increase the digital divide in education (Chapman, Masters, & Pedulla,
2010). The number of possible negative aspects of technology in the classroom emphasizes the
complexities and variables associated with technology integration.
Barriers to Technology Integration
There are many barriers that prevent successful technology integration into the
classroom. The barriers affect each component of the learning process including students,
teachers, and the school. The barriers that typically affect students include technology access
and use at home, parental technology skills, technology efficacy, and the perceived value of the
technology (Ottenbreit-Leftwich et al., 2010). The barriers that affect teachers can be classified
into two categories, first-order barriers and second order barriers (Hew & Brush, 2007). First
order barriers are extrinsic to the teacher and include barriers such as resources (access, time,
technical support), institution (leadership, professional development, technology plan), culture
(school practices and expectations), and assessment (Hew & Brush, 2007; Inan & Lowther,
2010). Second order barriers are intrinsic to the teacher and include barriers such as teacher
beliefs (attitudes, technology efficacy) and teacher readiness (skills, knowledge) (Hew & Brush,
2007; Inan & Lowther, 2010). The barriers at the school level typically include lack or resources
and funding, lack of leadership (principal, superintendent, school board) support for technology,
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31

and a culture (parental and community) that does not support technology (Afshari et al., 2009;
Inan & Lowther, 2010). The breadth and depth of barriers that affect technology integration
highlight the complexities and interrelated variables within the educational environment.
Issues Related to Technology Integration
In addition to barriers, there are overarching issues that affect successful technology
integration in the classroom. The first issue includes an evolving understanding of how
technology affects learning (Means, 2010; Shapley et al., 2011). As the empirical evidence is
uncovered, the process of successfully integrating technology with pedagogy will improve. The
second issue includes the tremendous rate of technology change (Baylor & Ritchie, 2002;
Means, 2010; Shapley et al., 2011). There are disruptive technologies that change the
educational landscape, for instance the iPad introduced just four years ago has had a dramatic
effect on education (Hall, 2010). The third issue includes the complex myriad of variables that
exist in the educational setting (Baylor & Ritchie, 2002; Means, 2010; Shapley et al., 2011).
Afshari et al., 2009 found that there is no one factor responsible for successful technology
integration; instead it is determined through a dynamic process involving a multitude of
interrelated factors. The fourth problem is the difficulty associated with correlating learning
outcomes to technology use (Davies, 2011; Hew & Brush, 2007; Means, 2010). In the current
K-12 environment, assessment of student learning is typically accomplished through high stakes
testing that does not associate back to technology integration (Hew & Brush, 2007). Means
(2010) found that the only way to integrate technology effectively and optimize learning
outcomes is to define, measure, and analyze implementation variables and context along with
student outcomes. The final problem is a matter of equity and how this digital divide affects
technology integration (Chapman, Masters, & Pedulla, 2010; Warschauer & Matuchniak, 2010).
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32

As wealthy schools are more likely to integrate technology effectively into the classroom, it
would create a disproportionate increase of skills and technology pedagogy in these schools
(Chapman, Masters, & Pedulla, 2010). Furthermore, it has been found that it is more difficult to
achieve technology integration in low SES schools due to the obstacles associated with complex
school reform models (Shapley et al., 2011). Therefore, it is important for administrators to have
an understanding of technology integration issues and how they affect technology integration
into the classroom.
Teacher Impact
Teacher Ideology. Teacher ideology (values and beliefs) has an impact on technology
integration in the classroom. Shiue (2007) found that teacher technology use and intention to use
is primarily defined by perceived ease of use (knowledge), technology self-efficacy, and
perceived usefulness of the technology (pedagogical beliefs). Ertmer and Ottenbreit-Leftwich
(2010) concur and advance this claim by including school and teacher culture as an impetus for
technology use. Teacher’s beliefs and attitudes about the relevance of technology to student
learning were perceived as having the biggest impact on the success of integrating technology
into the classroom (Ertmer et al., 2012). Ertmer and Ottenbreit-Leftwich (2010) believe that it is
important to help teachers understand how constructivist teaching supported by technology can
affect student outcomes. This change in understanding has the potential to affect changes in
teacher knowledge, beliefs and culture (Ertmer & Ottenbreit-Leftwich, 2010). Researchers agree
that changes in teacher’s behavior will not occur without changes in beliefs (Kim et al., 2013; An
& Reigeluth, 2011). Belland (2009) furthers this notion with the concept of habitus, indicating
that teachers past life experiences also contribute to minimal technology integration in the
classroom. However, he states that teacher’s schema and thus their habitus can be modified
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33

through education, modeling, and by providing opportunities for practical experience (Belland,
2009). So, in order to affect effective technology integration in the classroom, a change in the
teacher ideology must occur that supports the educational needs of the information age.
Teacher Education Considerations. Research indicates that there are many
considerations that need to be addressed when implementing a teacher education program.
Tondeur et al. (2012) found that there are two domains that must be encompassed, the first
relates to the preparation of pre-service teachers, the other relates to the conditions necessary to
implement the program at the institutional level. Within the preparation domain, the required
strategies include using teacher educators as role models, learning technology by design, and
scaffolding authentic technology experiences (Kopcha, 2010; Ottenbreit-Leftwich, 2012;
Tondeur et al., 2012). Within the institutional domain, the strategies include providing
appropriate technology planning and leadership, cooperation within and between institutions, and
sufficiently training staff (Tondeur et al., 2012). Understanding how these two domains relate to
each other will guide the school in providing the necessary support to prepare pre-service
teachers to integrate technology into their teaching practices.
Ottenbreit-Leftwich et al. (2012) furthers the argument highlighting inconsistencies
between technology strategies that colleges teach pre-service teachers and the technology
strategies that teachers use in the classroom. The study found that teachers’ interests lie in
understanding the instructional problems that technology can help to solve, which particular
technologies can help to solve those problems, and how the technology can solve those
instructional problems within their particular K-12 context (Ottenbreit-Leftwich et al., 2012).
Accordingly, it is critical that teachers are given authentic real-world learning opportunities to
integrate technology into their teaching practices within the K-12 context.
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34

Furthermore, Kopcha (2010) emphasizes the importance of a mentoring approach. A
mentor can assist the pre-service teacher in negotiating the interaction of multiple barriers that
exist when learning to integrate technology (Kopcha, 2010). Some strategies include
establishing a culture of technology integration, modeling technology use, and creating teacher
leaders (Kopcha, 2012). Utilizing mentors in place of outside consultants results in a teacher-led
community of practice that exploits existing resources to achieve and maintain the system. The
mentor assists the process by providing just–in-time support, modeling, and apprenticeship in the
context of the classroom (Kopcha, 2012). The commitment to supporting teachers as they
integrate technology into the classroom is a crucial step toward effectively integrating
technology to enhance learning.
Teacher Determinants of Technology Use. There are many factors that increase the
prospect of teacher technology use in the classroom. There are two primary types of factors
including teacher (internal) and school (external) factors (Afshari et al., 2009; Baylor & Ritchie,
2002; Tondeur et al., 2008). The teacher factors that correlate most positively with technology
integration include teacher technology literacy, constructivist teaching strategies, appropriate and
timely assessment, openness to change, technology skills and knowledge, and teacher beliefs and
attitudes (Afshari et al., 2009; Baylor & Ritchie, 2002; Cullen & Davis, 2011; Davies, 2011;
Kozma, 2003). The school factors that are associated with successful technology integration
include a culture that promotes innovation, a learning community, leadership support, technical
support, appropriate access to technology, professional development with authentic situations,
strong leadership with a clear vision, and a leadership that includes teachers in the process
(Afshari et al., 2009; Baylor & Ritchie, 2002; Davies, 2011; Lei & Morrow, 2010; Sangra &
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35

Gonzales, 2011; Tondeur et al, 2008). Each factor correlates with successful technology
integration; however, there is no one factor that will predict success (Afshari et al., 2009).
Successful technology integration is a dynamic process that involves a set of interrelated
factors. Moreover, technology integration occurs in three stages including adoption,
implementation, and institutionalization (Afshari et al., 2009). Each stage of development has a
different set of influencing factors; therefore, it is important to understand the barriers and
influencing factors at each stage of development (Afshari et al., 2009). This information will
lead to effective strategies for overcoming barriers, the development of successful professional
development programs, and encourage the use of technology in the classroom (Afshari et al.,
2009).
Furthermore, Ann and Reigeluth (2011) argue that there are three paradigm shifts that
must occur simultaneously to support effective technology integration. The first paradigm shift
involves transforming teaching and learning in a context that is customized and attainment based.
The second paradigm shift includes transforming the social infrastructure of the school system so
that it is a participatory organization (Ann & Reigeluth, 2011). The last paradigm shift
encompasses transforming the relationship between the education system and its environment so
that it maintains a cooperative and active stance. The combination of these three paradigm shifts
occurring in parallel transforms the school from a sorting-centered school to one that is learning-
centered (Ann & Reigeluth, 2011).
Lei and Morrow (2010) support the recommendations provided by Afshari et al. (2009)
and Ann and Reigeluth (2011). Additionally, they recommend providing teachers with
incentives that will support technology integration. The incentives can include financial rewards,
non-monetary support, technology resources, or positive recognition for their efforts. The
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36

introduction of these incentives can help a teacher to locate resources, remove roadblocks, and
encourage experimentation with technology innovations. There is a consensus among
researchers that the additional support, resources, and recognition will spur technology
integration. However, the latest educational psychology research indicates that associating
financial rewards to intrinsic motivations can lead to a reduction in intrinsic motivation
(Schrunk, Pintrich, & Meece, 2008). However, external rewards for teachers who are not
intrinsically motivated can increase interest and participation in an individual (Schrunk, Pintrich,
& Meece, 2008). Therefore, it is important to understand teacher motivations before engaging in
external rewards.
Teacher Assessment of Technology Integration. The ability to properly assess the
impact of technology is an important aspect of the continual technology integration process. In
order to evaluate technology integration at the highest levels the teacher must assess the quantity
of technology use, the quality of technology use, and the decision process for whether or not to
use technology (Davies, 2011). These assessments lead to the value of authentic situations
during the professional development process; authentic situations provide the teacher with
opportunities to make decisions about which technology will or will not be used (Davies, 2011).
The assessment will then focus on how well the teacher accomplishes the technology integration
task, while moving the student closer to the intended learning objectives, allowing for the
measurement of practical wisdom (Davies, 2011). These methods are a departure from current
assessment practices, which focus on standardized test results; instead the assessment practices
will focus on the reasoning behind using a particular technology (Davies, 2011). These new
assessment methods will provide the teacher with an opportunity to analyze reflectively and
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critically why a particular technology was used in a particular situation and if the technology was
successfully used to achieve the learning objective.
Student Impact
Student Determinants of Technology Use. There are many factors that increase the
likelihood of student technology use in the classroom. Increasing student technology use in the
classroom is vital because it has a transformation effect on learning including supporting the
student’s ability to communicate, create, collaborate, develop higher order thinking skills and
engage with course content (Ritzhaupt et al., 2012). The two factors that have the strongest
correlation with student technology use are teacher technology use and classroom technology
integration (Ritzhaupt, et al., 2012). Furthermore, how a teacher integrates technology into the
classroom positively correlates with how often a student uses technology in the school setting
(Ritzhaupt, et al., 2012). These findings show the importance of teacher’s modeling technology
use in the classroom and how a teacher directly influences student technology use through their
professional practice (Ritzhaupt et al., 2012). Ritzhaupt et al. (2012) suggest that effective
technology integration requires scaffolding teacher technology skill, support and use with
students.
Thompson (2013) concurs and furthers the argument indicating that digital natives need
scaffolding from teachers to exploit a wide variety of technology tools that are important to the
productivity in the classroom. There is a misconception that because digital natives have been
immersed in technology all their lives, they are naturally fluent with a variety of digital
technologies. However, research indicates that these digital natives may be using a narrow range
of technology tools that do not allow them to exploit the full benefits of technology in the
learning context (Thompson, 2013). Besides, their approaches to learning are varied and
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complex instead of deterministic. Therefore, digital natives need scaffolding by teachers to go
beyond the technology use experienced at home and to develop strategies for managing the
possible negative effects of technology as a distraction (Thompson, 2013).
Furthermore, Campbell et al. (2010) asserts that another important aspect of technology
integration is aligning student technology use in the classroom with student technology use
outside of the classroom. He contends that pedagogical methods are often out-of-step with how
students use technology outside of the classroom and are not supportive of constructivist
teaching (Campbell, 2010). Aligning student’s lives inside and outside of school is
transformative to the learning process; it cultivates and leverages student technology literacy
skills to enhance learning (Campbell, 2010). When students change their focus to learning with
technology instead of learning from technology it results in an intersection of technology and
pedagogy that supports learning in significant and lasting ways (Campbell et al., 2010).
Therefore, by effectively integrating technology into the classroom teachers have the potential to
help digital natives navigate the positive and negative aspects of the digital world.
Student Outcomes. Researchers concur that technology use has a positive impact on
student learning outcomes (Lee et al., 2013; Lei, 2010; Means, 2010; Shapley, 2011; Tamim et
al., 2011). However, Lei (2010) argues that the quality of technology use is more significant
than the quantity of technology use for student outcomes. In fact, there is very little evidence
that technology use directly affects student GPA, which can be attributed to the many other
factors that can also affect student GPA. Therefore, the link between technology use and student
outcomes is mediated be environmental factors, the learner, the technology, and the changing
interactions and mutual impacts of these factors (Lei et al., 2013). Nevertheless, studies that
investigated technology use tied to measurement, clearly indicate that technology use positively
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affects student learning (Lei et al., 2013). Shapley et al. (2011) found that effective technology
integration leads to active and meaningful coursework, enhanced learner personal competencies
and engagement, increased technical competency, decreased disciplinary problems, increased
positive classroom behavior, and ultimately increased academic achievement. Since different
technology uses have different impacts on student outcomes, it is essential to set, measure, and
analyze clear educational goals to promote technology use and accurately evaluate for
effectiveness (Lei, 2010; Means, 2010).
Promising Practices/Models of Technology Use
Practices of Technology Use
There are many promising practices associated with successfully integrating technology
into the classroom. The practices discussed in this paper include social learning management
systems, the Technological Pedagogical Content Knowledge Framework (TPACK), professional
education models, and Technology Adoptions Models.
One of the newest developments in education are web-based collaborative learning
environments (social learning systems) that are freely available to all teachers. In the past, social
learning management systems with all the features and capabilities were only available to the
most affluent schools or in higher education. However, today any teacher with a computer can
have free access to a world-class learning management system such as Edmodo, Schoology, or
OpenClass. These systems allow a teacher to engage, connect, measure and personalize the
classroom experience for the learner (Edmodo, 2013). The use of these systems has been found
to increase student engagement and reinforce student-centered learning through opportunities for
inquiry (Evans & Kilinc, 2013). Moreover, these new learning management systems provide
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motivated teachers the ability to circumvent many first-order barriers and provide their students
with an engaging, personalized classroom experience.
Technological Pedagogical Content Knowledge (TPACK). Technological
Pedagogical Content Knowledge (TPACK) is a framework for teacher knowledge that produces
the types of flexible information needed to integrate technology use into teaching. The
framework encompasses the complex interaction between three knowledge domains including
technology, pedagogy, and content knowledge (Koehler & Mishra, 2009). With the introduction
of TPACK, teachers can make deliberate learning activity decisions for more astute educational
technology use (Harris & Hofer, 2011). By understanding the interaction between content,
pedagogy, and technology educators are better able to understand the variance in levels of
technology integration necessary to improve learning (Koehler & Mishra, 2009).
SAMR Model of Technology Integration. The SAMR Model provides a method to
determine how computer technology might impact teaching and learning practices. The model
identifies the progression that educators follow as they move towards a model of teaching and
learning with technology. The SAMR Model includes four levels of progression including
substitution, augmentation, modification, and redefinition (Puentedura, 2008). The substitution
and augmentation phases of the model are associated with an enhancement of learning, whereas,
modification and redefinition are associated with a transformation of the learning process
(Puentedura, 2008). As an educator moves up, the continuum, computer technology becomes
more important to the learning process. In addition, the technology becomes invisibly woven
into the teaching and learning process (Puentedura, 2008). When an educator reaches the
redefinition phase of the model students, begin to learn with technology instead of from
technology, which leads to student-centered learning.
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Professional Education Models. There are two general professional education models
that help to affect successful technology integration by teachers. The first model is a System
Based Mentoring Model developed by Kopcha (2010). The model moves teachers through the
four models of technology adoption toward using technology to support student-centered
learning. The model describes how mentors can support teachers to navigate barriers and
suggest strategies for technology integration (Kopcha, 2011). Additionally, the system
establishes a teacher-led community of practice that utilizes existing resources to support and
sustain implementation of the system (Kopcha, 2010). Implementing this system is time-
consuming and requires patience; however, it moves forward the goal of using technology to
improve learning (Kopcha, 2011).
The second professional education model is Synthesize Qualitative Model (SQD), which
provides strategies to help teachers integrate technology into their lessons. The SQD Model has
two components one that deals with aligning theory to practice and the other, which deals with
institutional changes (Tondeur et al., 2012). Aligning theory to practice includes adequate
feedback, role models, reflection, instructional design, collaboration, and authentic experiences
(Tondeur et al., 2012). The institutional changes include access to resources, training,
cooperation between institutions, and technology planning and leadership. Implementing the
SQD Model will better prepare teachers to use technology in their teaching methods (Tondeur et
al., 2012).
Technology Adoption Models. There are many constructs of the Concerns Based
Adoption Model that can be used to assess and promote technology integration. Teachers may
experience the same professional training; however, they may vary in their interest and
competence for technology use (Hall, 2010). In this scenario, the constructs are useful to
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identify the relationships between technology integration and student outcomes (Hall, 2010).
The first construct, Levels of Use indicates that an innovation is not a yes/no proposition, thus
two-group research designs are not useful with human practices and innovations. The second
construct, Innovation Configurations, designates that developers should describe their ideal
configurations precisely and in operational terms. Otherwise, future implementations will not
have knowledge around the methods that are most critical to the success. The third construct,
Stages of Concern, specifies the value of the personal side of change. It provides a construct and
measures the personal side of change throughout the change process (Hall, 2010). The final
construct, Change Facilitator Style, addresses the importance of leadership; it provides a
framework for distinguishing different techniques to change leadership, it identifies the
relationship between leadership styles and implementation facilitation (Hall, 2010). In order to
evaluate student outcomes properly, there must first be an understanding of the mechanical
problems of use, optimized configuration, and a reduction in self and task concerns (Hall, 2010).
Properly utilizing the four constructs will allow the user to appreciate fully the challenges of
implementation, which will increase the probability of successful technology integration.
Models of Technology Use
There are various Models of Technology Use currently implemented that promote the
successful integration of technology into the classroom. The Models of Technology Use
examined in this section include blended learning, online learning, 1:1 technology programs, the
flipped classroom, and project-based learning.
Blended Learning. Blended (hybrid) learning involves learning instruction that includes
both face-to-face instruction and online instruction (Lopez-Perez et al., 2011). The use of
technology offers a new way of producing, distributing, and receiving education that enhances
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traditional teaching and learning methods (Lopez-Perez et al., 2011). Lopez-Perez et al. (2011)
found that the use of blended learning correlated positively with reducing dropout rates and
increasing academic performance. Means et al. (2010) found, that blended learning had stronger
outcomes than face-to-face instruction. When implemented properly, the blended learning
platform provides for innovative learning environments that stimulate and enhance the teaching
and learning process (Lopez-Perez et al., 2011).
Online Learning. Online learning is learning instruction that takes place over the
Internet, without face-to-face interaction at a brick and mortar location (Means et al., 2010).
There are many benefits to online learning including more access to more students, reduced cost,
more flexible access to content and instruction, and ubiquitous access. Means et al. (2010) found
that online learning was as effective as face-to-face learning. However, online learning was not
better, thus maintaining the quality of education. Online learning performed correctly can
establish a learning community where learning emerges from interactions with other students and
the technology, resulting in deep learning (Means et al., 2010).
1:1 Technology Programs. A 1:1 Technology Program provides each learner with a
mobile computing device to improve access, mobility and student engagement (Keengwe et al.,
2012). There are many benefits associated with a 1:1 technology program including keeping
students interested, increased engagement, motivation, competency, privacy, and critical thinking
(Keengwe et al., 2012). Another significant advantage is that it provides each student with
technology use and access outside of the classroom (Keengwe et al., 2012). There are also some
disadvantages associated with 1:1 technology programs including increased cost, time, training,
and the potential for distraction. Nevertheless, Keengwe et al. (2012) found that the introduction
of a 1:1 technology program positively impacts student engagement and student learning.
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Flipped Classroom Model. In the Flipped Classroom Model, lecture materials are
assigned as homework first, freeing up time and space for inquiry-based projects and questions
to occur in the face-to-face classroom setting (Rutherford & Rutherford, 2013). In this inverted
classroom model, the teacher moves from the purveyor of knowledge to the facilitator. The
Flipped Classroom offers many benefits including increased collaboration, critical thinking,
constructivist learning, student ownership of learning, transformative learning, technology use,
and faculty time to support students (Rutherford & Rutherford, 2013). The Flipped Classroom
implemented properly can improve student learning and support the efficient delivery of
classroom material (Rutherford & Rutherford, 2013).
Project Based Learning. Project Based Learning is a thematic teaching method that
engages students in learning through an inquiry process structured around complex, authentic,
real-world problems using technology to investigate, construct, and share solutions (Robinson,
2013). There are many advantages to Project Based Learning including reaching higher
cognitive levels, increased teamwork, and enhanced communications skills. Some of the
disadvantages include challenges in time management, logistics, and cost associated with large
class sizes. Nevertheless, Project Based Learning implemented properly will result in a student-
centered environment that will motivate students to perform at higher levels while engaging
them in the learning process (Robinson, 2013).
Conclusion
The following section will provide an overview of the impact of technology on teacher
and learning practices in a high-performing K-12 school. In addition, we will consider the
implications of technology integration into teaching and learning practices.

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Summary of Technology Integration
This paper describes technology integration in the classroom and its impact on the
teaching and learning process. Technology integration in the classroom refers to the integration
of communications, computers, applications, and presentation systems that permit teachers and
students to create, interpret, manipulate digital information, and construct knowledge (Sianou &
Tsiplakides, 2011). Effectively integrating technology into the classroom has the potential to
help students learn more efficiently and effectively, which can lead to increased academic
achievement and enhanced attitudes toward learning (Lei, 2010; Chapman, Masters, & Pedulla,
2010). Furthermore, technology integration can help students to develop the knowledge and
skills necessary to engage and succeed as global citizens in a digital society (Ritzhaupt, Dawson,
& Cavanaugh, 2012).
In the past decade, the quality and availability of educational technology in schools and
the technology literacy of teachers and students has increased significantly (Thomas & Lewis,
2010). However, effective technology integration in most schools has yet to be realized (Ertmer
& Ottenbreit-Leftwich, 2010; Inan & Lowther, 2010; Keengwe et al., 2012). Researchers
suggest that the problem lies in the evolving understanding of how technology affects learning,
the constantly changing technology landscape, and the complex myriad of variables that exist in
the educational setting (Baylor & Ritchie, 2002; Means, 2010; Shapley et al., 2011). There are
many factors and barriers that contribute to technology integration; there are factors and barriers
present at the student, teacher, classroom, and school context (Hew & Brush, 2007; Inan &
Lowther, 2010; Lim et al., 2013). Nevertheless, there are also many promising practices
associated with successfully integrating technology into the classroom. Therefore, it is vital that
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we continue to research and develop methods for successfully integrating technology into the
classroom.
Implications of Technology Integration
There are several implications associated with technology integration in the classroom.
The ability to integrate technology into the classroom has economic, educational, labor, and
social implications that may even affect global competitiveness (Warschauer & Matuchniak,
2010). The differentiation in technology integration in the classroom creates inequities, which
puts certain students at a competitive disadvantage. Goodfellow and Wade (2007) contend that
students who do not have access to classrooms with effective technology integration will not be
prepared to engage and succeed in the academic and workplace environment. Based on the
consequences for the student, it is essential that schools attempt to increase their understanding
of the student who may at risk of not realizing academic goals due to ineffective technology
integration in the classroom.
Critique
The research presented in the paper indicates that technology has the potential to
transform teaching and learning practices. There are many positive and negative aspects
associated with technology use in the classroom. However, the positive potential for
transformative learning appears to outweigh the potential negative aspects associated with
technology. The ability to integrate technology effectively into the classroom is a complex
process with a multitude of interrelated barriers and issues at the student, teacher, and school
levels. Nonetheless, there are many promising practices and models for technology integration
into the classroom that have the potential to improve learning, increase student achievement, and
prepare students for global citizenship in a digital society.
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There are a few gaps in the research that merit further study. The first gap is a lack of
research on the student aspect of technology integration. There is a magnitude of research into
teacher and school barriers and determinants of technology use. However, there is very little
research on the barriers faced by students and determinants of technology use by students. A
second gap in the research is the lack of a comprehensive model that examines all the different
factors that lead to the ultimate goal of increased student achievement. There are many path
models that examine different aspects of technology integration from the teacher ideology to
technology use to technology integration. However, there is no single model that examines the
path and all factors leading from the introduction of technology into the classroom all the way to
increased student outcomes. A final gap in the research revolves around the assessment of
technology integration into the classroom. There is research that speaks to a change of
assessment strategies to measure learning with technology efficiently. However, there are no
specific recommendations for balancing state testing results with technology-enhanced learning.
Bridge Paragraph
This study will examine high-performing K-12 technology programs to understand better
the impact of technology on teaching and learning practices. The goal of this case study is to
understand how a high-performing K-12 school integrates technology into the classroom to
enhance learning and increase student outcomes.

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CHAPTER THREE: METHODOLOGY
Introduction
Purpose of the Study
Technology has become an important aspect of everyday life and the educational process
(Kim et al., 2013). There is support from researchers that effective technology integration in the
classroom can help students to learn more efficiently and effectively, thus, increasing student
academic achievement and attitudes toward learning (Chapman, Masters, & Pedulla, 2010; Lei,
2010). More importantly, technology integration can assist in providing students with the
knowledge and skills needed to engage and succeed as global citizens in a digital society
(Ritzhaupt, Dawson, & Cavanaugh, 2012). In the past 15 years, the quality and availability of
educational technology in schools and the technology literacy of teachers and students has
increased significantly (Lei & Morrow, 2010). However, most researchers agree that effective
technology integration in most schools has yet to be realized (Ertmer & Ottenbreit-Leftwich,
2010; Inan & Lowther, 2010; Keengwe et al., 2012). The purpose of this study was to isolate
and examine a high-technology use K-12 school to identify the impact of technology on teaching
and learning practices. Chapter 2 of this study presented a review of the literature associated
with integrating technology into teaching and learning practices. This chapter presents the
methodology and the research design developed for this qualitative case study.
This case study was developed to identify the teaching and learning practices schools are
implementing to integrate technology into the classroom. The case study adds to the literature by
identifying how a private Catholic high school in Southern California has integrated technology
into the classroom, despite the limited success of similar schools. The information identified in
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this case study will assist educators in applying strategies and practices that will promote the
effective integration of technology into the classroom.
Research Questions
These three research questions were developed to focus the study on the phenomenon of
a school that integrates technology into the classroom and the impact on teaching and learning
practices. The following are the three research questions associated with this study.
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?
Theoretical Framework
The thematic dissertation group identified and examined several theoretical frameworks
revolving around technology integration, based on the literature review. The thematic group
wanted to identify the factors that contribute to the successful integration of technology into the
classroom at the selected school. The model adopted for this paper is based on the
Technological Pedagogical Content Knowledge (TPACK) framework; this model identifies the
basis for developing teacher knowledge that produces the types of flexible information needed to
integrate technology use into teaching (Koehler & Mishra, 2009). The framework encompasses
the complex interaction between three knowledge domains including technology, pedagogy, and
content knowledge (Koehler & Mishra, 2009). By understanding the interaction between
content, pedagogy, and technology educators are better able to understand the variance in levels
of technology integration necessary to improve learning (Koehler & Mishra, 2009).

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Figure 1. TPACK Framework

The conceptual model above explains the complex interactions between the technology,
pedagogy, and content knowledge domains. The area that this study focused on is the
intersection of these three knowledge domains also known as TPACK. The blue dashed circle
encompassing the model represents the context or the school culture that affects successful
technology integration into teaching and learning practices. Due to the evolving understanding
of how technology affects learning, the constantly changing technology landscape, and the
complex myriad of variables that exist in the educational setting, changes need to occur within
the school, administration, and teacher practices to ensure that students are prepared to engage
and succeed as global citizens within the digital economy.
The conceptual model depicts that in order to integrate technology into the classroom
successfully the teacher must have a firm grasp of pedagogy, content, and technology as well as
the ability to navigate the cultural factors that may serve as barriers to integration. The
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conceptual model represents the three research questions that address the purpose of the study.
The purpose of this study is to identify how some schools can integrate technology into the
classroom to impact teaching and learning practices despite the complex myriad of barriers that
exist in the educational setting.
Research Design
Thematic Research Group
This case study was one of the 11 dissertations developed in a thematic dissertation
group; the purpose of the case study was to study high-technology use K-12 schools to identify
the impact of technology on teaching and learning practices. Through extensive research and
collaboration of academic literature, the thematic dissertation group identified current technology
integration trends in education. Together the group developed the purpose of the studies, the
criteria for selecting a school, constructed the research questions, developed the research design,
and created the instruments used during data collection. The range of schools included public,
private, and charter schools serving elementary, middle, and high school students in California
and Texas. Consequently, each member of the thematic dissertation group selected a school as
the focus of their case study. Each member worked independently to study the selected school,
performed qualitative research, analyzed the information, and developed the final individual
dissertation.
Method of Study
This study utilized qualitative methods that allow for thick, rich descriptions that attempt
to answer how and why the phenomenon exists (Merriam, 2009). In addition, these methods
provided a framework to gather information regarding the conditions that allow the phenomenon
to occur (Merriam, 2009). Subsequently, the use of qualitative methods allowed the researcher
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to gain insight about the teacher and administrators perspective of the interaction of technology
with teaching and learning practices.
A qualitative case study was selected for this research problem because it is a useful
method for examining and making sense of the phenomenon (Gall, Gall & Borg, 2003). In this
case study, the selected school was able to integrate technology into the classroom, where many
others schools have been unsuccessful. A case study will serve to provide explanations for this
phenomenon (Gall, Gall & Borg, 2003). The advantage of a case study is that it allows the
researcher to tell a story that brings the case to life (Gall, Gall, & Borg, 2003). Furthermore, as
this is a thematic group based study, the other dissertations we will serve as a basis for
comparison (Gall, Gall, & Borg, 2003).
To further validate this qualitative case study, a multiple perspective analysis was applied
utilizing Bolman and Deal’s (2003) Four-Frames model. The Four-Frame model provided a
framework to study the school from a variety of perspectives while allowing the researcher to
analyze leadership styles and strategies. The four frames included perspectives from the
structural, human resources, political, and symbolic lenses. The ability to examine the
phenomenon from four distinct lenses served to clarify the day-to-day operations of the school
and identify areas that are open to change (Bolman & Deal, 2003). The research design was
developed to utilize the four frames perspective to understand the teaching and learning practices
that support technology integration in the classroom and to classify the implicit implications
observed through data collection.
The methods of data collection used for this study included interviews, a survey,
classroom observations, and a document review. This included interviews with teachers and
administrators at the school, a survey of teachers at the school, observations of students, staff,
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and activities at the school site, and an analysis of school and district related documents. The use
of multiple data collection tools provided a deep understanding of how the selected school
integrated technology into the teaching and learning practices. Furthermore, the use of multiple
research tools provided a means to triangulate the data. Data triangulation is the use of different
sources of information to increase the validity of the study (Guion, Diehl, & MacDonald, 2011).
Validity in qualitative research refers to whether the findings of the study are accurate and based
on evidence (Guion, Diehl, & MacDonald, 2011). Guion, Diehl, and MacDonald (2011) found
that when the findings of the study collected by different means arrive at the same conclusion
then the validity and the confidence in the findings are increased.
Sample Selected
Type of Sample
For the purpose of this study, purposeful sampling was utilized. Purposeful sampling is a
method used when the researcher wants to discover, understand, and gain insight into a
phenomenon while sampling respondents who can provide the best information (Merriam, 2009).
The respondents for this study were the teachers and administrators who work at the selected
school site.
Selection Criteria
The thematic group determined that for a school to be eligible for this study it must
satisfy five of the seven criteria outlined below. The following chart identifies the seven specific
criteria used to select a school for study and a corresponding description of the school selected
for study:

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Table 1
Study Site Selection Criteria

Specific Criteria Selected School
1) An API ranking of 7 or better,
for 3 or more years (private and
out-of-state schools, should
present similar rationale).

As a private high school, the selected school does not maintain an API score.
However, a metric that they maintain is the percentage of graduates who are
accepted into college in the fall after graduating. The graduating class of
2013 maintained a 99% college acceptance rate. Another metric is the
percentage of graduates that obtain a position in a STEM related field.
Currently over 75% of all graduates have a job in a STEM related field.
2) Structured technology plan The selected school maintains a structured technology plan
3) Evidence of grants and
partnerships to support
technology efforts and P21
skills, etc.
The selected school maintains a STEM Program Fund, in addition to several
partnerships with, industry and universities to support their technology
efforts. Over the years, the selected school has received numerous grants
from foundations to support technology programs.
4) Evidence of research–based
practice in technology.

In realigning itself with the needs of 21st century America, the selected
school has developed and implemented a focused approach toward
integrating educational and technology programs, making Science,
Technology, Engineering and Math (STEM) the key organizing concept of
the school and its programs. The ultimate goal is for the selected school to
achieve sustainable academic excellence in the STEM fields and to become
recognized as one of the nation's premier STEM high schools.
5) A mission statement is
referencing technology.

The selected school maintains the following statement as part of its mission
statement. “The school is a Catholic high school that offers a rigorous
preparatory curriculum – uniquely integrating academics and technology –
to qualified young men of all religious, ethnic, and socioeconomic
backgrounds.”
6) Minimum of 400 students The class size for the 2013/2014 academic school year was 440 students.
7) Recognition – e.g., Apple
Distinguished School, High
Tech Network, California
Distinguished School,
Technology Practice.

The Board of Trustees recently articulated its expectations that the school
embrace and promote the highest academic standards, achieve Blue Ribbon
status and more importantly, receive recognition as one of the country’s
leading high schools for STEM education. This is a natural evolution of the
original mission of the school; however; it has been appropriately realigned
with the needs of 21st century America.

The selection criteria also called for teachers at the selected site who have actively integrated
technology into the classroom for at least one year. The focus will be a typical sample, which
will reflect the average teacher in the K-12 educational setting who utilized technology in the
classroom.
Sampling Issues
As a private Catholic school the selected school functions under a set of criteria not
compatible with the standard public or charter school. For instance, as a private institution there
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were no API scores to make a direct comparison with the other schools. In fact, Catholic schools
only release test scores to students and their parents.
Selection Process
This dissertation consisted of a case study of one school that met the selection criteria
established above. To facilitate accessibility, the selection process focused on schools within the
Southern California area. Moreover, to support personal interest and to examine a school that
was not the typical charter or public school, this study focused on a religious private school that
met the selection criteria. Another factor that guided the selection of this school was diversity;
the school selected includes a 74% Hispanic population.
Population Selected
Background of the School. The school, selected for this case study was an all-male
Catholic high school located in the Los Angeles County of California with an enrollment of 440
students in grades 9-12. The selected school was established in 1954 by the Archdiocese of Los
Angeles with the goal of producing students prepared and motivated to pursue and attain careers
in the technical trades. Since 1954, the school has progressively adapted to the changing
technological and economic landscape of Los Angeles.
Today, the school has realigned with the needs of 21
st
century America and is building a
reputation as one of the country’s leading high schools for STEM education. The school
uniquely combines college-preparatory academic courses and a comprehensive four-year,
project-based technology-driven learning model. This learning model includes an academic
curriculum that exceeds the admission requirements of most four-year colleges and universities
in the country. Moreover, completion of the academic curriculum at this school exceeds the
California requirements for high school graduation. In addition to the academic curriculum, the
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school also maintains a technology curriculum, which provides a fully integrated projected-based
technology-driven model that prepares the student for the rigors of a career in the STEM fields.
The student spends 75% of each day (3 classes) within the academic program and 25% of each
day (1 class) within the technology program. The technology curriculum provides extensive
integrated coursework in one of five technology and engineering-related fields.
The school sustains a high level of student diversity, minorities’ make-up 89% of the
student population. In addition, 59% of the student populations were eligible for some form of
financial aid. For the class of 2014, 100% of the students graduated and 100% of the students
were accepted into college; these statistics far exceed the statewide averages. Furthermore, the
selected school maintains that 75% of its alumni retain a career in the STEM fields. In fact, there
are so many graduates working at a local major Aerospace Company, that there is a Club named
for the school at this worksite. The selected school’s focus and commitment to technology and
STEM made it an ideal candidate for inclusion in this study.
Initial School Site Visit. The researcher conducted the first visit to the school in June
2014. The meeting took place in the President's office and included both the President and the
Principal of the school. The purpose of this meeting was to determine if the study was a correct
fit for both the school and the researcher. Through the visit, the researcher determined that the
school met the criteria for a high performing K-12 school with a culture of technology and would
be an appropriate and willing subject for the qualitative case study.
The School’s Message. From the perspective of the street the school is unassuming, it
resembles any other Los Angeles area high school. The only indication that the school is unique
is a colorfully painted wall displaying the school mascot, the “Gladiator Geeks.” However, upon
entering the front doors of the school, the differences are apparent. There are four messages that
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stand out when entering the school; they include the significance of technology, a focus on
religion, an emphasis on college, and the importance of the students. The entrance includes a
beautiful mosaic tile wall that appears to have been transplanted directly from a church; the wall
includes depictions of both religious and technical artifacts, highlighting the marriage of religion
and technology. The significance of technology at the school is immediately apparent as you
enter the school. There are flyers and posters everywhere showcasing the students work, listing
various technology competitions, and displays of robotics, aerospace, and architectural designs.
The religious message at the school is also evident. There is a wall dedicated to religion
including a cross, a picture of the Saint of the school, the school’s mission statement, and the
school’s learning results. In addition, there are many indicators of the Catholic identity of the
school including posters and signs regarding retreats, mass, and community outreach
opportunities. There are also many indications of the importance of college including college
pendants; posters about colleges, college rankings, and a list of the colleges where this year
graduates will be attending. The walls also uphold indicators of student life including trophies,
various posters and signage about clubs, organizations, activities, youth ministry, sports, and
community events; there is clear evidence that this is a student-centered school. As the
researcher traversed the public areas, there were numerous messages highlighting the importance
of technology, college, religion, and the student.
The Campus. The campus has a natural geographical border in that all the academic
programs reside on the north side of campus, and all the technology programs reside on the south
side of campus. The center of the campus includes the administration buildings, the counseling
building, a common grass area called the Mall, the gymnasium, the cafeteria, and various social
gathering areas. The campus sits on over 30 acres of well-maintained grounds. The inside of the
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buildings are institutional, however very functional and conducive to the learning process. This
campus is secure and closed. There is one primary entrance into the school, and everyone who is
not part of the school must sign in and wear a guest pass as they roam the halls.
The Classrooms. There are two distinct types of classrooms on campus, the academic
classrooms and the technology classrooms. The academic classrooms are traditional style
classrooms with the teacher at the front of the classroom and the students in rows of seats. In the
academic lab settings, there are also rows of seats for the students as well as lab tables around the
perimeter of the classroom. Each classroom had a projector set up to display at the front of the
room and whiteboards for the teacher to draw on. There was consistency between the academic
classrooms and the technology classrooms in that every classroom had an American flag, a cross,
a picture of the Saint that the school is named for, and a list of the Expected School-wide
Learning Results.
The technology classrooms are more like work environments than classrooms. The
school has a total of 60,000 square feet of lab space dedicated to the technology programs.
These spaces resemble industrial settings, scientific laboratories, or computer labs. Each
technology program has a building dedicated to that program. An example of one of the
technology programs includes the Media Arts building. Upon entering the building, there is a
large room that displays work created by the students. If you traverse to there room on the right,
there is a traditional classroom with rows of seats for students and a projector display at the front
of the classroom. This room is used for drawing, reflecting, watching videos, presentations, or
displaying web content. The next room is the computer lab, which includes approximately (25)
27” iMac computers with a teacher workstation and projector at the front of the classroom. The
computer labs in each of the technology program buildings, provides a 1:1 dedicated computer
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for each student in the class. The students use the computer lab to accomplish computer related
design work. The entire back half of the building is an industrial type setting with large open
areas. This workspace is used to do collaborative work such as photo or video shoots. Each
building is fully equipped and dedicated to supporting the project-based learning needs of that
particular technology program.
The Programs. There are two distinct programs that operate within the school including
the academic program and a technology program. The academic program is a college-
preparatory academic curriculum that includes eight academic areas. The academic areas consist
of the following:
1. English (40 credits)
2. Fine Arts (10 credits)
3. Languages other than English (20 credits)
4. Mathematics (40 credits)
5. Health/Physical Education (10 credits)
6. Science (40 credits)
7. Social Sciences (30 credits)
8. Theology (40 credits)
The technology program offers a technology curriculum that is constantly updated to
match trends in college majors and industry. The school offers five major areas of study that
consists of a total of 70 credits. The following list includes the five technology programs:
1. Architecture & Construction Engineering (ACE)
2. Computer Science & Electrical Engineering (CSEE)
3. Integrated Design, Engineering & Art (IDEA)
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4. Material Science, Engineering & Technology (MSET)
5. Media Arts & Technology (MAT)
Each student attends four classes each day, three classes (75%) of the student’s time spent on the
academic programs and one class (25%) of the student’s time spent in the technology programs
daily, each class session is 90 minutes in length. The academic curriculum satisfies the academic
high school requirements for California. The technology curriculum is separate from the
academic curriculum and provides a STEM focus for the student in one of the five major areas of
study; every student participates in both the academic and technology curriculums. During the
student's freshmen year, they are exposed to multiple technology programs. This process gives
the student and the faculty an opportunity to ensure that the student gets placed into a program
that is appropriate for their individual skills and interest.
The Teaching. There are two distinct types of teaching taking place on campus. In the
academic programs, the teachers primarily utilize a Socratic teaching methodology. Within the
technology programs, the teachers principally employ a Project Based Learning teaching
methodology. Both teaching methodologies fall within the student-centered teaching continuum
and promote learning in communication with teachers and other students, whereby the students
become active participants in the learning process.
Within the academic classrooms, the Socratic teaching method is actively promoted by
the school. During the administrator interviews, the Principal indicated that he advocates the
Socratic method because “it fosters a relationship with the student and the teacher” which is
consistent with the school philosophy. There was no classroom session observed that consisted
solely of a traditional lecture-style format, whereby the teacher sat at the front the class and
espoused knowledge onto the students. In each of the academic classes observed the teacher
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utilized a Socratic teaching style that prompted inquiry and discussion between the teacher and
among the students, which is more conducive to critical thinking and the illumination of ideas.
The students were encouraged to ask questions, and the teachers willingly answered all
questions. The teacher would actively seek out the students view and prompt them to think
critically. This interaction created an engaging environment where students were eager to
participate and become involved in the learning process.
Within the technology classrooms, the classes are developed by design to include Project
Based Learning. Each technology class is built around presentations and projects that culminate
with a year-end project. For instance, in the Integrated Design program the freshmen year-end
project is to create a 3D computer model using state-of-the-art drawing tablets. The sophomore
year-end project is to design and build a model car while learning advanced imaging software.
The junior year-end project is to construct and fly a programmable unmanned aerial vehicle. In
the senior year, the capstone project is to design and create an architectural model and
presentation drawings for a nationwide competition. In these environments, the students are
fully immersed in project-based learning. Each of these projects is conducive to constructivist
learning theories, whereby teaching is based on the belief that learning occurs as learners are
actively involved in a process of meaning and knowledge construction. This teaching method
fosters critical thinking and creates motivated and independent thinkers; in this teaching style the
teacher serves as the facilitator of knowledge. The key indicator of success in these programs is
the self-efficacy, confidence, and eagerness to explore and experiment exhibited by the students.
The Students. The first element that stood out amongst the students was their self-
sufficiency, sense of self-efficacy, and willingness to participate in classroom activities. The
students were self-sufficient in that they required very little direction or supervision, the teacher
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would provide a cue and the students would move to action with few questions and a lack of
trepidation. Moreover, when a teacher would ask a question, several students would raise their
hand without fear of being wrong or looking inept. In one instance the teacher indicated that
they would be working on videos, the students all moved to the video room, and each of them
did their job with no direction from the teacher. Some students put together the lighting, others
set up the video equipment, other practiced their lines, they all participated and each attended to
their responsibilities without question.
Another aspect that stood out for the students was their strong connection to their
technology program cohort. When speaking to the students, they would immediately identify
themselves as part of a specific cohort. Depending on the cohort affiliation, the student was
identified as either a creative type, a computer geek or a lab geek. The school perpetuated this
cohort affiliation by organizing games and competitions around cohort affiliation.
The Student Life. Student life is an important aspect of the school and underscores the
importance placed on the student and making them feel a part of the school. Based on the
Salesian model of education, the school provides a supportive and caring family environment.
The belief is “school is life being lived” and “education is a sacred means for the transformation
of human beings.” The school provides “students the experience of church, where they find
meaning; a school, where they learn life skills; a playground, where they celebrate life; and a
home, where they feel welcomed.” Accordingly, the school offers a rich and varied array of
activities for the students. These activities include a student ministry, various clubs and
organizations, a sports program, a music program, and student programs in coordination with
sister schools.
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The Staff. The researcher had the opportunity to observe nine full class sessions during
the site visits. The teachers are very knowledgeable about their subject matter, they appeared to
care genuinely about the students, and they were successful in engaging the students in the
classroom. Many of the teachers had advanced degrees or were in the process of pursuing
advanced degrees to enhance their teaching skills. The academic program teachers tended to
have backgrounds in teaching and most either held or where in the process of receiving teaching
credentials. Whereas, the technology program teachers tended to have a background working in
the industry, most of these teachers held advanced degrees in one of the sciences. In fact, many
of the faculty and staff are former students of the school. Of the 33 faculty and administrators,
10 (30%) were graduates of the school. These faculty and administrators bring a sense of history
and tradition to the school, they maintain a level of institutional knowledge, and they have an
intimate understanding of the students and what they are going through as they attend the school.
A common theme was the teacher’s willingness to help the students outside of class. The
teachers were constantly assessing the student's understanding and offering help during office
hours or their lunch hour.
There does appear to be some compartmentalization between the academic faculty and
the technology faculty. However, due to the strong sense of community and family there is a
common goal amongst the faculty to educate, inspire, and guide the students to success. In point
of fact, there are common meetings among the faculty to make sure that what is being taught on
the academic side of the school is relevant and useful to the learning process on the technology
side of the school. Moreover, the technology teachers strive to foster an interdisciplinary
environment so that each of the technology programs can work collaboratively on projects and
allow students to be exposed to more than just their technology cohort.
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The Culture. There are three distinct cultures that intersect at the school including a
culture of technology, a culture of college, and a culture of religion. The culture of technology
and religion, have existed at the school since its inception in 1954. The culture of college has
developed over the years as the school has transitioned from a technical trade school that
prepared students to work in the industry to a STEM school that prepares students for the rigors
of college.
Culture of Technology. The technology of culture that exists at the school is fully
engrained in every aspect of the school. Based on surveys of students and parents the number
one reason that students attend the school is for the technology programs (43% of families chose
the school based on the Technology Programs). One of the key points of the philosophy of the
school states, the school will provide the students with the “knowledge and skills necessary to
thrive.” This school has chosen to accomplish this goal through the combination of a college
preparatory and technological education. A key indicator of the success of the school is that
76% of alumni continue to maintain careers in STEM related fields.
Culture of College. The culture of college is also an integral part of the school. The
academic aspect of the school is the second most important reason that families chose to attend
the school (30% of families chose the school based on the Academic Programs). An aspect of
the school that underscores the emphasis on college is the investment made in counseling
services for the students. The average ratio of students to counselors in California public schools
is 1016:1, the school maintains a ratio of 132:1; this number far exceeds the California average.
Each student participates in a four-year individualized counseling program. This customized
program guides the student and his parents through the high school years into university studies.
In addition, the school maintains high academic expectations; the graduation requirements
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exceed all UC/CSU admissions requirements. Moreover, the school offers numerous Honors and
AP level courses to all students; the school offers 22 AP and honors courses. The key indicator
of the success of these programs is the outstanding graduation and college acceptance rates of the
school. This academic year 100% of the students graduated and 100% of these students were
accepted into college.
Culture of Religion. The culture of religion is also fully entrenched in the school. The
school is inspired and guided by Catholic values and practices. The religious aspect of the
school is the 3
rd
most important reason that families chose the school (19% of families chose the
school based on Catholic Identity). Each day begins with school-wide prayer, in addition, each
assembly, rally, sporting event, and staff meeting begins with a prayer. Furthermore, there are
numerous religious events and activities throughout the year that include the students and the
staff. In addition, each student must complete a required a number of units in the Theology
department as part of their academic requirement as well as participate in a Christian
Service/Retreat Program. The philosophy of the school indicates that as a Catholic school, the
school will maintain a faith-based community whose ultimate goal is to assist the students in
forming and reinforcing their relationship with God.
Instrumentation
Several instruments were used to gather information for this case study. The instruments
included a document review template, two interviews, a survey, and an observation protocol
(each instrument is included in Appendix A-E). The instruments used in this case study were
developed to identify the interaction of technology, teaching, learning, and school culture in a
high performing K-12 school that actively integrates technology into the teaching and learning
practices. Additionally, each of the instruments aligned with the findings from the literature
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review and each of the research questions. The use of multiple forms of data allowed the
researcher to triangulate the data and validate the results of the study (Merriam, 2009).
Moreover, the instruments were developed using the TPACK theoretical framework, a
basis for developing teacher knowledge that produces the types of flexible information needed to
integrate technology use into teaching (Koehler& Mishra, 2009). The instruments focused
primarily on the pedagogical and technological domains of knowledge, as the content knowledge
domain was not relevant to the purpose of this study. The theoretical framework is represented
by the three research questions that address the purpose of the study. Furthermore, the data
collected with the instruments were analyzed using the Four Frames Model developed by
Bolman and Deal (2003). The multi-frame perspective offers a comprehensive insight into the
organizational dynamics of the school and identifies how the school leadership and culture have
supported the successful integration of technology into the teaching and learning practices.
Each of the instruments used in the case study captured information that supported the
process of triangulation and validation. Additionally, each instrument aligned with the three
research questions and each of the four frames perspectives. The survey was administered to
teachers at the school to capture perceptions of how technology is used for instruction, the
perceived impact of technology, and the schools effort to support technology integration.
There were two separate interview protocols, one for teachers, and another for
administrators. The teacher interview aligned with the research questions and provided the
teacher an opportunity to expand on their perceptions of how the school embraced technology
integration. The administrator interview also aligned with the research questions and captured
the administrator’s perception of how the school encompassed technology integration.
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The observation protocol referred to the research questions and provided the researcher
with a firsthand encounter of technology integration in the setting where the phenomenon
occurred (Merriam, 2009). The protocol included the participants, activities, interactions,
conversations, and subtle factors. Similarly, the observation instrument gathered information
about the physical setting (Merriam, 2009). The physical setting information included classroom
layout, seating arrangements, teacher resources, instructional equipment, technology, and
evidence of student work. Likewise, it provided for evidence of technology use in teaching,
organizational structure, and school culture that support technology integration.
The document review protocol identified related documents, artifacts, and electronic
media that aligned with each research question. The documents were produced independently of
the case study, hence, nonreactive and grounded in the context under study (Merriam, 2009).
The documents helped the researcher to expose meaning, progress understanding, and uncover
insights relevant to the research problem (Merriam, 2009).
Multi-frame Perspective
The multi-frame view of the four frames model developed by Bolman and Deal (2003)
provided a comprehensive insight into the organizational dynamics of the school. The four
frames consisted of the structural frame, the human resources frame, the political frame, and the
symbolic frame. The structural frame focused on the formal organization including the goals,
structure, and formal roles of members (Bolman & Deal, 2003). This frame provided an
opportunity to analyze how the school goals, roles, and structures enable the operation of the
school. The structural frame assumed that an organically formed organization works best.
The human resources frame focused on relationships and operations of the school and its
members, with an emphasis on motivation and morale (Bolman & Deal, 2003). The information
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included school rules, roles, goals, policy, technology, and the environment. This frame afforded
an opportunity to analyze how member needs align with the school mission and goals. The
human resources perspective assumed that the organization needs people and that the people
need the organization.
The political frame focused on the power relationships within the school and how scarce
resources influenced school dynamics (Bolman & Deal, 2003). The information included needs,
skills, relationships and the process of negotiating, bargaining, and jockeying for limited
resources. This frame provided insight into the roles of each of the stakeholders and how they
support technology integration. The political frame assumed that conflict is inevitable and
necessary as groups compete for goals and interest.
The symbolic frame focused on the beliefs and values that direct school life, the social
norms that tell members how to act and behave, and the meaning and values communicated
through rituals, ceremonies and cultural artifacts (Bolman & Deal, 2003). This frame allowed for
an analysis of the school culture and the role and influence of the technology within the school
setting. The symbolic perspective assumed that the meaning of an event is more important that
the event itself. Each of the four frames provided a different lens for examining the school
dynamics and how they support technology integration into the teaching and learning practices.
Data Collection
Qualitative data consists of the direct quotations from people about their experiences,
sentiments, feelings, and knowledge acquired through interviews, surveys, observations and
document review (Merriam, 2009). The data collection method used and the information
selected for inclusion into the study were determined by the theoretical orientation, the problem
statement, and by the sample selected for this study (Merriam, 2009). The data collection
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process took place at the school site for a period of three months. The data collection methods
and instruments used allowed for the capture of data from both the researcher and the
participants perspective in a setting where the phenomenon occurred.
Document Review Procedure
Documents provided a major source of data in the qualitative research process (Merriam,
2009). Documents refer to the vast array of written, visual, digital, and physical material used in
this study. The documents used in this study were produced independently of this study,
therefore, nonreactive and grounded in the context of the study. As such, they served as the
starting point for the qualitative research and provided the researcher with overview of the
structure and culture of the school. The documents selected for review included the school
website, other Catholic school websites, the Archdiocese of Los Angeles website, school
publications, school newsletters, mission statement, news articles, site plan, technology plan,
student handbook, policies and procedures, laptop computer contract, professional development
plan, teacher handbook, technology sign-up sheets, benchmark data, teacher assessments, college
attendance rates, and the observation protocol. Each document was aligned to the three research
questions for this study.
Interview Procedure
Interviews are conducted to discover information from people about things that we
cannot observe directly (Merriam, 2009). These interpretive qualitative interviews allowed the
researcher to understand from the teacher view the interaction of technology and teaching and
learning practices. In each of the research questions, the data collected utilized neo-positive,
semi-structures interview questions directed towards teachers who integrate technology into the
classroom.
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Interviews were conducted with several members of the school, providing a broad
sampling of perspectives. The interviews included three administrators: the Principal, the
Assistant Principal for Curriculum and Instruction, and the Assistant Principal & Registrar, nine
teachers: one from each technology programs offered at the school, and one from each of the
academic programs. All interview participants were asked to read and sign a consent form
before the interview began. In addition, each participant was asked permission to allow
recording of the interview. The administrator interviews were conducted with the three
administrators. The teacher interviews were conducted with each of the nine teachers. All of the
teachers selected had a minimum of three years of teaching experience and at least one-year
experience of actively integrating technology into the classroom. The selection criteria called
for a typical sample of teachers at the selected site who have actively integrated technology into
the classroom for at least one year.
Survey Procedure
A survey is a systematic method of collecting information from a sample of the
population to construct descriptions of the attributes of the larger population (Groves et al.,
2004). The survey was administered to teachers and administrators at the school to capture
perceptions of how technology is used for instruction, the impact of the technology, and the
school's efforts to support technology integration. The survey participants also received an email
from the principal of the school indicating that the survey would be conducted during the staff
meeting, the purpose for the survey, the anonymous nature of the survey, and that participation
was optional. The researcher distributed the survey instrument manually during a faculty staff
meeting. The survey consisted of 20 questions; the surveys were distributed to all staff at the
beginning of the staff meeting and collected at the end of the meeting as the respondents left the
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room. The survey was distributed to a total of 33 teachers and administrators; 33 surveys were
completed for a return rate of 100%.
Observation Procedure
Observations take place in the setting where the phenomenon occurs, which allows for
first-hand encounters with the phenomenon (Merriam, 2009). By observing the phenomenon in
the classroom setting the researcher was able to observe the teacher and student interactions with
the technology. The observations took place with the same teachers utilized for the interviews.
There was a total of ten observation sessions. One observation lasted the entire day to get a
complete sense of the daily activities of the school. The remaining nine observation sessions
lasted 90 minutes, the span of one class session.
In this study, the plan was to start with less structured approach as to take in the entire
situation. However, as the class and activities got underway, the view became more structured
focusing on the three research questions. During the observation, the checklist of elements in the
observation was readily available. The checklist included the physical setting, the participants,
activities and interactions, conversations, subtle factors, and the researcher’s behavior (Merriam,
2009). As the observations were in progress, the researcher took care to categorize participant
activities and behaviors into the theoretical framework of the four frames model provided by
Bolman and Deal (2003). At the end of each observation, the researcher immediately went to a
quiet place to review the observation notes and to record reflective notes of the observation.
The data collection process included the use of multiple instruments including surveys,
interviews, observations, and document review. The collective nature of using multiple
instruments helped to uncover meaning, develop an understanding, and discover insights relevant
to the research problem (Merriam, 2009). Furthermore, the use of multiple methods served to
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triangulate the data and strengthen the validity of the study (Gall, Gall, & Borg, 2003). The
following chart provides a summary of the data collection methods used in this study.
Table 2

Data Collection Summary

Collection Method Time Sources Details
Document Review

30 days 16 sources • Websites: School, Archdiocese, and Salesians
• Reports: WASC Accreditation Report, Site Plan, and
Technology Plan
• Documents: School publications, newsletters, news
articles, Parent/Student Handbook, Course Catalog, Laptop
Use Contract, Student Graduation Requirements, Mission
Statement, School Philosophy, ESLR’s
Interviews 7 days 13 interviews • President, Principal, and (2) Vice Principals
• (5) Technology teachers
• (4) Academic teachers
Surveys 1 day 33 surveys • 20 questions to all teachers and administrators
Observations 7 days 10 observations • Shadow Principal for the day
• (5) Technology Class Sessions
• (4) Academic Class Sessions

Validity and Reliability
Validity and reliability are crucial to the credibility of qualitative case study (Merriam,
2009). Several measures were taken to maintain the credibility of this study. The most
important measure involved the triangulation of the data through multiple research instruments
and multiple perspectives with the four frames model. In addition, each of the research
instruments developed was aligned with the three research questions for the study. Furthermore,
the accuracy of the findings were strengthened by a literature review that was developed over
many months of extensive research and during a three-month period spent collecting qualitative
data at the phenomenon site. The thematic group process facilitated the collaboration of research
and information across each of the eleven case studies. Likewise, the assumptions and
theoretical framework underlying the study were thoroughly discussed in the methodology of the
study. Moreover, the interview instruments provided rich, thick descriptions of the phenomenon
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that facilitated transferability. Finally, a systematic data analysis resulted in an audit trail that
included a detailed account of how the study was conducted and how the meanings were
interpreted from the data.
Data Analysis
Approach to Coding
The sources of data for the coding process included the interview transcripts, the survey
responses, the observation notes, and the document review. The coding process involved the use
of a student version of NVivo 10 by QSR. The data was coded using the coding process
recommended by NVivo, which was virtually identical to the coding process recommended by
Merriam (2009). The NVivo program provided a method to segment the text into categories
(nodes) and identify the categories so that the application could reveal insights into the
qualitative data. This was an iterative process, the more the data was coded, the more themes
began to emerge. The coding process included the following:
• Coding broad categories by creating nodes for each interview, survey, observation and
document reviewed.
• Creating nodes for each of the interview and survey questions for the documents,
reviewed, and the observation results.
• Creating nodes for the information that connected to each of the three research questions
and each of the four frames.
• Creating nodes for sub-themes as revealed
The coding process generated a description of the setting, people, and themes for analysis.
Furthermore, the coding process prepared the data for the analysis phase of the project.

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Approach to Analysis
Once the coding process terminated the analysis tools within NVivo produced findings,
these tools included the Analyze, Query and Explore functions of NVivo. The word frequency
function created a tag cloud, which revealed frequently occurring words and concepts. The
cluster analysis function revealed nodes clustered by word similarity. With the insights provided
by the NVivo application, additional themes (nodes) became apparent. Categorizing the nodes
revealed the themes that occurred in the data. Based on the themes and connections revealed in
the analysis process; a summary of themes emerged that was used to develop a qualitative
narrative. The final step of the data analysis process involved making an interpretation of the
meaning of the data.
Ethical Considerations
The researcher took particular care to ensure that the study was conducted in an ethical
manner. The precautions included participation in human subject protection training and
application approval from the Institutional Review Board (IRB) to conduct research. The IRB
process ensured that all research conducted for this study was done in an ethical manner and
caused no harm to the participants in the study. All information gathered through this study was
kept private and secure to maintain the confidentiality of all participants. Additionally, pseudo-
names were used for the school and all participants in the study. To maintain IRB exempt status
and minimize risk levels, this study included no direct research on students.
Summary
In sum, this chapter focused on the methodology and the research design developed for
this qualitative case study. The chapter included an introduction that discussed the purpose of
the study and the research questions, the theoretical framework underlying the study, the
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research design, the sample and population, the data collection procedures, and the data analysis
process. The methodology was developed and implemented to align with the literature review.
Ultimately, the purpose of this study was to isolate and examine a school that has integrated
technology into the teaching and learning practices. The information identified in this case study
will assist educators in applying strategies and practices that will promote the effective
integration of technology into the teaching and learning practices of the classroom.

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CHAPTER FOUR: RESULTS
Introduction
Students need technology skills and knowledge to succeed in an ever-changing
technological world. Accordingly, there is the need to understand the links between technology,
teaching, and learning in the classroom. The purpose of this study was to isolate and examine a
high-technology use K-12 school to identify the impact of technology on teaching and learning
practices.
Chapter One provides an overview of the study; it identifies the challenges that schools
face when integrating technology into teaching and learning practices. Chapter Two is the
review of research currently available on technology integration in the K-12 setting. Chapter
Three focuses on the research methodology used for this qualitative case study. This chapter
discusses the findings of the study as they relate to the research questions as well as the themes
that emerge from the findings.
Research Questions
The thematic dissertation group developed the following three research questions to focus
the study on the phenomenon of schools that integrate technology into teaching and learning
practices in a high-technology use K-12 school.
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?

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Findings by Research Question
Data for Research Question 1
What technology is present at the school and how is it used as a tool of instruction in the
classroom?
Technology integration can assist in providing students knowledge and skills needed to
engage and succeed as global citizens in a digital society (Ritzhaupt, Dawson, & Cavanaugh,
2012). Changing students’ focus to learning with technology from learning from technology
results in an intersection of technology and pedagogy that supports learning in significant and
lasting ways (Campbell et al., 2010). This research question is presented to understand what
technology is used in the classroom and how it is used in the teaching and learning process to
support the school's mission.
To gain an understanding of the technology available at the school and how it is used as a
tool of instruction in the classroom, the researcher exploredd information about the technology
available to the students, how and who uses the technology, where technology is integrated into
classroom practice, and how students demonstrate mastery using technology. The researcher
compiled the information through the alignment of data found through surveys, interviews, the
observation process, and document analysis. The following section unearths the available
technology present at the school.
Technology Present in the Classroom. Within the academic classrooms, there is a
common set of technology hardware available. The hardware includes an iPad, laptop, or
desktop computer, a projector with Apple TV, and a sound system. This combination of
technology hardware allows the instructor to display and share with the classroom whatever is
displayed on the computing device. Other hardware devices available in various academic
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classrooms include document cameras, DVD/CD players, clickers, printers, and smart boards.
The majority of academic teachers utilize the iPads. However, some teachers choose to use the
desktop computers available in the classroom, or they bring in their personal laptop.
The school does not have a mobile computer program in place for students; there is no
iPad or 1:1 laptop program at this school. If fact, students are discouraged from bringing
computing devices into the classroom and must obtain special permission to use computing
devices for note taking purposes. Instead, the school makes computer labs readily available to
the students. These computer labs include all the hardware and software that the students need to
complete their coursework in either the academic or technology programs. There are many
computers available for use by students throughout the campus. There is a common computer
lab located in the library that houses 25 computers. In addition, there are four computer labs in
the technology programs available for use by all students.
Within the technology programs, there is an abundance of hardware available in the
classrooms. The school is in the process of upgrading the wireless access in the technology
program areas. For this reason, there is limited support for the use of iPad’s with Apple TV for
projection purposes in the technology classrooms. However, each room has either a desktop
computer or laptop connection available that is hard wired so that the professor can project
images onto the classroom projector. This hardware setup has been in place for several years
and pre-dates wireless access availability at the school. Thus, few instructors in the technology
programs use their iPad’s for instructional purposes; instead they use the existing hard-wired
equipment. Beyond the instructional hardware available for presentation, each of the five
technology programs has technology-specific to that program to support the project-based
learning framework.
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There are four computer labs available within the five technology program buildings.
Two of these labs have Apple computers, and the other two have PC-based computers. Thus,
when required, each of the technology programs can provide 1:1 computer access for their
students to work on projects. The following chart indicates the common hardware available in
all classrooms as well as the hardware available in the academic classrooms and the technology
classrooms.
Table 3
Hardware available in the Classrooms
Standard Suite of Hardware available in all Classrooms
• iPad, Laptop, or Desktop Computer
• Projector
• Sound System

Other Hardware in Academic and Technology Classrooms
ACADEMIC CLASSROOMS TECHNOLOGY CLASSROOMS
• Apple TV
• Document Camera
• DVD/CD Player
• Clickers
• Printers
• Smartphones (students)
• Smart boards
• Access to the library computer lab as well
as the (4) computer labs located within
the technology program buildings.
Material Science
• X-Ray machines, Ultrasound equipment, Camera equipment
• Optical Microscopes, Heat Treating Furnaces, Arc Welders
• Mechanical Testing equipment, Non-Destructive Testing
equipment
• Grinding and Etching Equipment, Chemical Treatment
equipment
• Scanning Electron Microscopes with Digital Imaging
• Wet Chemical Analysis Lab equipment, Instrumentation Lab
Equipment
• Professional 3D Printer
Integrated Design
• Computer lab with 27” iMac computers
• Wacom tablets, Large Format Plotters, Digital Printers, 3D
Printers
• Fabrication equipment
Media Arts
• Computer lab with 27” iMac computers
• Audio Recording equipment, Cameras, Digital Cameras,
Camcorder equipment, Studio equipment
• Smart board, Large Format Printer, High Output Digital
Printer
Architecture and Construction
• Building and Fabrication equipment
• Testing equipment
Computer Science and Engineering
• (2) PC Computer Labs
• Circuit Design and Testing equipment
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In the academic classrooms, the hardware supports direct instruction from the teacher to
the students. As there is no 1:1 computer access for the students, the teacher is the primary user
of the technology. In the technology classrooms, the hardware is used as part of the curriculum
to support curricular objectives and goals. The hardware includes support for students’ 1:1
computer access as well as technology used as part of the curriculum to support project-based
learning activities. In this configuration, the student is the primary user of the technology.
The school provides two applications used by all faculty: Microsoft Office for document
creation and a centralized student information system for taking roll and recording grades.
Beyond this standard set of applications, the faculty has the freedom to use the applications and
online resources that make sense for their specific programs and courses.
In the academic classrooms, the teachers utilize many more iPad apps, since they are
utilized more in the day-to-day operation of the classroom. The administration allocated $150
per teacher each year to purchase iPad apps. For instance, the chemistry teacher uses ClassDojo
for classroom management, a randomizer program to ensure that students are called upon
randomly, chemistry simulations for in-class presentations, MS Office for document creation,
and a slew of online resources for demonstration and presentation purposes.
In the technology programs, the teacher and students utilize programs specific to their
program of study. For instance, the Media Arts program uses Photoshop, Adobe Creative Suite,
Animoto and various other audio/visual applications that run on the Apple computers in the
classroom. The school's allowing of faculty to use software they select helped foster their
creative and innovative processes. The following chart describes the software applications found
in all the classrooms as well as the software found in the academic and technology programs. In
the academic programs, the instructor primarily uses the software for classroom management or
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content presentation. However, in the technology programs both the instructor and the students
use the software for presentation, collaboration, and to complete project-based activities.
Table 4
Software available in the Classrooms

Standard Suite of Software available in all Classrooms
• Microsoft Windows and Apple OSX operating systems
• Microsoft Office for document creation
• NetClassroom to take roll and enter grades

Other Software in Academic and Technology Classrooms
ACADEMIC CLASSROOMS TECHNOLOGY CLASSROOMS
• ClassDojo, Blackbaud, Google Apps,
Schoology, Socrative
• Skyparrot, various Browsers, YouTube,
• Simulation Apps, Biology/Chemistry
Concepts, Quizlet, DrawQuest, Amazon-
This Day in History, SmartMusic
• IM, Facetime, Telegram, Skype
• Netflix, Hulu, Vevo, Animoto

Material Science
• SolidWorks
• Various testing and simulation applications
Integrated Design
• Photoshop, Adobe Create Suite, SketchUp, RevIt, Inventor
Media Arts
• Photoshop, Adobe Creative Suite, SketchUp
• Various Audio and Video Editing Applications
Architecture and Construction
• SketchUp, RevIt, Google Apps
Computer Science and Engineering
• Microsoft Visual Studio, Java, Multism, electronics tutorials,
Robot C, C, PhET
• Circuit Design and Testing applications, Aircraft Simulation
applications

The findings indicate technology found in the academic classrooms support a teacher-
centered use of technology. Since there is no 1:1 program in place in the academic classrooms,
the teacher is the primary user of the technology. Conversely, the technology found in the
technology classrooms support a student-centered use of technology. Each student has 1:1
access to the hardware and software necessary to support the learning process. In this
configuration, the student is the primary user of the technology.
How Technology is used in the Classroom. How technology is used in the classroom is
dependent on the program. Within the academic program, it is primarily the teacher who uses
the technology for direct instruction. The teacher uses the classroom technology as a tool of
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instruction to communicate, conduct research, and engage the student. In the academic program,
the technology is used to increase the student's understanding of the subject matter and for
classroom administration.
Within the technology program, the teacher and the students both utilize the technology
to collaborate, communicate, and further critical thinking. In the technology classrooms,
students either have a computer at their desk or work collaboratively with technology on project-
based curriculum. In this environment, the teacher is a facilitator who empowers students to
identify problems, find solutions, and lead their learning development. In the technology
programs, the technology is integrated into the teaching and learning practice to create or
develop knowledge.
The following chart identifies how technology is used in the academic programs based on
teacher interviews and classroom observations.
Table 5
How Technology is used in the Academic Programs

Subject Learning Objectives/How technology used in the classroom
Physical Science

The goal of the class session was to increase the student's understanding of various
chemistry terms and applications in preparation for an upcoming exam.
• Teacher used iPad to take roll
• Teacher used iPad app to call randomly on students
• Teacher used an iPad app to manage the process of a Jeopardy style game used to
prompt students and assess their knowledge of chemistry terms and theories
• Teacher used iPad as a make-shift document camera to display student Jeopardy
answers on the projector
• Teacher used iPad to take a picture of the class notes on the whiteboard and send
them to the students via an Instagram account.
• Teacher used iPad during class session to record behaviors of students in ClassDojo
app and to communicate with parents
Mathematics The goal of the class session was to increase the student's understanding of basic
Geometry Theorems in preparation for an upcoming exam.
• Teacher uses laptop to take roll
• Teacher uses laptop to display power points on projector to lead discussion
• Teacher uses laptop to display homework assignment questions on projector
• Teacher post assignments for next class onto Edmodo account.
English The goal of the class session was to help students understand how various literary works
link together on the subject of the American Dream from a different perspective.
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• Teacher uses laptop to take roll
• Teacher uses laptop to display power points on projector to lead discussion
• Teacher plays various video clips from Internet on projector to illustrate various
perspectives of the American Dream as found in the film
World History The goal of the class session was to help students understand various historical events,
how they relate and their significance today.
• Teacher used iPad to take roll
• Teacher used Amazon app called “Today in History” to display and discuss what
happened in world history on the current day
• Teacher displayed various videos and pictures from the Internet to emphasise points
of discussion.

As illustrated above, the teacher is the primary user of the classroom technology. Furthermore,
the technology is used primarily for direct instruction. In addition, the technology is used to
enhance students’ understanding through communication and engagement.
The following chart identifies how technology becomes integrated into the teaching and
learning practices in the technology programs based on teacher interviews and classroom
observations.
Table 6
How Technology is integrated into the Technology Programs

Subject Learning Objectives/How technology used in the classroom
Architecture

The goal of this class session was to have students create design plans for a home that
would meet local city ordinances and meet building approval requirements for the city.
• Teacher used computer to display on the projector.
• Students each have a computer at their desk. They turned on the computers, inserted
their thumb drives and loaded the design projects they had been working on.
• A student who had missed the previous class session asked another student to email
him the notes from the last class.
• Students were allowed to wear headphones so that they could listen to music while
working on their designs.
• The teacher was walking around looking at student’s designs, asking why they did
various things. He was looking at all aspects including design, project management,
city ordinances, ADA requirements, etc. Based on the student's answer he would
ask other students for their opinions.
Computer Science The goal of this class session was to have students continue the development of a
computer game utilizing game theory, programming algorithms, and design
requirements.
• Teacher used iPad to take roll
• Students had a computer at each desk. They turned on the computers, inserted their
thumb drives and loaded the development projects they had been working on.
• Teacher used a lab management program called SchoolVue to display his computer
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screen on all the students’ computers. He was then able to go over coding
techniques in real-time with the students.
• As the teacher walked around to assist students, he would project their screen onto
the student's screen and ask why this student was experiencing this problem. The
students would then make recommendations to the student to help the student
resolve the problem.
Integrated Design The goal of this class session was to have students continue to create their 3D designs of
a home that would later be submitted to a nationwide BIA design competition.
• Teacher used computer to take roll
• Teacher used his iPhone to play music for the students on a blue-tooth speaker in the
classroom.
• Students had a computer at each desk. They turned on the computers, inserted their
thumb drives and loaded the 3D design projects they had been working on. They
have been working on site plans and floor plans for a home that would meet the
customer requirements.
• The teacher used his computer located at the back of the classroom to display his
screen on the projector. He explained and demonstrated to the students how to apply
elevations to their designs.
• The teacher then walked around helping students to apply the elevations to their
designs. Students also helped each other to apply elevations.
Materials Science The goal of the class session was to have students use a grinding machine to create
etchings in various composites.
• Teacher used pen and paper to take roll
• Students utilized equipment within the Optical Microscopy Lab to heat, grind, and
create etchings in a composite, which was provided by the teacher.
• The composite was given to the students at the previous session; they were to
identify the composite, which would determine the most efficient etching process for
this composite.
• They then utilized the heating and grinding equipment to create etchings in the
composite. They were then to place the composite under optical microscopes and
take a picture of their resulting etchings.
• The students then had to present the picture of their etchings to the teacher; he would
then quiz them as to what they were looking at and why. This was the form
assessment used to determine that the student had knowledge of the composite and
could identify and explain what they were looking at.
Media Arts The goal of this class session was to have students continue to work on their development
of a campaign to market a product.
• The teacher used an iPad to take roll
• Students had a computer at each desk. They turned on the computers, inserted their
thumb drives and loaded the print design projects they had been working on.
• The students were then asked to use various photo editing techniques to clean up
their product photos. The teacher walked around and assessed their techniques.
• The students then went into a video room and commenced to use cameras, and
lighting equipment and techniques to take pictures of their product. As well as setup
and begin a video-shoot that highlighted the product. This included a student's sales
pitch for the product.

As elucidated above, both the teacher and the students use the classroom technology, and the
student is the primary user of the technology. Moreover, the technology use is woven into the
curricular goals and learning objectives. Additionally, the technology is primarily used to
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advance collaboration, communication, and project-based learning activities, resulting in the
construction of knowledge.
The findings indicate academic programs and technology programs have different
learning objectives. The academic programs primarily use the classroom technology to help
increase the students’ understanding of the subject matter whereas the technology programs
primarily use the classroom technology to create or develop knowledge within the project-based
learning framework.
The researcher compared the learning objectives for the academic programs to that of the
technology programs. The learning objectives were classified using Bloom’s Taxonomy a
system that classifies the different learning objectives that educators set for students. The
following chart indicates how the various learning objectives align with Bloom’s Taxonomy.

Figure 2. Bloom’s Taxonomy – Lower Order and Higher Order Thinking Skills

The findings indicate that the learning objectives for the academic programs focused
primarily on “understanding”, which is a lower-order thinking skill, whereas the technology
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program learning objectives focused primarily on “creating and developing”, which is a higher-
order learning skill.
To further triangulate the findings the researcher compared how the technology was used
in the different programs against the SAMR model. The SAMR model offers a method to
measure how computer technology might have an impact on teaching and learning (Puentedura,
2014). The model shows the progression that educators follow as they progress through teaching
and learning with technology. As educators move along the continuum, technology becomes
more important in the classroom; at the same time, the technology becomes invisibly woven into
the transformative teaching and learning practices resulting in higher levels of student
achievement (Puentedura, 2014). Below is a chart of the SAMR model aligned with Bloom’s
Taxonomy including an indicator showing where each program falls within the SAMR Model.

Figure 3. Bloom’s Taxonomy aligned with the SAMR Model

According to the SAMR Model, the academic programs use technology as a direct tool
substitute with functional improvement, which falls under the Augmentation phase of technology
integration. An example is the Physical Science class where the teacher uses technology to take
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a picture of the class notes on the whiteboard and shares it with the students via Instagram. The
direct instruction process is improved because the teacher uses technology to share the class
notes with the students, thereby adding a functional improvement to the process. In this case, the
use of technology falls within the “Augmentation Phase” of the SAMR model, which associates
with an enhancement of the learning process.
Correspondingly, the Technology Programs use technology for the creation of new tasks
previously inconceivable. An example is the Computing Science class wherein students were
using technology to create a computer game utilizing game theory, programming algorithms, and
design requirements. The ability to create a computer game is inconceivable without the use of
technology. Moreover, the use of the technology is invisibly woven into the learning process. In
this case, the use of technology falls within the “Redefinition Phase” of the SAMR Model, which
associates with a transformation of the learning process. The goal of the model is for teachers to
successfully design and develop digital learning experiences in the classroom whereby
technology is used to transform learning experiences for students, supporting higher-order
thinking skills that result in higher levels of student achievement.
The author of the SAMR model suggest that, when the teaching process reaches the
“Redefinition phase” of the SAMR model while targeting higher order thinking skills, it has also
reached the TPACK sweet spot (Puentedura, 2014). The TPACK model identifies the
knowledge that is required for teachers to integrate technology successfully into the classroom.
The TPACK sweet spot indicates that the teacher attained the knowledge and understanding of
the relationships between content knowledge, pedagogy knowledge, and technology knowledge
when using technology for teaching and learning, which leads to effective and successful
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technology integration in the classroom (Koehler & Mishra, 2009). The chart below identifies
the TPACK sweet spot within the theoretical framework.

Figure 4. TPACK – The Sweet Spot

The findings indicate that the use of technology in the academic programs associates with
the “Enhancement” of learning. At the Enhancement phase of technology integration, the
educator does not realize the full impact that technology can have on teaching and learning. The
findings also indicate that the use of technology in the technology programs is associated with a
“Transformation” of learning. This phase of technology integration supports higher-order
thinking skills resulting in higher levels of student achievement.
How a student demonstrates mastery in the classroom is dependent on the program.
Within the academic program, mastery of the subject matter is assessed through quizzes and
tests. These assessments typically take place at the completion of an assignment or unit, such as
a midterm or final exam. In the technology program, the student mastery of the subject matter is
demonstrated by the students ability to perform a task or complete a project. In the technology
program, this is a continuous process that helps the teacher to facilitate the learning process for
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the students. The researcher compiled this information from teacher interviews and further
triangulated through classroom observations.
One of the instruments used to collect information was a Technology Integration Survey,
which the researcher administered to all teachers at the school. The survey was anonymous;
therefore, the results are not specific to a particular program and instead are summative results
for all teachers at the school. The survey questions relevant to Research Question 1 Identify how
long the teacher has been teaching, his/her skill level with technology, how long s/he has been
integrating technology into the classroom, and how often s/he integrates technology into the
classroom. These questions help identify the technology self-efficacy of the teacher as well as
how often s/he has been integrating technology into the classroom. The following are the results
of the survey
Table 7
Survey Results Related to Research Question 1

Survey Question 0-2 years 3-5 years 6-10 years 10+ years
2. How long have you been teaching? 6% 12% 21% 61%
I avoid it
Novice
Somewhat
Proficient
Proficient Advanced
3. What is your current skill level with
technology? 0% 26% 42% 32%
0-1 years 2-3 years 4-5 years 5+ years
9. I have been integrating technology into my
daily lesson for, how many years? 9% 21% 15% 55%
Never Sometimes Most Times Always
13. How often do you incorporate technology into
your daily lessons? 3% 27% 30% 39%

The school-wide survey results indicate that the mean tenure of a teacher at the school is
6 to 10 years, indicating that the average professor has substantial teaching experience. In
addition, the teachers have a mean of 4 to 5 years’ experience integrating technology into the
classroom and 74% of these teachers consider themselves proficient, or higher, with technology.
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Finally, the typical teacher at the school incorporates technology into the classroom on a daily
basis at least sometimes 97% of the time.
These survey results indicate that the average teacher at the school sustains the perceived
self-efficacy and experience necessary to successfully integrate technology into the classroom.
In addition, the results suggest that the teachers actively integrate technology into the classroom.
However, the survey results do not fully triangulate with the interview and observation data
collected. Based solely on the survey results, the findings indicate that school-wide the teachers
have the self-efficacy, knowledge, and experience necessary to integrate technology into the
classroom and that they are actively integrating technology into the classroom. However, based
on the interviews and classroom observations, the academic teachers and the technology teachers
have a different interpretation of what it means to integrate technology into the classroom.
The classroom observations revealed that the academic teachers primarily use technology
to support direct instruction whereas the technology teachers integrate technology into the
curriculum to support learning goals and objectives within the project-based learning framework.
An example is an academic teacher integrating technology into the classroom by using a random
cold calling iPad app to call on students. In fact, this app was so well received that a copy of the
app was purchased for every teacher in the department. This app is useful to the teacher and
enhances the direct-instruction process. However, the use of this app falls under the category of
technology use and not technology integration.
In another example given by a technology teacher, the teacher indicated that he was
working on a SolidWorks curriculum that he would like to include in his program. He was
working with the school leadership to acquire the hardware and software necessary for the
students to perform design engineering work. The teacher wanted the students to become
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familiar with solid design work and analysis. Furthermore, the teacher wanted to coordinate
these efforts with the Computer Science teacher so that students could learn SolidWorks
programming from the Computer Science teacher. At the same time, the Computer Science
students would come to his program to learn the fundamentals of material science for designers.
In this instance, the teacher integrates the technology into the curriculum, aligning the
curriculum goals and objectives to develop knowledge (design engineering and analysis), and
including interdisciplinary aspects into the curriculum to support communication and
collaboration between the two technology programs. This use of technology is a prime example
of technology integration that transforms the learning process.
Summary of the Findings for Research Question 1
The shared Findings for Research Question 1 indicate that, school-wide, the teachers
maintain the perceived self-efficacy and experience necessary to use technology and actively use
technology in the classroom. However, the technology available in the classrooms and the way
that teachers use technology is markedly different. The chart below provides a summary of how
the academic and technology program teachers use technology in the classroom.
Table 8
What technology is present and how is it used as a tool of instruction? – Academic Program vs.
Technology Program

ACADEMIC PROGRAM TECHNOLOGY PROGRAM
What technology is Present

The technology available in the classroom supports a
teacher-centered use of technology.
The technology available in the classroom supports a
student-centered use of technology.
The technology available in the classroom is capable of
supporting content presentation or classroom
management.
The technology available in the classroom is capable of
supporting content presentation or classroom
management. Additionally, the technology available in
the classroom is capable of supporting teacher and
student use as part of the curriculum to advance
project-based learning activities.
The teacher is the primary user of the technology. The students are the primary users of the technology.
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How is technology used

The teacher uses the technology for direct instruction to
support student understanding of the class content.
The students and the teacher use the technology for
project-based learning to support the creation or
development of knowledge.
Technology is used to complete lower-order thinking
tasks (remember, understand, apply).
Technology is used to encourage higher-order thinking
skills (analyze, evaluate, create).
Technology use falls within the Augmentation phase of
the SAMR technology integration model.
Technology use falls within the Redefinition phase of
the SAMR technology integration model.
Technology is used to enhance the learning process. Technology is integrated into the curriculum to
transform the learning process.
Mastery is assessed through the use of tests and quizzes. Mastery is demonstrated through the student’s ability to
perform a task or complete a project.

Data for Research Question 2

What is the perceived impact of technology on teaching and learning?
Teacher ideology (values and beliefs) has an impact on technology integration in the
classroom. Shiue (2007) found that teacher technology use and intention to use is primarily
defined by perceived ease of use (knowledge), technology self-efficacy, and perceived
usefulness of the technology (pedagogical beliefs). Teacher’s beliefs and attitudes about the
relevance of technology to student learning were perceived as having the largest impact on the
success of integrating technology into the classroom (Ertmer et al., 2012). Thus, the successful
integration of technology into the classroom requires a teacher ideology that supports students’
educational needs in the information age.
To gain an understanding of the perceived impact of technology on the teaching and
learning process, the researcher compiled information through the alignment of data collected
through surveys, interviews, the observation process, and document analysis. The following
section presents the perceptions of technology integration found at the school.
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As part of the interview process, the teachers were asked, “What are your general feelings
about the role of technology in education?” The following charts summarize the teachers’ key
responses to this question.
Table 9
Perceptions about the role of technology – Academic Programs

Subject What are your general feelings about the role of technology in education?
Physical Science

• "I love technology." "It just makes teaching easier."
• "When I use power points it is easier for the students to keep up without writing
everything down, most have not mastered multi-tasking."
• "Technology is helpful when it comes to communicating with parents."
• "Technology allows me to manage my teaching time better."
Mathematics • "Technology helps support learning, it allows you to individualize instruction and
differentiate modalities for instruction and access content."
World History • "Technology simplifies matters, if we can reinforce things and provide access to
more information in a more variety of ways, then it is going to be good for the
students."
English • There is a delicate balance in instruction; it shouldn’t dictate instruction it should
facilitate instruction."

Table 10
Perceptions about the role of technology – Technology Programs

Subject What are you general feelings about the role of technology in education?
Media Arts

• "It is very important for the kids to become comfortable with technology; it should
be a seamless part of everything that they do."
• "Technology is just an extension of themselves; it is just there to make their life
easier."
Architecture • "There is a learning curve associated with technology."
• "I am looking forward to implementing the visual aspect of iPads; I’ve got apps just
waiting to bolster their imagination with imagery that would not be possible
without technology."
Materials Science • "My general feeling is that it is an integral part of education."
• "Technology provides new and exciting and creative techniques for education."
Integrated Design • "I think it is critical, it’s extremely important to incorporate technology as much as
possible to help facilitate the process."
• "I think that where ever and whenever it makes sense the technology should be
incorporated, and its critical to helping us then focus on areas where the students
can be more creative when we open up that amount of extra time."
Computer Science • "I have seen many cases where technology is substituting for good teaching."
• "Technology needs to be used sparingly; we need to acquaint people with reality,
not pseudo-reality so that there is not substitute for reality."
• "Technology provides a time saving in the classroom; it also facilitates the learning
process."
• "I understand the need to expose kids to technology, we also need to continue to
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expose mentally and challenge kids."

The interview results identify that the academic teachers’ perceptions about the role of
technology in education differ from those of the technology teachers. The academic teachers see
technology as an enhancement that supports the academic process whereas the technology
teachers believe that technology is an integral part of the academic process. The findings suggest
consensus, though at varying levels, among all teachers that technology has a positive impact on
education.
To further understand the teachers’ perceptions of the role of technology in education the
researcher examined the key statements pertaining to another interview question. This interview
question asks, “What advice would you give to teachers as they begin to integrate technology
into their classroom?” The responses to this question reveal the teachers’ attitudes and mindset
regarding the perceived impact of technology on teaching and learning. The following chart
summarizes the key responses from the interview process.
Table 11
Advice to teachers as they begin to integrate technology – Academic Programs

Subject What advice would you give to teachers as they begin to integrate technology into their
classrooms?
Physical Science

• “I think the thing you have to do is ease you into it and not be afraid to try new
things.”
• “That sounds lame, but if you try to take on too much technology at once, it can be,
overwhelming.”
• “It's patience. It's all about patience and just trying until you find something that
works for you.”
Mathematics • “First assess a need, rather than trying to fit the technology, because you're going to
invest in something you might not need, and you're already doing well.”
• “There's some teachers that don't need the technology, because their personality, or
they have something great, but they need to assess really what the needs are, because
once you have the needs, then you can search according it, because I think just trying
to force an iPad in the class“
World History • “If I look back on my experiences, I would always say be prepared with a backup
because sometimes it doesn't always work.”
• “I think, number one, that the more understanding you have of how the system
functions, the better off you're going to be.”
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• “The more time you have to practice in advance what you're going to be doing in the
classroom, the better off you're going to be.”
• “For me, it's largely been on the fly, and it probably looks like it. The bottom line is
that with a little more time and a little more effort, and maybe a little more dedication,
you can certainly go far beyond what I'm doing right now.”
English • “They need to understand that it's not going to end all, be all. Technology only helps
facilitate the instruction.”
• “Yes, it's a great viable resource source to the classroom. But it should not and does
not dominate the instruction.”

Table 12
Advice to teachers as they begin to integrate technology – Technology Programs

Subject What advice would you give to teachers as they begin to integrate technology into their
classrooms?
Media Arts

• I've found other coworkers, at other schools, calling me, quite a bit, for help with
technology, and it's, usually, just a case of them just not using it enough, in their
personal life.
• “Again, if it becomes part of their personal routine, part of their personal life, it's,, just
a function. It's a tool. It's an extension of their actual job so it shouldn't be a hindrance
to them.”
• “Just sitting down with a coworker, you can hash out a lot of problems like that
because they're using it every day, as well.
Architecture • “You can't possibly do it fast enough. Don’t be afraid of it and your schools would be
very well suited to have in-service days where you do nothing that improve your
technology skills.”
• “You could do it in a group often setting individuals find other things to do but if you
have workshops that foster things that certain teachers are interested in.”
Materials Science • “Attempt to obtain a working relationship with either a vendor or an industrial
sponsor who can allow you to experience real-world experiences so that you are not
only demonstrating the instruction manual of that piece of equipment but actually
applying it, as it should be applied, in the real world.”
Integrated Design • “Ask for help as much as possible. Don't be afraid to ask. Don't be embarrassed to
ask.”
• “I think everyone at some point asks for help, and when someone comes and asks
them for help, they feel, "yeah, no problem, here, this is how I did it." I think it's -- the
community can foster that, and it's something that administrators should try and foster
it as well.
• “I know here within our campus, the instructors when they're struggling in one area --
for instance, next door in ACE, they are always willing to help us out and likewise,
when they have trouble, we'll help them out whenever we can or if they have
questions, we'll troubleshoot with each other to figure out a solution to a problem.”
Computer Science • “Always make sure you understand the relevance. Why you're doing it. Be able to
evaluate if it's working.“
• “It's not just a question that kids like it. That sometimes can be an indication that it's
not effectively used, that they like it.”

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Once again, the academic teachers’ attitudes and mindset regarding technology in
education differ from that of the technology teachers. The consensus among the academic
teachers when giving advice about technology integration is to proceed with caution; the teachers
believe that technology facilitates and should not dominate the teaching process. In contrast, the
technology teachers recommend jumping right into the technology, make it a part of your life,
and building a learning community around technology.
The findings indicate that the academic teachers believe that technology makes teaching
easier, enhances communication and engages the student. However, the academic teachers also
believe that technology is not essential to the teaching process. Conversely, the technology
teachers believe that technology is crucial to the teaching process; without technology the
teaching process is halted.
To further triangulate the data, the researcher utilized a Technology Integration Survey to
measure the teachers’ perceptions of the impact of technology on the teaching and learning
process. The survey was anonymous; therefore, the results are not specific to a particular
program and instead are summative results for all teachers at the school. The survey questions
relevant to Research Question 2 Identify teacher perceptions about the impact of technology on
the teaching and learning processes. The following chart displays the results of the teacher’s
responses.
Table 13
Survey Results Related to Research Question 2

Survey Question Not at All Some What Most Part Absolutely
10. I believe that technology has positively
impacted the quality of my instruction. 3% 9% 33% 55%
17. I believe that technology is relevant to both
student engagement and student achievement. 0% 33% 33% 33%
Never Sometimes Most Times Always
15. I believe that technology positively impacts
student creativity. 0% 39% 30% 30%
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16. I believe that technology integration requires
student collaboration. 0% 36% 45% 18%
Subversive
to Teaching
Negative
Impact
Somewhat
Improved
Significantly
Enhanced
19. Technology has impacted teaching in what
way? 0% 3% 55% 42%

The summary findings indicate that at least 88% of teachers believe that, for the most
part, technology has a positive impact on the quality of instruction. Moreover, at least 99% of
teachers believe that technology is somewhat relevant to student engagement and achievement.
Furthermore, 99% of teachers believe that, at least some of the time, technology positively
affects student creativity. Likewise, 100% of teachers believe that technology integration at least
sometimes requires student collaboration. In addition, 97% of teachers believe that technology
has somewhat improved teachers’ ability to instruct and manage in the classroom. These survey
results corroborate the interview process evidence which indicates that all teachers believe that
technology has a positive impact on the teaching and learning process.
Summary of the Findings for Research Question 2
The Findings for Research Question 2 indicate that the teachers and the administrators
believe technology has a positive impact on both the teaching and learning process. However,
the academic teachers and the technology teachers have differing views about the importance
and the impact of technology on education. The academic teachers see technology as an
enhancement to the teaching process whereas the technology teachers see technology as an
integral part of the teaching process. The chart below provides a summary of the perceived
impact of technology on teaching and learning for the academic and technology programs.

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Table 14
What is the perceived impact of technology on teaching and learning? – Academic Program vs.
Technology Program

ACADEMIC PROGRAM TECHNOLOGY PROGRAM
Teachers believe that technology has a positive impact
on the teaching and learning processes.
Teachers believe that technology has a positive impact
on the teaching and learning processes.
Teachers see technology as an enhancement that
supports the educational process.
Teachers see technology as an integral part of the
educational process.
Teachers take a cautious stance towards technology,
they recommend taking your time, easing you way into
it, and having a backup plan.
Teachers embrace technology, they recommend jumping
right in, creating a learning community around
technology, and making it part of their personal life.
Teachers believe that teaching can continue without
technology.
Teachers believe that teaching cannot continue without
technology.

Data for Research Question 3

In what ways does the school climate support the integration of technology? Where does
the leadership come from?
Ertmer and Ottenbreit-Leftwich (2010) concur that school and teacher culture are an
impetus for technology use. The school factors associated with successful technology
integration are a culture that promotes innovation, a learning community, leadership support,
technical support, appropriate access to technology, professional development with authentic
situations, strong leadership with a clear vision, and a leadership that includes teachers in the
process (Afshari et al., 2009; Baylor & Ritchie, 2002; Davies, 2011; Lei & Morrow, 2010;
Sangra & Gonzales, 2011; Tondeur et al, 2008). Thus, two important factors in technology
integration are a school climate and leadership that support technology integration.
To gain an understanding of the school climate and leadership, the researcher compiled
information about the impact of the culture of the school and the leadership on technology
integration. The researcher compiled the information through the alignment of data found
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through surveys, interviews, the observation process, and document analysis. The following
section discusses how the school climate and leadership affect technology integration at the
school.
The School Climate and Technology Integration. The document analysis process
served as the starting point to reveal the school climate towards technology integration. This
process initiated with an examination of the school mission, the school philosophy and expected
school-wide learning results. The mission of the school is made evident in every aspect of the
school's educational program. The mission of the school is as follows:
The school is a Catholic high school that offers a rigorous college preparatory
curriculum—uniquely integrating academics and technology—to qualified young men of
all religious, ethnic and socioeconomic backgrounds. As a Christian faith community, the
school prepares and equips students to be life-long learners who are dedicated men of
faith and integrity committed to leading successful lives of distinguished service and
social justice. (Currie & Krynen, 2014)
Moreover, the school maintains a list of expected school-wide learning results (ESLR) that
support the mission and philosophy of the school. The administration posted ESLRs in every
classroom as well as all public areas of the school. The six objectives of the ESLR are as
follows:
1. Students will be spiritually aware.
2. Students will be effective communicators.
3. Students will be academically prepared.
4. Students will be emerging leaders.
5. Students will be technologically distinguished.
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6. Students will be responsible citizens. (source?)
Each of the six ESLR objectives links directly to the school mission statement. Below is a chart
from the 2014 WASC Report, which highlights the associations.
Table 15
Mission Statement and Supporting ESLR Alignment
Mission Statement Supporting ESLR
Guided by the Salesian educational system, the school is
a Catholic high school.
Spiritually Aware

Which offers a rigorous college preparatory curriculum -
uniquely integrating academics and technology
Academically Prepared
Technologically Distinguished
An Effective Communicator
To qualified young men of all religious, ethnic, and
socioeconomic backgrounds. As a Christian faith
community.
Spiritually Aware

The school prepares and equips students to be life-long
learners who are dedicated men of faith and integrity,
committed to leading successful lives of distinguished
service and social justice
Academically Prepared
Technologically Distinguished
A Responsible Citizen
An Emerging Leader

The school’s philosophy further supports the mission statement, clearly defining the schools dual
emphasis on college preparatory academic and advanced technical instruction to prepare students
for higher education and to fully realize lives of faith, justice, and science. Therefore, the
documentation analysis findings indicate that the school's mission statement, philosophy, and
ESLR’s support a climate of technology integration.
The schools mission statement, philosophy, and ESLR’s all reiterate the importance of
technology, academics, and the Christian faith, which have developed into three distinct cultures
within the school: a culture of technology, a culture of college, and a culture of religion. These
three cultures mirror the three most important reasons people choose to send their children to this
school, as indicated in a 2013 Parent Satisfaction Survey administered by the school to current
students’ parents. The three most important factors that parents considered when selecting the
school were the technology program (43%), the academic program (30%) and the
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Catholic/Salesian Identity (19%). This sentiment was reaffirmed in the same 2013 Parent Survey
issued to new families, which indicated that the three main reasons new parents believed that
parents send their sons to the school were the technology program (38%), the academic program
(30%), and the reputation/tradition (9%). Moreover, the existing parents indicated their highest
level of satisfaction was with the “technology programs” scoring 4.73, on a Likert scale of 1-5
with 5 being very satisfied. This evidence reveals that students and their families come to the
school with the expectation that technology is an integral part of the school climate.
The teacher interview process further revealed the nature of the school climate and how it
relates to technology integration. There were nine teacher interviews: four with teachers from the
academic program and five with teachers from the technology program. There was 100%
consensus amongst the faculty from both programs indicating that the permeating culture at the
school was that of technology. The common thread among the interviews maintains that the
culture of technology is entrenched in the school and that the school would not be the same
without the culture of technology. The physical science teacher indicated “technology is our
backbone, it’s why the kids come here, is the big draw, it is what keeps everything together”
(personal communication, 2014).
The teacher interviews revealed that the culture of technology was the number one
motivation for teachers to integrate technology into the classroom, even within the academic
programs. The teachers in the academic programs understand the importance of technology;
they expose the students to technology on the academic side to prepare them for the technology
program. Within the technology program, every class session includes a fully integrated project-
based curriculum designed around technology to prepare students for the rigor of college. To
prepare students for the technology program, each new student must attend a five-week
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Freshmen Summer Program (FSP). The FSP provides in introduction to each of the technology
programs, provides an opportunity to enhance leadership and character formation, and provides
introduction courses in math and English. The purpose of the FSP is to integrate the student
effectively into the culture of technology present at the school. The culture of technology has
existed since the inception of the school in 1954; it was one of the founding characteristics of the
schools; they are the self-proclaimed “Geek” school.
The culture of college developed over the years as the school has transitioned from a
technical trade school that prepared students to work in industry to a STEM school that prepares
students for the rigors of college. The school reinforces an effort to develop the environment
that encourages academic success and cultivates ambitions of higher education. The document
analysis revealed that the school maintains interventions to support the culture of college
including honor roll and awards ceremonies that recognize academic excellence, graduation
requirements that exceed the UC and Cal State requirements, and a counseling department that
offers college application workshops and a college fair day. Moreover, the observation process
disclosed that the walls of the school preserve college pendants, flyers, posters, college testing
and ranking results. This culture of college creates the environment where high academic
performance and college attendance is the expectation. The culture of college motivates the
teachers to set high expectations for the students with the overarching goal of preparing the
students for college. Both the culture of technology and the culture of college present at the
school create a climate that supports the integration of technology into the classroom.
The Leadership and Technology Integration. School leadership is essential to support
the successful integration of technology into the classroom. The school factors that are
associated with successful technology integration are a culture that promotes innovation, a
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learning community, leadership support, technical support, appropriate access to technology,
professional development with authentic situations, strong leadership with a clear vision, and a
leadership that includes teachers in the process (Afshari et al., 2009; Baylor & Ritchie, 2002;
Davies, 2011; Lei & Morrow, 2010; Sangra & Gonzales, 2011; Tondeur et al, 2008). The
following section presents the impact of school leadership on technology integration.
To triangulate the information, the researcher utilized document analysis, administrator
interviews and classroom observations to reveal information about the leadership structure of the
school. The findings reveal three levels of leadership present at the school with a hierarchical
structure. The top tier of leadership consists of the Board of Trustees and the President of the
school. This level of leadership is responsible for developing the vision and goals for the school.
The second tier of leadership consists of the Principal and the Assistant Principals of the school.
This level of leadership is responsible for implementing the vision and the school-wide goals for
the school. The third level of leadership is made up of the instructional area deans (IAD’s).
Each academic and technology department has an IAD responsible for supporting teachers in
their department and implementing department-wide goals. Therefore, the evidence indicates
that the day-to-day leadership of the teachers comes from the IAD’s.
To further triangulate the information, the researcher conducted teacher interviews that
focused on the teacher’s perception of school leadership concerning technology and the barriers
faced when attempting to integrate technology into the classroom. One of the interview
questions was “What impact has school leadership had on your use of technology?” The
following chart summarizes the key responses from the interview respondents.

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Table 16
Perceptions of the impact of leadership on the use of technology – Academic Programs

Subject Learning Objectives/How technology used in the classroom
Physical Science

• "He was like, okay, tell me what you need and I will get it for you."
• "They always ask me, what can I do to help you"?
• "I know the president has been very important to putting technology in the school
because he is one of the main forces behind grants and donations. Without him, the
technology upgrades never would have happened."
Mathematics • "I would say that they are supportive, I feel like they have an open door policy."
World History • "Its quite clear they’ve committed to the concept. As a result, I think if they're
committed to it, I should at lease be as committed in terms of trying to apply it to
the best of my ability."
• "There is no enormous pressure on us. Each of us was left to his own devices, in
terms of being free to move in the area of your comfort range, that was good."
• "I applaud the administration for their determination to develop this, but also for the
approach they had to develop it. It wasn’t our way or the highway, so it worked
out."
English • "I have their support, so it is good."
• “They understand that technology plays a big role in education."

Table 17
Perceptions of the impact of leadership on the use of technology – Technology Programs

Subject Learning Objectives/How technology used in the classroom
Media Arts

• "The school leadership wants us to use technology as much as we can, and they
support our decisions to use technology."
• "There is hardly anything you could introduce at this school that would be a strange
purchase unless it is something that not to commercial standards."
Architecture • "They’ve been instrumental in getting us to this point and now they are
instrumental in going out and seeking funding so we can get over the next hurdle."
• "Without the leadership support, we wouldn’t have what we do today."
Materials Science • "The leadership tends to be very supportive."
Integrated Design • "I think their support has been critical."
• "I asked for it; I defended why I thought I would need this and why it would be
relevant to the students. They came back and said, okay you can get this."
• "This support helped set the tone for future ideas moving forward."
Computer Science • "On my personal note, I understand that they have encouraged exploration and I
think that’s really admirable, and I think I’ve seen that exploration and I think I’ve
participated in the exploration to a good extent."
• "I think that the support is all positive."

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The results of the academic teacher interviews indicate that teachers believe leadership is
supportive of the use of technology in the classroom. However, the indication is that it is the
leadership who approaches the academic teachers about technology in the classrooms and that
the leadership does not make technology a requirement or emphasis in the academic classrooms.
The results of the technology teacher interviews indicate technology teachers also believe
leadership is supportive of the use of technology in the classroom. However, the indication is
that there is a different level of support. Within the technology programs, it is the technology
teachers who approach leadership to request new technology for the classrooms. Technology
integration in the technology classrooms is the expectation, and leadership support is critical to
the process.
The interviews revealed 100% consensus among the faculty that the number one barrier
to technology in the classroom is lack of funding. The academic faculty, as well as the
technology faculty, would like to see more technology resources available in the classroom.
These resources are faster and more reliable Internet access in the classrooms, Apple TV
configured in every classroom, and a consistent refresh schedule for existing technology.
Furthermore, the academic faculty would like to see more professional development regarding
the integration of technology into the curriculum. When the faculty received iPads two years
ago, one of the faculty members was made the technology trainer. This technology trainer
worked with the academic faculty to recommend apps and lessons that revolved around the use
of the iPad. The faculty appreciated this resource and would like to see more professional
development around technology integration. However, the technology faculty is satisfied with
the current level of professional development.
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To further triangulate the data, the researcher utilized a Technology Integration Survey to
measure the teacher’s perceptions of the impact of leadership on the use of technology in the
classroom. The survey questions relevant to Research Question 3 identify teacher perceptions
about professional development, the value of the school’s investment in technology and the
teachers’ perceptions of leadership support for technology integration in the classroom. The
survey was anonymous; therefore, the results are not specific to a particular program and,
instead, are summative results for all teachers at the school. The following are the results of the
survey.
Table 18
Survey Results Related to Research Question 3
Survey Question Not at All Some What Most Part Absolutely
11. My professional development prepared me to
incorporate 21
st
century learning skills on a
daily basis in my classroom. 15% 39% 24% 21%
12. My professional development prepared me for
the use of technology in my classroom. 6% 45% 36% 12%
18. The schools investment in technology has
proven worth its cost. 0% 30% 45% 24%
Subversive
to Teaching
Negative
Impact
Somewhat
Improved
Significantly
Enhanced
14. The administration team actively supports the
integration of technology into the schools
classrooms. 3% 30% 39% 27%

The summary findings of this survey indicate that at least 84% of teachers somewhat
believe their professional development prepared them to incorporate the 21
st
century learning
skills into the classroom. Moreover, at least 93% of teachers somewhat believe their
professional development prepared them to use technology in the classroom. However, these
findings do not fully triangulate with interview and observation data. If academic faculty
believed their professional development had adequately prepared them for 21
st
century learning
skills and technology integration, they would be satisfied with the current levels of professional
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development. Furthermore, 100% of teachers believe somewhat that the school’s investment in
technology has been worth the cost. Likewise, 99% of teachers believe the leadership at least
sometimes actively supports the integration of technology into the classroom. These survey
results corroborate the interview evidence which indicates that all teachers believe leadership has
a positive impact on the use of technology in the classroom.
Summary of the Findings for Research Question 3
The Findings for Research Question 3 indicate the school climate and the school
leadership support the use of technology in the classroom. The chart below provides a summary
of school climate and leadership support technology in the academic and technology programs.
Table 19
In what ways does the school climate support the integration of technology? Where does the
leadership come from? – Academic Program vs. Technology Program
ACADEMIC PROGRAM TECHNOLOGY PROGRAM
How does school climate support integration of technology?
The schools mission statement philosophy and ESLR’s
support a climate of technology integration.
The schools mission statement philosophy and ESLR’s
support a climate of technology integration.
Both the culture of technology and the culture of college
present at the school create a climate that supports the
integration of technology into the classroom.
Both the culture of technology and the culture of college
present at the school create a climate that supports the
integration of technology into the classroom.
The academic program is the secondary reason that
parents send their children to this school.
The technology program is the primary reason that
parents send their children to this school.

Where does the leadership come from?
The top tier of leadership includes the Board of Trustees
and the President of the school. They are responsible for
developing the vision and goals for the school.
The top tier of leadership includes the Board of Trustees
and the President of the school. They are responsible for
developing the vision and goals for the school.
The second tier of leadership includes the Principal and
the Assistant Principals of the school. They are
responsible for implementing the vision and the school-
wide goals for the school.
The second tier of leadership includes the Principal and
the Assistant Principals of the school. They are
responsible for implementing the vision and the school-
wide goals for the school.
Day-to-day leadership for teachers comes from the
academic department IAD.
Day-to-day leadership for the teachers comes from the
technology department IAD.
Leadership is supportive of the use of technology in the
classroom.
Leadership is supportive of the use of technology in the
classroom.
It is the leadership who approaches the teachers about
technology in the classrooms.
It is the teachers who approach leadership to request new
technology for the classrooms. In this scenario the
teachers become part of the leadership.
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Leadership does not make technology a requirement or
emphasis in the classroom.
Technology integration in the classroom is the
expectation and leadership support is critical to the
process.
A lack of funding is the primary barrier to technology
integration in the classroom.
A lack of funding is the primary barrier to technology
integration in the classroom.
Teachers believe that their professional development has
prepared them to use technology to support 21
st
century
skills.
Teachers believe that their professional development has
prepared them to use technology to support 21
st
century
skills.
Academic teachers would like to see additional
professional development supporting the integration of
technology into the curriculum.
Technology teachers are satisfied with the level of
professional development regarding technology
integration at the school.

Emergent Themes
The first emergent theme is that faculty within the academic programs use technology in
a teacher-centered approach to increase student understanding of class content whereas those in
the technology programs use technology in a student-centered approach to support the creation
or development of knowledge in a project-based learning framework. Faculty in the academic
programs utilize a Socratic teaching methodology, and those in the technology programs utilize a
project-based teaching methodology. Both of these teaching methodologies fall within the
continuum of student-centered teaching. However, the technology available in the classrooms
and how the technology is used dictates that faculty in the academic programs use technology in
a teacher-centered learning environment while those in technology programs use technology in a
student-centered learning environment. The student-centered learning environment is more
conducive to collaboration, information exchange, active inquiry-based exploration, critical
thinking, informed decision-making, planned purposeful technology use, authentic real-world
context, and increased 21
st
century skills.
The second emergent theme exposes that faculty in the academic programs believe
technology is an enhancement to the educational process whereas faculty in the technology
programs believe that technology is an integral part of the educational process. Faculty within
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the academic programs believe that technology makes teaching easier, enhances communication
and engages the student. However, if the technology were not available, they could continue the
teaching process with just a whiteboard and dry markers. Faculty in the technology programs
believe that technology is crucial to the learning process and that, without technology, the
teaching process is halted.
The third emergent theme discloses that the school climate and leadership support the use
of technology in the classroom; however, the level of support varies by program. In the
academic programs, the teachers do not feel that technology is compulsory. The leadership
supports the use of technology, but it is not mandatory, and teachers are allowed to approach
technology at their pace. In fact, it is typically the leadership who approaches the academic
teachers about technology needs in the classroom. Moreover, the consensus from the academic
teachers is that they would like to see additional professional development around technology
integration.
In contrast, the teachers in the technology programs believe that leadership support is
crucial to the educational process. The teachers also believe that technology use is the
expectation in their programs; therefore they continuously seek out new ways to integrate
technology into the learning process. In the technology programs, it is typically the technology
teachers who approach leadership to request additional technology to support the educational
process. Furthermore, the technology teachers are content with the level of professional
development provided by the school.
Leadership through Four Frames
To further validate this qualitative case study, a multiple-perspective analysis was applied
utilizing Bolman and Deal’s (2003) Four-Frames model. The multi-frame perspective offers
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comprehensive insight into the organizational dynamics of the school and identifies how the
school leadership and culture have supported the successful integration of technology into the
teaching and learning practices.
The structural frame focuses on the formal organization including the goals, structure,
and formal roles of members (Bolman & Deal, 2003). This frame provided an opportunity to
analyze how the school goals, roles, and structures enable the operation of the school.
The organizational leadership structure and roles were modified in 2010 to align the
management structure better with the school’s goal of becoming a leader in STEM high-school
education. In the current structure, the president serves as the CEO of the school and reports to
the Board of Trustees for all business and financial matters. The principal reports to the
president and is responsible for the achievement of the educational goals of the school. The
principal is expected to observe and encourage the Salesian principles of education, as well as
run the day-to-day operations of the school. The school maintains two school-wide assistant
principals, one responsible for curriculum and instruction, and the other responsible for academic
assessment. In addition, the school retains Instructional Area Deans who are responsible for
oversight of the various academic and program departments.
This leadership structure has been found to be an effective structure for implementing the
school’s mission, philosophy, and ESLR’s. Each level of administration is cognizant of its
responsibilities, and each fully supports the culture of the school by being present and providing
a consistent message. In addition, if there are any questions or concerns from the faculty, they
know whom to contact, as there are a clearly defined structure and set of responsibilities in place.
The leadership structure of the school reinforces a consistent message about the importance of
technology. In addition, the leadership structure includes representation from academic and
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technology teachers, which helps to maintain alignment among the academic and technology
programs.
The human resources frame focuses on relationships and operations of the school and its
members, with an emphasis on motivation and morale (Bolman & Deal, 2003). This frame
afforded an opportunity to analyze how member needs align with the school mission and goals.
The school’s leadership has a reputation for being supportive, empowering, and willing
to fulfill the technology and professional development needs of the staff and faculty. Some of
the decisions that highlight the leadership stance are providing iPads and training to all faculty,
ensuring wireless Internet access and Apple TV’s were installed for the Academic programs first,
electing one of the faculty as the technology expert responsible for training faculty, encouraging
faculty to pursue advanced degrees and credential programs, and providing faculty the freedom
to include technology in their classroom at their own pace. The leadership also goes a long way
to be inclusive, making sure that all staff and faculty have a voice in the decision-making
process. In addition, they maintain an open door policy and encourage creativity and innovation.
In fact, a 2013 Faculty Empowerment Survey revealed that faculty regards the school leadership
as being approachable, encouraging, and supportive.
The political frame focuses on the power relationships within the school and how scarce
resources influence school dynamics (Bolman & Deal, 2003). This frame provided insight into
the roles of each of the stakeholders and how they support technology integration.
The president and the principal of the school maintain a political leadership style to
ensure that the school obtains the necessary funding to support the technology culture of the
school. The administration focuses on every aspect of the academic pipeline. They work closely
with local middle schools to make sure that potential students receive an adequate mathematics
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and science education as well as to seek out potential recruits. They forge partnerships and
alliances with universities and colleges to support the academic trajectory of the students. In
addition, the school maintains close relationships with industry; this includes maintaining close
ties with alumni. Moreover, administration actively seeks out grants and donations from
technology-based companies to support the STEM efforts of the school. Some of these efforts
are supporting a Career Fair, College Day, Engineering Day, and various community outreach
programs.
The symbolic frame focused on the beliefs and values that direct school life, the social
norms that tell members how to act and behave, and the meaning and values communicated
through rituals, ceremonies, and cultural artifacts (Bolman & Deal, 2003). This frame allowed
for an analysis of the school culture and the role and influence of the technology within the
school setting.
The symbolic frame of leadership is prevalent throughout the school. The leadership
supports and encourages a school culture that supports technology and higher education. The
culture of technology is underscored as a tenet of the school in the mission statement, the school
philosophy, and the ESLR’s. The technology of culture that exists at the school is fully
engrained in every aspect of the school. Based on surveys of students and parents, the number
one reason students attend the school is the technology programs (43% of families chose the
school base on the Technology Programs). The same survey indicates that “the technology
programs” received the highest level of satisfaction from students and parents with a 4.73 score
on a Likert scale of 1 to 5 with 5 being “very satisfied.”
The culture of college finds support through the various job fairs, college days, and
counseling support. The students are supported even before the first day of school with the
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Summer Technology Program as well as through the various academic, spiritual, and community
awards and through the sense of community and relationships provided by all members of the
staff. At the school level, there are other forms of symbolism that support technology
integration. These symbols are the school mascot “Gladiator Geeks”, the class tile entrance to
the school that includes artifacts of religion and technology, the technology events and
competitions held at the school, and the unprecedented 60,000 square feet of lab space, and the
close ties with 60 years’ worth of alumni who offer support and professional guidance to the
students. These various levels of symbolism work together to support the Salesian education
model, which dictates, “school is life being lived and education is a sacred mean for the
transformation of human beings” (Currie & Krynen, 2014).
One of the key points of the school’s philosophy, the school will provide students with
the “knowledge and skills necessary to thrive” (source?). This school chose to accomplish this
goal through the combination of a college preparatory and technological education. A key
indicator of the success of the school is that 76% of alumni continue to maintain careers in
STEM related fields.
Summary
The school effectively offers a rigorous college preparatory curriculum that supports the
integration of academics and technology. The process of analyzing and triangulating the data
through document analysis, surveys, interviews, and classroom observations revealed the school
maintains technology integration as a priority for the school. However, the extent of technology
integration is more fully developed within the technology programs. Within the academic
programs, the degree of technology use does not allow for the advantages associated with
technology integration.
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The qualitative study revealed a leadership, culture, curriculum, and strategies that
support the use of technology in the technology classrooms. Leadership supports technology
integration by providing a strong leadership presence with a clear vision, providing leadership
support at all levels, including teachers in the decision-making process, creating teacher leaders
(IAD’s), and effectively removing barriers to technology integration at the student, teacher,
classroom and school context.
The culture of the school supports technology integration from multiple perspectives
including a culture of technology, a culture of college, a culture of religion, and a strong
emphasis on the student and student life. This culture helps to create an atmosphere that
supports a learning community, promotes creativity and innovation, supports cooperation among
the academic and technology programs, emphasizes school practices and expectations that
support technology, and is inclusive of parental and community support.
The curriculum serves to support technology integration at the school by aligning the
academic and technology programs, utilizing evidence-based learning strategies, supporting
consistent teacher preparation and instruction, providing supportive learning environments, and
including extensive integrated coursework in technology and engineering related fields.
The strategies employed by school leadership support and guide technology integration.
These strategies are appropriate technology planning and leadership, exceeding the admissions
requirement for most four-year colleges, supporting a student-centered learning approach,
providing a student-centered learning environment, not forcing technology onto the teachers,
using teacher educators as role models, creating teacher leaders, scaffolding authentic technology
experiences, cooperation within and between programs, training of staff, and managing the
possible negative effects of technology. The school managed to integrate technology
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successfully into the technology classrooms. The information identified in this qualitative case
study supports educators in implementing strategies and practices that will increase the effective
integration of technology into the classroom.

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CHAPTER FIVE: DISCUSSION
Introduction
When technology is properly integrated into teaching and learning practices, it can be
used to develop students’ skills in cooperation, communication, problem-solving and life-long
learning (Afshari et al., 2009). The purpose of this qualitative study was to identify the impact of
technology on teaching and learning practices in a high-technology use K-12 school. This study
identified how two programs within the same school utilized technology differently, resulting in
differing levels of technology integration, teacher ideology towards technology, perceptions of
the impact of technology, and different student learning outcomes. The information identified in
this case study supports educators in implementing strategies and practices to increase the
effective integration of technology into the classroom.
Research Questions
The thematic dissertation group developed three research questions to focus the study on
the phenomenon of schools that integrate technology into teaching and learning practices in a
high-technology use K-12 school. These three research questions served as the basis for
understanding the impact of technology on teaching and learning practices. The following are
the three research questions associated with this study.
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?

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Discussion of Findings
Student-Centered Learning Environments
The first emergent theme reveals faculty in the academic programs use technology in a
teacher-centered environment to increase the student understanding of class content whereas
faculty in the technology programs use technology in a student-centered environment to support
the creation or development of knowledge in a project-based learning framework. The student-
centered learning environment is more conducive to collaboration, information exchange, active
inquiry-based exploration, critical thinking, informed decision-making, planned purposeful
technology use, authentic real-world context, and increased 21
st
century skills. The student-
centered learning environment and project-based teaching methodology found in the technology
programs are consistent with the Framework for 21
st
Century Learning.
There are several positive aspects associated with a student-centered learning
environment that integrates technology into the classroom. Researchers found that successfully
integrating technology into the classrooms results in increased student learning outcomes
(Keengwe et al. 2012; Lee et al., 2013; Lei, 2010; Means, 2010; Shapley et al., 2011; Tamim et
al., 2011). In addition, Keengwe et al. (2013) found that technology integration associates
positively with student engagement, increased student learning, motivation, academic
performance, higher rates of attendance, parental satisfaction with the educational system,
improved preparation for 21
st
century skills, and the ability to meet the changing needs of
students, teachers, and parents.
Within the technology programs, the school follows the best practices outlined within the
literature review to create a student-centered environment that supports a project-based
technology-driven learning framework. This intersection of technology and pedagogy supports
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learning in significant and lasting ways (Campbell et al., 2010). Research indicates that the
constructivist practices create new opportunities for students to learn by doing a task, receiving
feedback on it, then building new knowledge, which leads to advances in learning (Rice, Cullen
& Davis, 2011). Some of the advantages associated with combining technology use and
constructivist pedagogy are enhanced student content acquisition, increased student higher order
thinking skills, increased teacher competence and morale, and increased 21
st
century skills
(Baylor & Ritchie, 2002).
In fact, the teachers in the technology program also have substantial professional
experience in the STEM fields. This content knowledge, combined with their pedagogical
knowledge and technological knowledge, gives the technology teachers the intersection of
knowledge necessary to teach effectively with technology, thus achieving the TPACK sweet spot
resulting higher-order learning skills, which lead to increased student outcomes.
However, within the academic programs, the school is not following best practices as
outlined in the literature review. The technology available in the academic classrooms is only
capable of supporting a teacher-centered environment. Thus, faculty in the academic programs
do not reap the benefits associated with technology integration in the classroom. In order to
progress along the technology integration continuum, faculty in the academic programs will need
to invest in technology, professional development, and change the academic teachers ideology
towards technology in the classroom.
1:1 Computing Initiative. The technology investment would include the introduction of
a 1:1 computing program for the students. Putting the technology in the hands of students will
allow them to become an active participant in the learning process. Moreover, when students
have similar technology at school and home, they can align their technology use inside and
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outside of school, which is transformative to the learning process as it cultivates and leverages
student technology literacy skills to enhance learning (Campbell, 2010).
The most difficult decision will be to determine which platform is most appropriate for
the school. The most common platforms selected for 1:1 initiatives today are iPad’s,
Chromebook’s, and laptops. Each of these platforms has been successfully implemented in 1:1
computing initiatives across the country. Nonetheless, each platform offers differing advantages
and disadvantages to the school and the student.
The iPad is a great tool, and there are tens of thousands of educational apps available for
it. However, the iPad’s greatest strength lies in its ability to consume information, but there are
limitations in its ability to create information. The ability to create information is crucial to
encouraging higher order thinking skills. The Chrome-book platform moves a step closer to
becoming an effective tool for creating information. It provides access to Google Apps for
Education and a multitude of web-based applications that support the creation of information and
collaboration around information. However, it still falls short in that it is not capable of running
the professional applications used for development by designers and engineers. The laptop
platform is ideal for STEM initiatives that support higher order thinking skills in that it provides
the ideal platform for the creation of information, collaboration around information, and it will
run all the popular applications currently utilized by designers and engineers. There is also a
move within the technology industry to offer virtual computing in the cloud. This solution is
promising in that it will give the student access to any operating system and any application from
any device. However, these solutions are still very expensive, not very reliable, and are fully
dependent on a fast Internet connection. Thus, virtual cloud computing is not a viable option
today. However, it is a trend to watch as it may provide a worthwhile alternative in the future.
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The iPad has been utilized in many 1:1 initiatives and it provides many advantages.
Some of the advantages of an iPad program at this school would be immediately placing
technology into the hands of the students, it would cost half as much as a laptop program, iPads
are more intuitive to use, thus providing a shorter learning curve, and there is a multitude of
academic applications that could be used to integrate technology into the academic curriculum.
The iPad program would go a long way towards moving the academic programs towards a more
student-centered learning environment. However, the disadvantages would be the fact that iPads
are limited in their ability to create information, technology use inside and outside the classroom
would be out of alignment, the iPad cannot run the professional applications used by engineers
and designers, and the typical useful life of an iPad is approximately 2 to 3 years.
A Chromebook program would also provide several advantages to the school. The
advantages are a platform that is more conducive to the creation of information, the program
would cost half as much as a laptop program, and Chromebook’s are optimized for easy
deployment and administration. A Chromebook program would move the academic program
closer to a student-centered learning environment. However, the disadvantages are the inability
to run professional applications, student technology use inside and outside of school would not
be in alignment, and the average useful life of a Chromebook is about 3 years.
A PC laptop program would provide many advantages to the school. The advantages are
a platform that is conducive to the creation of information, a platform that will run professional
PC based applications, and a platform that would align technology use inside and outside of the
school. A PC laptop program would provide support a student-centered learning environment in
the academic program as well as align technology use inside and outside of the classroom for all
students. The disadvantages of a PC laptop program are that the PC laptop cannot run Mac
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based professional applications, the average useful life of a PC laptop is approximately three
years, there will be a steep learning curve for the academic faculty, the cost is approximately
twice that if an iPad or Chromebook program, and it will also require a longer timeline and
additional resources to deploy and administer the laptops.
A Mac laptop program would also provide many advantages in this environment. A Mac
laptop loaded with RAM, a large hard drive, and an accidental damage/theft insurance policy
could easily provide four years of use to the students. The equipment purchase would allow the
cost of the laptop to be spread over the students’ four years at the school. A Mac laptop is highly
conducive to the creation of information. The Mac laptop with virtual PC software would be
capable of running all PC and Mac based professional applications used by designers and
engineers in industry. Technical support requirements would be reduced, as there is only one
platform to support. Moreover, the laptops would align student technology use inside and
outside of the classroom. However, the disadvantages are that the laptop program will cost twice
that of the iPad program, there will be a steeper learning curve for the academic faculty to use
the laptops, and the time and resources to deploy and administer a Mac laptop program would be
greater than an iPad or Chromebook deployment. Nonetheless, a Mac laptop program would
support the creation of information to encourage higher order thinking skills, allow the students
to run all professional applications, and support the alignment of technology use inside and
outside of the classroom.
Based on the mission and the goals of the school, as well as the pedagogy and technology
integration found within the classroom, a 1:1 Mac laptop program would provide the most
benefits to the school and the students. The chart below summarizes the benefits associated with
each 1:1 platform; the benefits are listed by importance based on the advantages they will
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provide to the school and the students. The Mac laptop platform provides the greatest number of
benefits targeting all the high importance benefits. The most important benefit for this school is
the fact that a Mac laptop program would support the creation of information and knowledge,
which is consistent with the project-based learning methodology adopted by the school.
Moreover, aligning technology use inside and outside of the classroom will provide long-lasting
benefits to the students. Therefore, a Mac laptop program would provide the greatest tangible
benefits to the school and the students.
Table 20
Benefits associated with various 1:1 computing programs by importance
Platform Benefits iPad Chromebook PC Laptop Mac Laptop
1. Associated with information creation
X X X
2. Aligns technology use in/out of the classroom
X X
3. Runs PC based professional applications
X X
4. Runs Mac based professional applications
X
5. Useful life up to 4 years
X
6. Low learning curve for faculty
X
7. Low cost solution
X X
8. Short timeline to deploy & administer
X X

Student-Run Help Desk. A laptop program would provide other potential benefits to
the school and the students. The school could initiate a student-run help desk (genius bar)
whereby students would provide educational technology support for the school community. This
process would be consistent with the school's mission and philosophy. Moreover, the students
would become a part of the process. They would learn valuable skills in technology support,
customer service, how to run a support department, increased communications skills, and
technology self-efficacy. The school would benefit from reduced technical labor requirements,
an opportunity to enhance and increase the technical skills of the students, and the ability to
provide fast, reliable support to staff and faculty. Many schools across the nation have
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simultaneously introduced a student-run help desk and a one-to-one laptop program with great
results for the school and the students.
Professional Development around Technology Integration
However, merely introducing technology will not make a difference without the
professional development necessary to integrate the technology into the curriculum. Therefore,
it is important to begin the process with professional development for all academic teachers with
authentic real-world learning opportunities. This process will provide the teachers with an
understanding of the impact technology can have in the classroom as well as how to effectively
integrate technology into their specific curriculums. With this knowledge and experience, the
teachers will be able to make informed decisions about technology and can be part of the
decision-making process to integrate technology into the classroom. Research indicates that
there are many considerations to be addressed when implementing a teacher education program
(Tondeur et al., 2012). The literature review recommends several strategies to implement a
teacher education program effectively (Kopcha, 2010; Ottenbreit-Leftwich, 2012; Tondeur et al.,
2012). The strategies are using teacher educators as role models, learning technology by design
and scaffolding authentic technology experiences, providing appropriate technology planning
and leadership, cooperation within and between programs and sufficiently training staff.
Implementing these strategies will provide the necessary support to prepare teachers to integrate
technology into their teaching practices.
The school is fortunate in that it has a technology teaching staff well versed in technology
integration; these teachers can serve as role models and help to mentor the academic teacher
education process. A mentor can assist the academic teachers in negotiating the interaction of
multiple barriers that exist when learning to integrate technology (Kopcha, 2010). The mentor
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assists the process by providing the just–in-time support, modeling, and apprenticeship in the
context of the classroom (Kopcha, 2012). Utilizing mentors in place of outside consultants
results in a teacher-led community of practice that exploits existing resources to achieve and
maintain the system.
Perceptions of Technology in the Classroom
The second emergent theme exposes the dichotomy that faculty in the academic programs
believe that technology is an enhancement to the educational process whereas faculty in the
technology programs believe that technology is an integral part of the educational process. The
faculty of the academic programs believe that technology makes teaching easier, enhances
communication and engages the student. However, if the technology were not available, they
could continue the teaching process with just a whiteboard and dry markers. Faculty within the
technology programs believe that technology is crucial to the learning process, without
technology the teaching process is halted.
In addition to providing the necessary technology and professional development for the
academic teachers, the school will need to change the academic teachers’ ideology towards
technology in the classroom. A culture of technology already exists at the school; however, the
teacher ideology towards technology integration differs between the academic teachers and the
technology teachers. Teacher’s beliefs and attitudes about the relevance of technology to student
learning were perceived as having the largest impact on the success of integrating technology
into the classroom (Ertmer et al., 2012). Ertmer and Ottenbreit-Leftwich (2010) believe that it is
important to help teachers understand how constructivist teaching supported by technology can
affect student outcomes. This change in understanding can effect changes in teacher knowledge,
beliefs and culture (Ertmer & Ottenbreit-Leftwich, 2010).
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Some strategies to help change the academic teachers ideology are increasing the teachers
understanding of the potential benefits of technology integration for the students, educating
teachers so that they understand how technology can be woven into their academic curriculums,
modeling, providing opportunities for practical experience, professional development centered
around effective teaching practices with technology, cross-faculty visitations, constructivist
teaching strategies, and taking a leadership stance that makes technology integration more of an
emphasis within the academic program. Implementing these strategies will help to change the
ideology of the academic teachers towards technology integration, so that their beliefs and
attitudes are more consistent with those of the technology teachers. The introduction of a
student-centered learning environment with a 1:1 laptop program, increased professional
development around technology integration, and a change in academic teacher ideology will help
to move the academic programs towards a student-centered learning environment that is
conducive to higher-order thinking skills that result in increased academic achievement for
students.
Climate and Leadership Support
The third emergent theme discloses that the school climate and leadership support the use
of technology in the classroom. However, the level of support varies by program. In the
academic programs, the teachers do not feel that technology is compulsory and the leadership
supports the use of technology. However, it is not mandatory, and the teachers are allowed to
approach technology at their pace. In fact, it is typically the leadership who approaches the
teachers about technology needs in the classroom.
In the technology programs, the teachers believe that leadership support is crucial to the
educational process. The teachers also believe that technology use is the expectation in their
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programs; therefore, they continuously seek out new ways to integrate technology into the
learning process. In the technology programs, it is typically the teachers who approach the
leadership to request additional technology to support the educational process.
The literature review recommends several strategies for creating a climate that supports
technology integration in the classroom. These strategies are developing a culture that promotes
innovation, creating a learning community, leadership support, technical support, appropriate
access to technology, professional development with authentic situations, strong leadership with
a clear vision, and a leadership that includes teachers in the process.
Implementing these strategies will help the academic programs to progress along the
technology integration continuum, changing technology use in the classroom from an
enhancement to learning into a transformation of learning. Studies that investigated technology
uses tied to measurement clearly indicate that technology use positively affects student learning
(Lei et al., 2013). Shapley et al. (2011) found that effective technology integration leads to
active and meaningful coursework, enhanced learner personal competencies and engagement,
increased technical competency, decreased disciplinary problems, increased positive classroom
behavior, and ultimately increased academic achievement. These increases in student learning
and academic achievement may result in increased GPA’s and higher SAT scores, which would
increase the student’s higher education opportunities.
The school is well on its way to cementing its reputation as one of the country’s leading
high schools for STEM education. One of the keys to its success is the innovative curriculum,
which combines college preparatory academic courses and a comprehensive four-year, project-
based technology-driven learning model. The school has a proven track record publicizing a
100% graduation rate and a 100% college acceptance rate for the graduating class of 2014. The
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recommendation for this school is that it extend the knowledge and benefits of technology
integration from the technology program into the academic program. This shift is a daunting
proposition that will require a large financial commitment and a major change in how the
academic faculty teaches as well as a change in their beliefs and attitudes towards technology in
the classroom. However, the potential benefits to the students are well worth the investment.
The researcher recommends that the school examine other high technology schools such
as the High Tech High or New Tech High charter school systems. These school systems are
similar in that they focus on technology and they utilize a project-based learning framework.
However, neither of these programs provides extensive integrated coursework in one of five
technology and engineering-related fields. Nonetheless, these charter school systems actively
integrate technology into the project-based learning framework for virtually every class taught at
these schools, including all academic courses. These schools also boast a 100% graduation and
100% college acceptance rate. The investigation would provide the school the opportunity to
witness how other schools integrate technology into the project-based learning framework for
non-technology courses.
Implications for Practice
The information identified in this case study will assist policymakers, administrators, and
educators in applying strategies and practices to promote the effective integration of technology
into the classroom. Policymakers can use the information from this study to inform the decision-
making process, particularly regarding policies, initiatives, and funding. Administrators will
gain a deeper understanding of the leadership and support systems necessary to integrate
technology into the classroom. Educators will have a better understanding of how to deal with
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barriers in the educational setting as well as the teaching practices that support technology
integration in the classroom.
Technology use can help students to develop the knowledge and skills necessary to
engage and succeed as global citizens in a digital society (Ritzhaupt, Dawson, & Cavanaugh,
2012). The literature review highlights the fact that the combination of technology integration
and constructivist pedagogy has numerous advantages for students that, ultimately, lead to
increased student achievement. This evidence suggests that schools need to adopt technology
integration and constructivist pedagogies to prepare students to meet the needs of the 21
st

century. Consequently, policymakers need to focus their policies, initiatives, and funding
decisions to support technology use in the classrooms and a shift towards constructivist
pedagogies. It is crucial that support for these changes starts at the top and that the support
remains consistent at all levels of school leadership.
At the administration level, there are several strategies that will help to move the school
closer to an environment that embraces technology integration in the classroom. In terms of
leadership, the administration can support technology integration by providing a strong
leadership presence with a clear vision, by providing leadership support for technology
integration at all levels, and by providing appropriate technology planning and leadership.
Another important aspect that leads to successful technology integration is including the teachers
in the process. The administration can accomplish this by using teachers as role models, creating
teacher leaders, including teaching in the decision-making process, and fostering cooperation
within and between programs and schools. Within the classroom, the administration can
encourage technology integration by supporting a student-centered learning approach, providing
sufficient training of staff, scaffolding authentic technology experiences, managing the possible
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negative effects of technology in the classroom, and by removing barriers to technology
integration at the student, teacher, classroom, and school contexts.
Administrators can further technology integration efforts by inspiring a school climate
that supports technology. Effective strategies are enhancing teacher ideology towards
technology in the classroom, supporting a learning community around technology, promoting
creativity and innovation of teachers and students, supporting interdisciplinary efforts,
emphasizing school practices and expectations that support technology use, and being inclusive
of parental and community support.
In order for technology to have an impact on teaching and learning practices, it is crucial
that educators become part of the process. Some strategies that will help educators become part
of the process are accepting and pursuing all opportunities for training around technology
especially integrating technology into the curriculum, making sure that training includes real-
world technology integration scenarios specific to the subject matter covered in class, by
integrating technology into the curriculum and collaborating with other teachers to build a
learning community around technology in the classroom. Moreover, educators need to become
involved in the decision-making process, this includes making sure that they coordinate with
administration so that they have input into professional development, curricular changes within
the department and the introduction of technology into the classroom. In addition, it is extremely
important the educators stay up-to-date with technology and how it affects education. The
process includes staying abreast of current trends in content knowledge, pedagogy knowledge,
and technology knowledge. Finally, educators need to be advocates for their students this
includes making sure that the students have the appropriate technology, training, and motivation
to participate in the learning process.
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Future Research
To gain a deeper understanding of the link between technology, teaching, and learning,
the following recommendations are presented for future research.
• A longitudinal study to investigate the long-term effects and benefits of technology
integration.
• Compare the results of this study with other schools that do not exceed A-G
requirements for universities.
• Compare the results of this study with other schools that do not have a comprehensive
four-year counseling program.
• Additional research to examine the role of leadership in a STEM high school.
• A study to look at other schools that transitioned from a traditional to constructivist
pedagogy in the classroom to determine effective strategies for transition.
• A study that examines the effect of technology integration on the learning and
retention of concepts in core academic course.
• A replication of this study with a larger sample of STEM high schools focusing on
the programs and strategies implemented.
• Additional study at the school site to examine the student perspective of technology
use in the classroom focusing on academic versus technology programs.
Conclusions
Students need technology skills and knowledge to succeed in an ever-changing
technological world. Over the past 15 years, the quality and availability of educational
technology in schools and the technology literacy of teachers and students increased significantly
(Lei & Morrow, 2010). However, most researchers agree that effective technology integration in
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most schools has yet to be realized (Ertmer & Ottenbreit-Leftwich, 2010; Inan & Lowther, 2010;
Keengwe et al., 2012). Nonetheless, some schools effectively integrated technology into the
teaching and learning practices.
By providing an environment that supports technology integration and constructivist
pedagogy, some schools have managed to prepare students to learn more efficiently and
effectively, thus, increasing student academic achievement. Students in such educational
environments develop skills for cooperation, communication, problem-solving, life-long
learning, and increased 21
st
century skills (Afshari et al., 2009). To encourage increased student
outcomes, educational leaders and policymakers must recognize the student and global potential
for technology integration and respond appropriately. In fact, effectively integrating technology
into the teaching and learning practices can improve learning, increase student achievement, and
prepare students for global citizenship in a digital society whereas the inability to integrate
technology into the classroom has economic, educational, labor, and social implications that may
even affect global competitiveness (Warschauer & Matuchniak, 2010).

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Appendix A

Document Review Template

RQ 1: What technology is present at the school?
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)
Technology Plan

● 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

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141

RQ 2: How is technology 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
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

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142

RQ 3: In what ways does the school climate support the integration of technology? Where
does the leadership come from?
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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143

Appendix B

Teacher Interview Protocol
Gothold Dissertation Group

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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144

Appendix C

Administrator Interview Protocol
Gothold Dissertation Group

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?

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
classrooms?

3. 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 at the school?

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

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

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

THE IMPACT OF TECHNOLOGY

145

Appendix
D

Teacher
Survey

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
in
place
at
your
school
for
your
students
to
gain
access
to
additional

technology
outside
of
what
is
present
in
your
classroom?

Technology
Policies

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

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146

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. The
administrative
team
actively
supports
the
integration
of
technology
into
the
school’s

classrooms.

Never

Sometimes

Most
of
the
time

Always

15. I
believe
that
technology
positively
impacts
student
creativity.

Never

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

THE IMPACT OF TECHNOLOGY

147

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

20. I
feel
confident
when
integrating
technology
into
my
classroom
instruction.

Absolutely

For
the
most
part

Somewhat

Not
at
all

THE IMPACT OF TECHNOLOGY

148

Appendix E

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

THE IMPACT OF TECHNOLOGY

149

What technology tools available at the school are actually being used in the classroom?
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
• Other

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

THE IMPACT OF TECHNOLOGY

150

Observation Notes

Abstract (if available)

Abstract The purpose of this qualitative study was to identify the impact of technology on teaching and learning practices in a high‐technology use K-12 school. The school selected for this study is an all‐male Catholic STEM high school located in Southern California. The school is building a reputation as on of the country’s leading high schools for STEM education. The graduating class of 2014 maintains a 100% graduation rate as well as a 100% college acceptance rate. Moreover, 75% of the alumni retain a career in the STEM fields. There are two distinct programs that operate within the school including the academic program and a technology program. The academic curriculum exceeds the academic high school requirements for California as well as the admissions requirements for most Universities in the country. The technology curriculum is separate from the academic curriculum and provides a fully integrated project‐based technology driven model that provides integrated coursework in one of five technology and engineering related fields. Every student participates in both the academic and technology curriculums. ❧ The distinct academic and technology programs provided the researcher a unique opportunity to identify how each program uses technology in the classroom, and the impact of the differing technology uses in teaching and learning practices. The findings indicate that the technology programs created student‐centered learning environments that integrated technology into the project‐based learning framework to create knowledge. This environment encouraged higher‐order thinking skills that resulted in a transformation of teaching and learning practices. The academic programs incorporated teacher‐centered learning environments that used technology to support direct instruction to increase student understanding of course content. By contrast, the academic program used technology to complete lower‐order thinking tasks that resulted in an enhancement of teaching and learning practices.

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Creator Flores, Raymond (author)

Core Title Impact of technology on teaching and learning practices at high‐technology use K-12 schools: a case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/15/2015

Defense Date 03/09/2015

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

Tag constructivism,educational setting,higher‐order thinking skills,impact of technology,OAI-PMH Harvest,project‐based learning framework,school climate,student learning outcomes,student‐centered learning environment,teaching and learning practices,technology and pedagogy,technology integration,technology use,transformatve teaching and learning

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Hocevar, Dennis (committee member), Seli, Helena (committee member)

Creator Email ray@florestribe.com,raymondf@usc.edu

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Legacy Identifier etd-FloresRaym-3299.pdf

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Document Type Dissertation

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