University of Southern California Dissertations and Theses

Learning and teaching with technology

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Learning and teaching with technology

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Content Running head: LEARNING AND TEACHING WITH TECHNOLOGY 1
LEARNING AND TEACHING WITH TECHNOLOGY

by

Hana Imoisili

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 Hana Imoisili
LEARNING AND TEACHING WITH TECHNOLOGY 2
Dedication
I am dedicating this dissertation to my children Onome and Nosa, my husband Uyi and
my mother Dr. Joy Nwosu Lo-Bamijoko. When I found out that I had been admitted into USC’s
Ed.D. program, I was pregnant with Nosa and even though I had no idea how I would manage, I
was motivated by the idea that if my mother could do it, then so could I. You see, my mother
was writing her dissertation while in the hospital giving birth to me. Following suit, after giving
birth on a Sunday, with the help of my husband who drove me to class every weekend, I dragged
myself into class that Friday. I can still remember the reactions of my colleagues as I casually
walked in and sat down as if it were no big deal. But it was a big deal! I have struggled to get
where I am today and I only hope that I would have inspired my children to reach their goals
despite any challenges.

LEARNING AND TEACHING WITH TECHNOLOGY 3
Acknowledgements
I would first have to acknowledge that God was with me throughout my journey because
he put the right people in my path who became instrumental in my earning of an Ed.D. The
catalyst for my initial actions was Dr. Peggy Gutierrez who encouraged me to apply to the Ed.D.
program in the first place. As my administrator, she has consistently guided me towards self-
realization and growth, and, for that, I’m grateful. The next most important person in this
equation is Dr. Stuart Gothold, my thematic chair, whose expertise and calm nature allowed me
to believe that everything would be okay despite my fears. I would also like to thank the other
members of my committee, Dr. Martha Levine and Dr. Dennis Hocevar, without whose support
and feedback I would not have been able to complete my study.
During the various stages of writing this dissertation, Dr. Linda Fischer represented an
angel of hope because she was kind enough to invite me to her house to write. I am grateful to
her for creating a space where others like myself found solace. Through her, I was blessed to
find Dr. Montano who tirelessly and patiently edited this dissertation.
I would also like to thank Melina Samuel and Juliana Carmona who also allowed me to
write in their apartment that is two floors above mine. Their encouragement through my tears,
frustration and fatigue, allowed me to stay focused on what is important.

LEARNING AND TEACHING WITH TECHNOLOGY 4
Table of Contents
Dedication 2
Acknowledgements 3
Abstract 6
Chapter One: The Problem 7
Background of the Problem 7
Statement of the Problem 9
Purpose of the Study 10
Importance of the Study 10
Limitations 11
Delimitations 11
Definition of Terms 12
Organization of the study 15
Chapter Two: Literature Review 16
Historical Context 16
21
ST
Century Skills 18
Common Core 19
TPACK Framework 21
Figure 1. Graphic Representation of Technological Pedagogical Content Knowledge
(TPACK) 24
Impact of Technology 25
Promising Practices/Models of Technology Use 27
Summary 30
Chapter Three: Methodology 31
Research Design 34
Population and Sample 35
Table 1 CAHSEE Results by Student Group 37
Instrumentation 37
Data Collection 39
Data Analysis 41
Chapter Four: Results 44
Findings for Research Question One 46
Findings for Research Question Two 51
Findings for Research Question Three 55
Pros of Using Technology, According to Teachers and Staff 56
Summary 59
Chapter Five: Discussion Of Findings 61
Systems in Place 61
Curriculum 63
Courses and Electives Offered 64
School-Issued Materials Policy 65
Technology and Electronic Usage Policy 67
Expectations of Student Behavior on Computer Networks 68
Culture of Collaboration 70
Learning by Doing 72
LEARNING AND TEACHING WITH TECHNOLOGY 5
Accountability 74
Recommendations 76
Conclusion 76
References 78
Appendix A: The History of Classroom Technology 84
Appendix B: The Flipped Classroom Model 85
Appendix C: Classroom Observation Protocol 86
Appendix D: Interview Protocol 89
Appendix E: Staff Survey Protocol 92
Appendix F: Ekwutosi Internet and Electronic Mail Usage Policy 96

LEARNING AND TEACHING WITH TECHNOLOGY 6
Abstract
This qualitative study examined how technology was integrated into an academically high-
performing school. Although access to technology has significantly increased in K-12 schools in
the last decade and a half, most research indicates the actual usage in most classrooms to be of a
low-level (i.e. administrative, skill-drill) variety. The environment created by these typically
teacher-centered methods is potentially made more detrimental to student engagement and
learning by the fact most students are immersed in a rich digital world outside of their schools.
This study explored how schools, purposefully identified for their high student performance and
their use of technology, integrated technology into their classrooms, and then gathered
information on the perceived impact on student learning and the overall school climate. A
survey of school staff, document analysis, interviews with administrators and teachers, and
classroom and campus observations were triangulated in order to determine potential impact
from the school’s technology adoption efforts. Findings revealed that it was the culture of
collaboration and the practice of learning by doing that ultimately contributed to the achievement
of both students and teachers.
LEARNING AND TEACHING WITH TECHNOLOGY 7
CHAPTER ONE: THE PROBLEM
In order for the citizens of the United States of America to be competitive with current
and future global economies, they will need to acquire 21
st
century skills. These skills include an
ability to analyze, evaluate and create new information in an evolving technological world.
President Obama described how the job market changed dramatically:
The first step in winning the future is encouraging American innovation. None of us can
predict with certainty what the next big industry will be, or where the new jobs will come
from. Thirty years ago, we couldn’t know that something called the Internet would lead
to an economic revolution. What we can do – what America does better than anyone – is
spark the creativity and imagination of our people. (January 25, 2011)
In preparing the manpower for such an economy, efforts to shift the teaching paradigm
must reflect the needs of the workforce. Through the Common Core State Standards (CCSS),
teachers are now required to ensure that their students are able to access content through various
media as well as demonstrate their mastery of content. The focus of this study was to reveal how
the combination of technological, pedagogical and content knowledge affects a teachers’ ability
to facilitate students’ access to content using technology. It is important to identify how each
factor relates because they collectively affect students’ access to content and facilitation of their
achievement. The aim of this study was to expose issues, challenges and disparities between
what we know about technology usage and to reveal current models and practices of
technological integration.
Background of the Problem
Computers are powerful and flexible tools that can enhance teaching and learning in
numerous ways. Based on the available literature, we know that many schools are equipped with
LEARNING AND TEACHING WITH TECHNOLOGY 8
various models of technology, but little is known about how these are used. There are also no
specific strategies that describe how teachers’ content knowledge influences their integration of
technology in their lessons. There are many reasons for this, as some teachers have not received
adequate training and support for integrating technology into the core of day-to-day classroom
instruction. Therefore, computers are used around the edges of the class. For example, they may
be used to reward students who complete their work quickly, to provide drills for students who
are struggling with specific skills, or for occasional special activities. While these uses are
beneficial, they do not currently justify the size of the investment.
Our changing world requires that the structure of education must be updated for the 21
st

century. Students will need to be prepared to deal with the realities of the workplace. Literacies
in problem solving, inquiry, project-based learning, and collaborative work are essential skills
required to be competitive in a media-intensive world. However, the ways in which computers
are made available are often inconsistent with teachers’ approaches to curriculum planning and
classroom management. Many schools place computers in every classroom, aiming for an
eventual ratio of one computer for every six students, but, in schools without computers in the
classrooms, teachers have to move the class to a computer lab, which must be scheduled well in
advance. Since this situation makes it difficult to integrate computers into the flow of lessons, it
often encourages teachers to treat computer activities as special events, rather than as central to
the curriculum.
Recent studies documented that teachers in poor inner-city and rural schools have
significantly less training to use technology than do teachers in wealthier schools, that technical
support systems are not as well funded, and that the uses of computers in the classroom tend to
be very different. The Federal E-rate program and many others helped schools in inner-city and
LEARNING AND TEACHING WITH TECHNOLOGY 9
poor rural communities purchase computers and internet access with the goal of reducing what is
often called the “digital divide” or the gap between “information haves and have-nots.” While
making technology available is critical, it is only the first step. Students in underserved
communities are more likely to use computers for drill-and-practice and integrated learning
system lessons while students in other communities are more likely to use computers to support
inquiry-based, project-based, and collaborative learning. The difference is very significant: for
the first group, the computer is in control and leads the students through the lessons, while, in the
second group, the students control computers for their own purposes.
Instead of embracing current trends that dictate students’ usage of technology, some
school policies still suppress its use. Ignoring or, worse, demonizing a technology that students
willingly and actively use in every other aspect of their lives is not a winning educational
strategy (Kolb, 2009). Leveraging the potential of modern technology with the level of
engagement it incites provides an opportunity to enhance student learning both inside and
outside the classroom.
Statement of the Problem
Students need skills and knowledge to succeed in an ever-changing technological
world. Although many K-12 schools embrace technology, more needs to be learned about the
impact of technology on teaching and learning. Utilizing the TPACK model as a framework
through which to analyze, synthesize and discuss findings, indicators such as technology,
pedagogy and content knowledge are worth researching in order to reveal how they influenced
student achievement.

LEARNING AND TEACHING WITH TECHNOLOGY 10
Purpose of the Study
The method of inquiry used in this research study was a case study of a school that
embraced the building of 21
st
century skills by incorporating technology into its practices in
order to reach measurable outcomes. The TPACK model framework was used to understand
what teachers know about the interrelationships among technology, pedagogy and content. The
purpose of the study was to identify the impact of technology on teaching and learning practices
in a high-technology use K-12 school and the impact of one on the other. Data gathered through
observations, surveys, and interviews were also examined to reveal the impact on student
achievement. Other factors that were closely observed were the effect that the leadership and the
existing culture or climate has on overall student achievement. The research questions that
guided this study are as follows:
1. What technology is present at the school?
2. How is technology used as a tool of instruction in the classroom?
3. What is the perceived impact of technology on teaching and learning?
Importance of the Study
The importance of this study addresses how teachers shifted the burden of learning from
themselves to their students. By illustrating best practices and engaging digital natives, this
study aimed to show the differences between literacy 1.0 and literacy 2.0, as demands from the
Common Core State Standards require change within the structures of the current system.
Although many schools embraced technology, it is not clear how it affects teaching and learning.
Based on the existing research on technology in the classroom, little is known about successful
models and practices. This case study aimed to contribute valuable insight into how and what a
successful school is doing to create 21
st
century learners. By triangulating what school staff
LEARNING AND TEACHING WITH TECHNOLOGY 11
perceive as the root of success with the results from observations, surveys and supplementary
data, findings identify the impact of technology on teaching and learning. Keeping the
stakeholders and content in mind, those who will benefit most from the findings of this research
are teachers, administrators and other educational leaders looking for effective models and
strategies to integrate technology and improve their students’ achievement.
Limitations
Identifying the limitations of this study is important in order to limit the threat to its
internal validity. While this case study might provide insight into what is happening at a
particular school, the results may not be transferable, applicable or relevant to other schools. It is
also important to note that the results of this qualitative study will be subject to various
interpretations and meanings. The data is also limited to those individuals who chose to
participate in the study and how they interpreted the interview questions.
Delimitations
The findings of this case study were bound by delimitations because of the specific focus.
The first delimitation was that the research instruments were developed for the sole purpose of
discovering the practices and models at a particular school. The second delimitation was that the
study’s duration was limited to the eight days of field research at the chosen school. The third
delimitation consisted of the respondents’ perceptions of the programs and practices that were
the focus of this study. Finally, this study was delimited to a high-performing school, suggesting
that other outcomes were possible for lower-performing schools.

LEARNING AND TEACHING WITH TECHNOLOGY 12
Definition of Terms
Academic Performance Index (API). The cornerstone of California’s Public Schools
Accountability Act of 1999; measures the academic performance and growth of schools on a
variety of academic measures on scale of 200 to 1000 (California Department of Education
[CDE], 2015).
California Standards Test (CST). A range of assessments under the California STAR umbrella
testing students in 2
nd
-12
th
grade in a variety of academic areas (CDE, 2015).
California Department of Education (CDE). The governing body for public education in the
state of California.
Challenge Based Learning (CBL). An engaging multidisciplinary approach to teaching and
learning that encourages learners to leverage technology to solve real-world problems (Johnson
& Brown, 2011).
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 (Common Core State Standards Initiative,
2015).
Computer Adaptive Tests (CAT). Computer based tests that adapt in difficulty depending on
the responses of the test taker.
Critical Thinking, Communication, Collaboration, Creativity (4Cs). Four critical skills
developed by the Partnership for 21
st
Century Skills needed by 21
st
century students in order for
them to actively participate in the increasingly digital world (Partnership for 21st Century Skills
[P21], 2015).
LEARNING AND TEACHING WITH TECHNOLOGY 13
International Society for Technology in Education (ISTE). The International Society for
Technology in Education is a nonprofit organization that serves educators and education
leaders working with “connected learners in a connected world” (ISTE, 2015).
Levels of Technology Integration (LoTi). A model for technology integration that employs a
one to six scale to describe levels of technology integration from least effective to most effective
(Moersch, 1995).
No Child Left Behind (NCLB). The No Child Left Behind Act of 2001 is reauthorized
the Elementary and Secondary Education Act and supports standards-based education reform to
improve individual outcomes in education (US Department of Education [USDOE], 2015).
School Accountability Report Card (SARC). Information about schools provided annually to
allow the public to evaluate and compare schools in terms of student demographics and
achievement and overall environment (CDE, 2015).
Science, Technology, Engineering, and Mathematics (STEM). In this study, STEM refers to
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.
Single Plan for Student Achievement (SPSA). A comprehensive school document that
involves the collection and analysis of student performance data, setting goals for program
improvement, and ongoing monitoring of the goals and results (CDE, 2015).
Second Level Digital Divide (SSLD). The SSLD describes the difference in how technology is
utilized as opposed to the “Digital Divide,” which, primarily, was concerned with differences in
access to computer hardware (Thomas & Toriskie, 2011).
LEARNING AND TEACHING WITH TECHNOLOGY 14
Smarter Balanced Assessment Consortium (SBAC). Smarter Balanced is a state-led
consortium developing assessments aligned to the Common Core State Standards in English
language arts/literacy and mathematics that are designed to help prepare all students to graduate
high school college- and career-ready (SBAC, 2015).
Standardized Testing and Reporting (STAR). The STAR Program looks at how well schools
and students are performing. Students take tests in math, reading, writing, science, and history.
Teachers and parents can use test results to improve student learning (CDE, 2015).
Partnership for 21
st
Century Skills (P21). The Partnership for 21st Century Skills (P21) was
founded in 2002 as a coalition bringing together the business community, education leaders, and
policymakers to position 21st century readiness at the center of US K-12 education (P21, 2015).
Project Based Learning (PBL). Project-based learning is a pedagogical approach focused on
teaching by engaging students in investigation. Within this framework, students pursue solutions
to nontrivial problems by asking and refining questions, debating ideas, making predictions,
designing plans and/or experiments, collecting and analyzing data, drawing conclusions,
communicating their ideas and findings to others, asking new questions, and creating artifacts
(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 right content knowledge, utilize the right pedagogical approaches, and
select the right technology to meet their learning objectives (Koehler & Mishra, 2009).
Presentation of Learning (POL/TPOL). Students exhibit the skills and knowledge necessary
to be deemed ready for advancement to the next grade level.
LEARNING AND TEACHING WITH TECHNOLOGY 15
Organization of the study
This study is organized into the following four sections. Chapter two presents a review
of literature and relevant research associated with the impact of technology on teaching and
learning. Chapter three presents the methodology and procedures used for data collection and
analysis in this study. Chapter four contains an analysis of the data and presents the results of
the findings. Chapter five offers a summary and discussion of the researcher’s findings,
implications for practice, and recommendations for future research.

LEARNING AND TEACHING WITH TECHNOLOGY 16
CHAPTER TWO: LITERATURE REVIEW
The American system of education was established for an economy and a society that no
longer exist. In the 21
st
century workforce, a citizen is required to effectively navigate through
various levels of information while being technologically literate (Geisler et al., 2001).
Currently, global warming, immigration reform, pandemic diseases, and financial meltdowns are
a few of the issues today’s students will be called upon to address (Bhargava et al., 2002). It is
imperative that today’s student be prepared to overcome these challenges while contributing and
extending what we understand about life.
In order to meet the demands of our ever-changing world, schools today need to make
sure the students they serve are well equipped to enter the workforce and navigate a complex
world (Roschelle, Pea, Hoadley, Gordin & Means, 2000). This literature review examines the
existing research on the historical context of technology in the classroom while examining how
technology usage and the impact of 21
st
century skills on teaching and learning in the classroom.
In addition, this literature review includes promising practices and models from high-technology
use K-12 schools in order to inform and support the need for further study of this integration
process.
Historical Context
Technology and the classroom have a long-standing relationship which evolved from the
use of chalk to iPads in the classroom. After microcomputers entered schools in the 1970s and
1980s, educators struggled with defining appropriate computer skills for students (Bitter, 1983).
At that time, computer literacy was often equated with basic operations and programming.
Although several states provided guidelines to benchmark computer literacy at different grade
levels, they did not require students to meet such standards in order to graduate (Roblyer, 2000).
LEARNING AND TEACHING WITH TECHNOLOGY 17
However, current demands of the Common Core Standards require students to procure and
demonstrate mastery in certain skills.
In order for schools to facilitate such skills, they need to be equipped with the necessary
technological hardware. Those who expressed a need and sought assistance to reach these goals
benefited from the Enhancing Education through Technology Act of 2001, which is Title II, Part
D of the No Child Left Behind Act. It provided grants for states that met specific requirements
to integrate technology into the curriculum. One of the requirements was that the grant
application had to include a description addressing “how the State educational agency would
ensure ongoing integration of technology into school curricula and instructional strategies in all
schools in the State, so that technology would be fully integrated (TITLE II, Part D, [section]
2413). During this time, government officials and educators advocated for emphasizing
technological skills (Tortter, 1997). Rather than focusing on hardware and programming, these
skills (often referred to as technological literacy) involved using technology as a tool to
communicate, conduct research, and solve problems.
Over the past decade, educators have been under pressure to reform schools using
technology. Public and political support for technology use has generated billions of dollars
toward increasing its availability to schools and colleges (Cuban, 2001; Oppenheimer, 2003).
However, the National Center for Education Statistics (NCES) reported that only half of the
public school teachers who had computers or the Internet available in schools used them for
classroom instruction (Judson, 2006). Historically, most of the studies related to educational
technology focused on quantifying the numbers of computers or Internet access in classrooms,
rather than investigating the manner in which the technology was integrated into the curriculum
LEARNING AND TEACHING WITH TECHNOLOGY 18
(Smerdon et al., 2000). This exact inquiry is central to answer to this study in order to assist
educators in need of explicit practices.
The evolution of technology (Appendix A) brought an age where even iPad tablets are
quickly becoming obsolete. However, this ever-changing world also brings with it innovative
tools like apps and hardware with which to communicate, illustrate and disseminate information.
Teachers in this paradigm need to step out of their comfort zone and embrace these tools in order
to mirror the expectations in the real world.
21
ST
Century Skills
Although the “21
st
Century Skills” movement is more than a decade old, educators still
pose important questions about how to move 21
st
century education forward (NEA, 2013).
Being able to navigate the current work force requires the acquisition and application of 21
st

century skills. The phrase 21st century skills describes the knowledge, skills and dispositions
citizens need to be able to contribute to the knowledge society. As educators prepare students for
this new global society, teaching the core content subjects of math, social studies, and the arts,
must be enhanced by incorporating critical thinking, communication, collaboration, and
creativity. Using the “four C’s to engage students is imperative. We need new tools to support
classroom teachers and education support professionals in their profession, even as they
implement new strategies in their classrooms” (NEA, 2013, p. 3). Now, the challenge will be
building the “Four C’s” into the classroom.
US Secretary of Education Arne Duncan proposed integrating new skills into classrooms,
proclaiming, “I want to develop a system of evaluation that draws on meaningful observations
and input from teachers as well as a sophisticated assessment that measures individual students
growth, creativity, and critical thinking” (Duncan, 2012, p. 5). In addition, workforce skills and
LEARNING AND TEACHING WITH TECHNOLOGY 19
demands have changed dramatically in the last 20 years. The rapid decline in what was
considered routine work has been well documented by many researchers and organizations. At
the same time, there has been a rapid increase in jobs involving non-routine, analytic, and
interactive communication skills. Today’s job market requires competencies such as critical
thinking and the ability to interact with people from many linguistic and cultural backgrounds.
President Barack Obama has said, “I’m calling on our nation’s governors and state
education chiefs to develop standards and assessments that don’t simply measure whether
students can fill in a bubble on a test, but whether they possess 21
st
century skills like problem-
solving and critical thinking and entrepreneurship and creativity” (Obama, 2009, p. 5). Further
research alone can inform us whether 21
st
century skills are the answer to the reform efforts.
These efforts include making sure that schools are equipped with the necessary technological
infrastructure, making sure teachers have been properly trained and that there are multiple
opportunities for students to exercise 21
st
century skills. Based on what has been presented
above, the conclusions that can be drawn from the literature are that, although technological
infrastructure seems to be present in some capacity in most schools, little is known about how it
is used to have an impact on teaching and learning. Each of the research questions was
established as a foundation for this study and was used as benchmarks to reveal how teachers
facilitate their students’ demonstrating mastery of 21
st
century skills.
Common Core
As we delve into the common core standards, we notice that technology proficiency is
embedded into the expectations for all students. The Common Core State Standards describe
what students should know and be able to do in each subject in each grade (CDE, 2013). The
common core state standards include expectations that students integrate content found in digital
LEARNING AND TEACHING WITH TECHNOLOGY 20
formats and that they strategically use technology, digital media, and visual displays in their
presentations (Young & Jang, 2012). Students who are college- and career-ready employ
technology thoughtfully to enhance their reading, writing, speaking, listening, and language use.
Students need to be “self-directed learners, effectively seeking out and using resources to
assist them, including teachers, peers, and print and digital reference materials (Bruce, 2004, p.
8). They tailor their searches online to acquire useful information efficiently, and they integrate
what they learn using technology with what they learn offline. They are familiar with the
strengths and limitations of various technological tools and mediums and can select and use
those best suited to their communication goals (Dede, 2004). According to the Staff
Development for Educators (SDE) organization, the Common Core Standards suggest that, to be
ready for college, workforce training, and life in a technological society, students need the ability
to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct
original research in order to answer questions or solve problems, and to analyze and create a high
volume and extensive range of print and non-print texts in media forms old and new (SDE,
2013).
Technology itself is changing quickly, creating a new urgency for students to be
adaptable in response to change. New technologies broadened and expanded the role that
speaking and listening play in acquiring and sharing knowledge and tightened their link to other
forms of communication (Jenkins, 2006). During this study, evidence of this implementation as
well as its capacity within the sample school was documented in order to analyze the extent to
which technology is utilized under this mandate.

LEARNING AND TEACHING WITH TECHNOLOGY 21
TPACK Framework
The conceptual framework by which this study was conducted was generated
from the TPACK model. To fully understand the genesis of the TPACK framework and the
impact on the field of educational technology, it is essential to look at its origins in pedagogical
content knowledge (PCK). Shulman (1986) established the need for a more logical theoretical
framework regarding what teachers should know and be able to perform, including what content
knowledge they needed to possess and how this knowledge is related to that of good teaching
practices. Shulman developed the idea of PCK to describe the relationship between the amount
and organization of knowledge of a particular subject-matter (content) and knowledge related to
how to teach various content (pedagogy). According to Shulman, PCK includes knowledge on
how to teach a specific content or subject matter knowledge, extending beyond simply knowing
the content alone. PCK is described as including “the most useful forms of representation of
those ideas, the most powerful analogies, illustrations, examples, explanations, and
demonstrations-in a word, the ways of representing and formulating the subject that make it
comprehensible to others” (p. 9).
Shulman’s ideas on PCK are widespread in the field of teacher education and in the
related literature (Segal, 2004). However, as Segal points out, “while it [PCK] has often been
cited, much used, rarely has the term or the lens it provides for the educative endeavor been
questioned, engaged critically” (p. 490). Although the teacher education community recognizes
the usefulness of the framework, especially with examining what teachers know and how that
might have an impact on the ways in which they teach, there are some legitimate concerns,
especially regarding the distinct nature of each of the areas: pedagogy and content. Do these
represent three separate areas or are they characteristically interconnected? Can teachers consider
LEARNING AND TEACHING WITH TECHNOLOGY 22
a content area without thinking about how they might go about teaching it? According to
McEwan and Bull (1991), “We are concerned, however that his [Shulman’s] distinction between
content knowledge and pedagogical content knowledge introduces an unnecessary and untenable
complication to the conceptual framework on which the research is based...” (p. 318). The
argument is that content in the form of scholarship cannot exist without pedagogy and that the
descriptions of concepts are basically pedagogical in nature (McEwan & Bull, 1991; Segal,
2004). This confusion made it difficult to prove PCK as a framework and to define what
establishes knowledge from each of the areas of pedagogy, content, and the complex idea of
PCK.
In spite of the issues with the initial framework, Koehler and Mishra (2005) built on
PCK, and added technology as a key factor to the framework, creating technological pedagogical
content knowledge (TPACK). TPACK consists of an interpretation of the intricacy of
relationships among students, teachers, content, technologies, practices, and tools. According to
Koehler and Mishra, “We view technology as a knowledge system that comes with its own
biases, and affordances that make some technologies more applicable in some situations than
others” (p. 132). Koehler and Mishra define TPACK as the connections and interactions
between content knowledge (subject-matter that is to be taught), technological knowledge
(computers, the internet, digital video, etc.), pedagogical knowledge (practices, processes,
strategies, procedures and methods of teaching and learning), and the transformation that occurs
when combining these domains:
Good teaching is not simply adding technology to the existing teaching and content
domain. Rather, the introduction of technology causes the representation of new
LEARNING AND TEACHING WITH TECHNOLOGY 23
concepts and requires developing a sensitivity to the dynamic, transactional relationship
between all three components suggested by the TPCK framework. (p. 134)
Through the field notes of observations, evidence of this transactional relationship was revealed.
The concept of TPACK is rapidly becoming universal within the educational technology
community, becoming widespread among researchers and practitioners alike, as it tries to
describe the complex relationship between and among the areas of content, pedagogy, and
technology-related knowledge. However, while the theory of TPACK is convincing, more work
to measure the relationship among these areas (pedagogy, content & technology) is crucial
before curriculum and textbooks are re-written. Before this framework is presented as the
universal remedy for addressing the challenges of teaching the 21
st
century student, further
research is required to resolve the misperception of each of the areas within the framework. Cox
and Graham (2009) acknowledge the difficulty and necessity in conducting such work:
Although Koehler, Mishra, and other researchers have tried to describe and quantify the
TPACK model, the framework is not yet fully understood (Angeli & Valanides, 2009).
So far, the descriptions of technological pedagogical content knowledge and the
associated theories that have been provided are not rich enough for researchers to agree
on what is and is not an example of each concept…the boundaries between them are still
quite fuzzy, thus making it difficult to categorize borderline cases. (p.60)
By strategically selecting a school that demonstrated promising practices and models of
technology, rich enough data describing theories were provided and can be modified for use
across K-12 schools nationwide.
LEARNING AND TEACHING WITH TECHNOLOGY 24
The TPACK framework considers three distinct and interrelated areas of teaching, as
represented by Figure 1. At the heart of the TPACK framework is the complex interplay of three
primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The
TPACK approach goes beyond seeing these three knowledge bases in isolation. The TPACK
emphasizes the new kinds of knowledge that lie at their intersections, representing four more
knowledge bases teachers apply to teaching with technology: PCK, Technological Content
Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the intersection of all
three circles, TPACK (Koehler & Mishra, 2009).

Figure 1. Graphic Representation of Technological Pedagogical Content Knowledge (TPACK)
LEARNING AND TEACHING WITH TECHNOLOGY 25
Impact of Technology
When analyzing the impact of technology, there are positive and negative aspects. Best
practices for teaching and learning permit a sustained transformation of educational systems that
focus on improving student performance (Wade, Ramussen, & Fox, 2013). Computer
technology can help support learning, and that it is especially useful in developing the higher-
order skills of critical thinking, analysis, and scientific inquiry (Roschelle et al., 2000). Further
research should explore the various ways computer technology can be used to improve how and
what children learn in the classroom. Several examples of computer-based applications are
highlighted to illustrate ways technology can enhance how children learn by supporting four
fundamental characteristics of learning: (1) active engagement, (2) participation in groups, (3)
frequent interaction and feedback, and (4) connections to real-world contexts. Additional
examples illustrate ways technology can expand what children learn by helping them to
understand core concepts in subjects like math, science, and literacy (Roschelle et al., 2000).
However, little is known about specific practices or models that led to substantive gains in
student achievement.
Some computer applications have been shown to be more successful than others, and
many factors influence how well even the most promising applications are implemented
(Roschelle et al., 2000). However, the negative aspects are that, since technology found its way
into our classrooms, many teachers have not adopted such advances and their instructional
practices do not reflect the integration of instructional technologies (Mitchem, Wells, & Wells,
2003). The mere presence of computers in the classroom does not ensure their effective use, and
the use of technology as an effective learning tool is more likely to take place when it is
embedded in a broader education reform movement that includes improvements in teacher
LEARNING AND TEACHING WITH TECHNOLOGY 26
training, curriculum, student assessment, and a school's capacity for change (Roschelle et al.,
2000). Web-based learning opportunities have been expensive, slow to develop and time-
consuming to implement despite pressure on schools to adopt technology solutions that will cure
their educational ills (Blanchard & Marshall, 2004). All these factors influence a system’s
transformation and must also include the philosophy and ideology of stakeholders, access, and
goals of an organization (Wade, Ramussen & Fox, 2013). Leadership plays a vital role in
making sure that the vision of an organization is realized.
The concepts within the four frames of leadership by Bolman and Deal (2008) provide
central concepts and images of leadership that allow the documentation of the leadership
challenges of technological integration within a given paradigm. For instance, through
observations and analyzing survey questions, determining whether the leadership is structural,
human resourceful, political or symbolic provides insight as to how either type might address a
school’s technological integration process.
Teachers are a key element in addressing the technology integration in K-12 schools.
Recent data from the CSTS suggest California teachers still find it difficult to integrate
computers into their teaching practice, with less than 30% of teachers reporting using computers
on regular basis to support the curriculum (CDE, 2008). Some teachers indicated strong beliefs
in the potential of technology to support student learning and the need to prepare students for the
21st century workplace. Teachers also described technical support, professional development,
and collaboration with other teachers as essential to their integration of handhelds. Some
teachers do not effectively integrate technology into the curriculum due to a variety of factors,
including a lack of professional development, technical support, and planning time (Bauer &
Kenton, 2005; Becker, 2000; Lawless & Pellegrino, 2007). The limited and mostly low-level use
LEARNING AND TEACHING WITH TECHNOLOGY 27
of technology in teaching was largely attributed to the lack of technological and pedagogical
resources and support in their schools (Mouza, 2011).
Nevertheless, the ways those teachers use their developing knowledge practice varies
(Mouza, 2011). Users’ psychological variables (cognitive style, personality, self-efficacy,
demographics, user-situational variables, etc.) can have different levels of influence on
technology acceptance (Alavi & Joachimsthaler, 1992). Results from a study conducted at an
urban high school, revealed that students’ use of technology in their science classroom is highly
correlated with the frequency of their science teachers’ use of computer applications/tools
(Hakverdi-Can & Dana, 2012). Another reason teachers do not integrate technology into their
instruction is their lack of a vision on how technology can be effectively used and their need for
effective models of integration to support teaching and learning (Becker, 2000; Hew & Brush,
2007; Metiri Group, 2006). Also known as digital immigrants, teachers with limited technology
literacy might be reluctant to change even though they are obligated to adjust their teaching
strategies to engage digital natives. On-going professional development for digital immigrants
might decrease the anxiety that comes with such uncertainty and provide teachers the
opportunity to shift the burden of learning from themselves to their students.
Promising Practices/Models of Technology Use
Despite issues and barriers, there are promising practices and models of technology-use
in high-technology K-12 schools. Identifying relevant studies, practices and proven strategies
that led to enhanced impact on teaching and learning will equip educators with viable models to
implement within their schools. While there are several types of computers used in schools,
handheld computers can improve student engagement in English Language activities such as
note-taking, vocabulary development, and collaborative writing (Vahey & Crawford, 2003;
LEARNING AND TEACHING WITH TECHNOLOGY 28
Yarnall, Carriere, Stanford, Manning, & Melton, 2007). The potential of handheld computer use
to address the needs of students in English Language Arts and improve engagement and
productivity is evident (Vahey & Crawford, 2003; van t’ Hooft et al., 2004). From iPads to
Chrome books, some schools find innovative ways to implement these tools in the classroom.
Another practice implemented in some schools is the Flipped Classroom Model, which
involves video lectures and podcasts that fall within a larger framework of learning activities. It
is a cycle of learning model that provides a sequence of learning activities based on the learning
theories and instructional models of Experiential Learning Cycles (Gerstein, 2011). Briefly, the
Flipped Classroom as described by Jonathan Martin is,
Flip your instruction so that students watch and listen to your lectures…for homework,
and then use your precious class-time for what previously, often, was done in homework:
tackling difficult problems, working in groups, researching, collaborating, crafting and
creating. Classrooms become laboratories or studios, and yet content delivery is
preserved. (Cited in Gerstein, 2011)
The advantage of the flipped classroom is that the content, often the theoretical/lecture-
based component of the lesson, becomes more easily accessed and controlled by the learner. The
benefits of video usage in the classroom are that it
1. Establishes dialogue and idea exchange between students, educators, and subject matter
experts regardless of locations,
2. Lectures become homework and class time is used for collaborative student work, experiential
exercises, debate, and lab work,
LEARNING AND TEACHING WITH TECHNOLOGY 29
3. Extends access to scarce resources, such as specialized teachers and courses, to more students,
allowing them to learn from the best sources and maintain access to challenging
curriculum,
4. Enables students to access courses at higher-level institutions, allowing them to meet students
and teachers from around the world to experience their culture, language, ideas, and
shared experiences, and
5. Allow students with multiple learning styles and abilities to learn at their own pace and
through traditional models. (Gerstein, 2011)
One of the major evidenced-based advantages of the use of video is that learners have
control over the media with the ability to review parts that are misunderstood, need further
reinforcement, and/or are of particular interest (Gerstein, 2011). The problem is that educators,
as a group, may not know how to do and use the lecture. When educators are asked to replace
their in-class lectures with videotaped ones (either their own or others) so that learners watch at
home, educators may not know what to do with this now void in-class time, but those who
advocate for the flipped classroom state that class time can be used for discourse and for
providing hands-on, authentic learning experiences (Herreid & Schiller, 2013, p. 62). A major
roadblock or barrier to the implementation of this model is that many educators do not know
what to do within the classroom, what to do with that “whatever they want to do” time. For
educators who are used to and use the didactic model, a framework is needed to assist them with
the implementation of the Flipped Classroom (Herreid & Schiller, 2013, p. 64).
Project-based learning is another instructional method centered on the learner. Instead of
using a rigid lesson plan that directs a learner down a specific path of learning outcomes or
objectives, project-based learning allows in-depth investigation of a topic worth learning more
LEARNING AND TEACHING WITH TECHNOLOGY 30
about (Harris & Katz, 2001). Through the construction of a personally-meaningful artifact,
which may be a play, a multimedia presentation or a poem, learners represent what they learned
(Harel & Papert, 1991; Kafai & Resnick, 1996). In addition, learners typically have more
autonomy over what they learn, maintain interest and are motivated to take more responsibility
for their learning (Tassinari, 1996; Wolk 1994; Worthy, 2000). With more autonomy, learners
“shape their projects to fit their own interests and abilities” (Moursund, 1998, p. 4). So, project-
based learning and the construction of artifacts enable the expression of diversity in learners,
such as interests, abilities and learning styles.
Summary
Challenges to the transformation of education and the integration of technology in our K-
12 educational communities are an ongoing issue. Even with technology in its different forms
available in most schools and various empirical articles offering strategies, little is known of
what students and teachers actually do with technology as it relates to instruction and
demonstrating the mastery of content. Educational agencies would be well served by providing a
forum for teachers to collaborate as they seek to integrate technology into their practices. This
can be addressed by integrating on-going professional development that prepares and updates
teachers regarding innovative strategies and tools that can shift the burden of learning from
teacher to student. The results from this case study contribute to the literature of promising
practices and models of technology use. They also reveal how the links among technological,
pedagogical and content knowledge lead to the acquisition of 21
st
century skills. This study
serves as a valuable foundation to prepare students to compete in a global economy.

LEARNING AND TEACHING WITH TECHNOLOGY 31
CHAPTER THREE: METHODOLOGY
The purpose of this qualitative case study was to identify the impact of technology on
teaching and learning practices in a high-technology use K-12 school. Qualitative methods were
selected because such studies focus on a particular situation, event, program, or phenomenon.
Not only is the end product of a case study, a “thick” description of the phenomenon, but it also
illuminates the reader’s understanding of the phenomenon. This can bring about the discovery of
new meaning, extend the reader’s experience, or confirm what is known (Merriam, 2009). The
school’s leadership, climate, technological infrastructure, procedures, policies, professional
development and other intangible factors were studied in order to analyze how they relate. In the
classroom, a closer look into the instructional strategies used by teachers was studied in order to
discover what and how technology is used to have an impact on teaching and learning.
In order to establish the validity of this study, Creswell’s (2003) framework for data
analysis was used. The use of this framework provided a rationale for the choice of a procedure
beyond what the setting and participants will bear and what colleagues and faculty advisers
recommend (Creswell & Miller, 2000). To this end, the teachers and administrators of Ekwutosi
High School were chosen as the phenomenon from whence to discover, understand, and gain
insight (Patton, 2002). The logic and power of purposeful sampling lies in selecting information-
rich cases for study in depth, as these are those from which one can learn a great deal about
issues of central importance to the purpose of the inquiry (Patton, 2002). Using this logic
justifies the selection of this particular case in terms of the goals of the study (Maxwell, 2009).
A qualitative case study design was used in this study and consisted of survey, interview,
and observation and document review. The methodology is as follows:
LEARNING AND TEACHING WITH TECHNOLOGY 32
A review of public documents, such as the school accountability report card, master
calendar, school plan, mission statement, Professional Development Plan, and assessment data
allowed for a holistic view of the school site and for the development of background knowledge
regarding the site before the researcher’s entry. The documents were collected via the Internet
and public availability. Also the school site, personnel were asked for specific documents that
were not available online.
Respondents were administered a one-time survey to seek with specific information
about the curricular elements, organizational structure and financial resources as it pertains to
technology. The survey took no more than 20 minutes to complete.
The researchers observed a variety of interactions at the school site, such as staff/faculty
meetings, general school environment, leadership meetings, parent meetings, and instructional
practices in the classroom. The researcher was at the school site for approximately five days to
gain depth and breadth of knowledge about the school.
Administrators, counselors, leadership team members, parents and program leaders
agreed to a one-time, 45-minute interview in a place convenient to them. The interviews included
questions about the curricular elements, organizational structure, funding and the school culture
as it pertains to the school's technology program. Prior to the start of the interview, all
participants were asked if they agreed to have the interview tape-recorded. When they agreed,
the interview was recorded. For those who did not agree, the interview was no recorded and
written notes were used instead. All participants were part of the interview process even if they
declined to be recorded. Participant who refused to allow written notes to be taken were excused
from the interview. Transcription of the interview, whether recorded or written, was the
LEARNING AND TEACHING WITH TECHNOLOGY 33
responsibility of the interviewer or designees. The school site principal and the researcher
conjointly using the data that will be collected throughout the study will select the interviewees.
This study’s framework was a collaborative effort among all members of a thematic
dissertation group (Appendix C). The framework represents external factors like school culture,
accountability measures and community demographics. Within the framework, elements like
pedagogy, technology and content knowledge, illustrate the inter-relationships that make up the
standard for teaching practices. For the purpose of this study, emphasis was placed on the actual
teaching and learning practices occurring at Ekwutosi.
While many schools claim to integrate technology into their curricula and classrooms, it
is not entirely clear what schools do to achieve this goal. In order to uncover the specific
programs and practices that are aligned with Ekwutosi’s mission, details on leadership,
curriculum, instruction, professional development and culture were examined carefully.
Especially in the wake of the common core standards’ implementation, this study focused on
teacher ideologies and their impact on their instructional practices. In an attempt to grasp every
possible justification for Ekwutosi’s claims, the overall perceived culture was observed closely
in order to determine the source of their success.
Current literature suggests that, although the integration of technology has been
underway for the past decade, little is known about successful models of practice (Lawless &
Pellegrino, 2007). With evidence of schools’ having access to technological upgrades and
funding for adequate hardware, educators must now find innovative ways to prepare students for
the global realities of the workplace. The goal of this study was to discover effective models of
technological integration practices across all content areas that can be shared and modified to fit
into any classroom.
LEARNING AND TEACHING WITH TECHNOLOGY 34
Research Design
This study was conducted collaboratively within a thematic group of fifteen doctoral
candidates. Meeting once a month, the group identified a gap in knowledge as it relates to how
technology affects teaching and learning. The group developed a problem statement regarding
the fact that students need skills and knowledge to succeed in an ever-changing technological
world. Although many K-12 schools embrace technology, more needs to be learned about how
technology affects teaching and learning. Existing literature on the subject in order to validate
inquiry yielded and understanding of what is already known on the subject. With increased
knowledge on the subject, a purpose of study was collectively agreed upon and led to the
following research questions:
1. What technology is present and how is it used as a tool of instruction in the classroom?
2. What is the perceived impact of technology on teaching and learning?
3. In what ways does the school climate support the integration of technology? Where
does the leadership come from?
These questions were developed with the purpose of providing an in-depth description of a
school that demonstrates success. Criteria for selecting ideal school to be studied were
developed collaboratively with the understanding that school choices had to meet five of the
following seven requirements in order to be adequate
1. An API ranking of 7 or better, for 3 or more years (private and out-of-state schools should
present similar rationale),
2. Structured technology plan,
3. Evidence of grants and partnerships to support technology efforts and/or P21 skills, etc.,
4. Evidence of research-based practice in technology,
LEARNING AND TEACHING WITH TECHNOLOGY 35
5. A mission statement referencing technology,
6. Minimum of 400 students, and
7. Recognition (e.g., Apple Distinguished School, High Tech Network, CA Distinguished School
tech practice).
Population and Sample
After searching Dataquest on the CDE website for schools with a ranking of 7 or higher
for 3 or more years, Ekwutosi High School was chosen because it met 5 out of the 7 criteria. In
2013, while serving 865 students in grades 9 through 12, Ekwutosi reached an API of 865.
Created as a model school for the 21
st
century by education entrepreneur Roberta Weintraub, on
July 1, 2008, Ekwutosi became an independent California charter school. Ranked the top charter
high school in California by USC’s School Performance Dashboard in 2013, Ekwutosi was also
accredited by the Western Association of Schools and Colleges. According to the school’s
website, in 2007, Ekwutosi was honored as a California Distinguished high school. According to
Ekwutosi’s mission statement, they “prepare students to be motivated, influential leaders
committed to the challenge of connecting our community to the larger society” (Mission
Statement, 2015). Through existing literature, observations, and interviews, the goal of this study
was to ascertain the extent to which students are productive, self-directed, and engaged in
rigorous, relevant work.
By examining a model school that demonstrates how teachers incorporate technology
into their classroom, it should reveal “best practices” in secondary education that can then be
replicated. To cultivate 21
st
century skills, teachers must have the ability to facilitate learning
environments that will promote higher-level thinking (Jones & Flannigan, 2006). In addition to
observing and collecting responses from teachers, much can be learned about the specific
LEARNING AND TEACHING WITH TECHNOLOGY 36
strategies that are needed to create a 21
st
century learning environment. This study may also
determine the validity of triangulation as it relates to the reality within the classrooms of
Ekwutosi.
To provide context by which to understand Ekwutosi, public records of the school’s
accountability report were reviewed via their school’s website. The only criteria for admission
to Ekwutosi are California residence, graduation from the 8
th
grade and submission of the
student’s name in February of their 8
th
grade year. If there are more applicants than available
spaces for a freshman class, students are chosen for admission via lottery.
Half of the students qualify for the federal free or reduced-price meal program while 53%
of the students will be the first in their families to attend college. Total enrollment consists of
368 students of which 124 are female and 244 are male. By grade level, there are 121 students in
the 9
th
grade, 104 students in the 10
th
grade, 84 students in the 11
th
grade and 59 in the 12
th
grade.
In terms of ethnicity, 4% or students are Asian, 4% are African American, 5% are Filipino, 34%
are Hispanic, 50% are Caucasian, and 3% are unclassified.
In reviewing the profile of the class of 2013 also retrieved from the school’s website, the
percentage of students who took the SAT/ACT was 94%. Students have an average GPA of 3.15
overall. Most (80%) students were accepted to a four-year college/university, 65% of those
students attended a 4-year college or university, and 40% attended a 2-year college. The
Ekwutosi teaching faculty, 16 in all, consists of a mix of experienced teachers and newly trained
teachers. Each faculty member serves as an advisor to about 25 students. Students interact with
their advisor through each year of the program on a range of issues, including personal
expression, support, college and career preparation and technology. Teachers work in
LEARNING AND TEACHING WITH TECHNOLOGY 37
interdisciplinary grade-level teams responsible for the academic progress of students in their
group (Ekwutosi School, 2015).
According the Ekwutosi school profile for the 2013-2014 academic term, an essential
component of the Ekwutosi program is project-based learning in which students utilize a variety
of technological tools to approach academic subjects. Projects require students to apply skills in
situations that mirror professional environments. Continuous learning is facilitated through the
students’ ability to connect with teachers and peers outside of the classroom since collaborative
projects can be continued via the Internet. The table below illustrates a snapshot of Ekwutosi’s
2013 10
th
grade California High School Exit Examination (CAHSEE) results by student group.
Table 1
CAHSEE Results by Student Group
Groups English-Language Arts Mathematics
Not
proficient
Proficient Advanced Not
proficient
Proficient Advanced
All students 26% 35% 40% 17% 44% 39%
Male 24% 49% 27% 7% 53% 40%
Female 28% 17% 56% 30% 32% 38%
Hispanic 45% 28% 28% 27% 50% 23%
White 17% 37% 46% 10% 41% 49%
Socioeconomically
Disadvantaged
38% 25% 38% 30% 42% 27%

The convenient sample of participants was reached with the help of the principal who
agreed to assist with the strategic manner of the study. Using this method allowed the researcher
to gather enough information to answer the research questions with respect to the limited time
allotment for being on the campus.
Instrumentation
Using the TPACK model is potentially useful, especially when conceptualizing how the
affordances of technology might be leveraged to improve teaching and learning. Additional
LEARNING AND TEACHING WITH TECHNOLOGY 38
examination is needed to understand whether technology, content, and pedagogy meld together
to form the unique domains described by the framework. This purpose of this study was to
explore the nature of TPACK, defined as understanding the connections and interactions
between and among content knowledge (subject-matter that is to be taught), technological
knowledge (computer, the internet, digital video, etc.), and pedagogical knowledge (practices,
processes, strategies, procedures and methods of teaching and learning) to improve student
learning (Koehler & Mishra, 2005). This framework describes seven factors as described by the
TPACK framework.
This study uses survey (Appendix E) responses collected from Ekwutosi’s teachers and
administrators to explore the nature of the TPACK model’s factors. Triangulating the data using
the TPACK model was an essential aspect of validating this study because it was used to
measure what the sample school claimed to practice, what was actually happening in the school
and whether or not the performance outcomes were justified by the impact of technology.
In order to influence each researcher’s ability to gather suitable data, research instruments
were developed collaboratively with members of the thematic group. The purpose of these
instruments was to accumulate rich data that would reveal the practices present in the school of
through the lens of the framework. Each researcher used the same instruments to conduct a case
study at their chosen school, which constituted a collection of data retrieved from various
sources. This research design allowed for a collaborative effort toward a common goal.
Breaking up into sub-groups, researchers in this thematic group met over the course of several
meetings to discuss, share and reach a consensus about the research questions and the interview
and observation protocols for use during this study.
LEARNING AND TEACHING WITH TECHNOLOGY 39
Earlier in the preparation for this study, decisions on how to analyze relevant documents
centered around whether they would answer our research questions. Considerations such as
school operational hours, calendar activities and some possible constraints were used to identify
optimal opportunities for collecting rich data. Once approximate time periods was agreed upon,
local considerations such as staff meeting times, the school’s professional development plan and
their accountability card were used to inform our on-site visits. As a group we ascertained that
other documents that might contribute relevant data to our study, would also be considered and
added to our individual findings.
Using the agreed upon research questions, the interview protocol was developed
collaboratively by sub-groups within the thematic group (Appendix D). Each subgroup worked
on a research question to develop a series of probing inquiries that would uncover and answer
each research question.
Data Collection
The data collection for this study occurred in the fall of 2014. There were 5 visits over
the course of 5 days that included conducting interviews, surveys and observation. Classroom
instruction, after-school activities and school tours constituted structured settings used to provide
context. Observations during lunch, passing periods, hallway interactions (student vs.
student/student vs. teacher/administrator) and dismissal were used to understand the existing
culture. This data was essential in understanding the impact of the acquisition of 21
st
century
skills on the schools culture.
After several interactions with the Principal of Ekwutosi (Dr. P), through emails and
phone conversations, the researcher obtained permission to conduct the interviews. An
established rapport created an opportunity whereby the principal was willing to assist with the
LEARNING AND TEACHING WITH TECHNOLOGY 40
access needed to collect data. This researcher also asked for direction as it related to choosing
respondents who would satisfy the purpose of the inquiry. Interviews were conducted with key
personnel, including Dr. P, who kindly offered herself up as a participant along with permission
to speak with members of the ED tech team: the IT Technician (Mr. IT), a government teacher
(Mr. J) who used technology during instruction, an English teacher (Ms. J) who was a founding
teacher, and the humanities teacher (Ms. M) who provided insight about instructional practices.
In order to capture the researcher’s reflective notes, interviews were recorded and
transcribed. During the duration of this study, pseudonyms to protect the anonymity of the
respondents were used. Research questions uncovered perceptions of tablets/desktops, web-
activity, computer literacy, school culture and professional development. During preliminary
discussions with Dr. P, participants Mr. G, Ms. E and Ms. H became eager and valuable sources
of information. Dr. P had been the symbolic leader for 15years, and her approach tended to be
inspirational. Mr. IT is an alumnus of Ekwutosi and served as the hardware specialist for the two
years prior to this study. He provided useful data on the quantity, usage, and trends of
technology in the school. Mr. G served as both the government teacher but also as an
administrative proxy. In his present position, he served as the accountability enforcer and had
access to valuable data that contributed to this study.
The data retrieved from participants serve to answer the research questions from different
perspectives. From the principal, information about her leadership and policy practices informs
other leaders on what it is that she does that caused her school to be deemed high achieving for 4
years in a row. From policy implementations to accountability measures, more can be learned
from the data about how the administration at Ekwutosi supports teachers in their professional
LEARNING AND TEACHING WITH TECHNOLOGY 41
development and technology literacy acquisition. Ultimately, the observation, survey and
interview questions helped uncover what is really happening at Ekwutosi.
Data Analysis
Creswell’s (2003) approach to data analysis, suggests that organizing data should be the
first step. Therefore, the data was sorted, read and organized according to the relevance of the
subject. Through this process of organizing the data, a couple of general ideas emerged. The
next step in the analysis involved coding portions of the data that represented areas connected
with the purpose of the study. Through the coding process, patterns and themes began to
emerge, creating an opportunity to build a detailed description of the study:
1. What technology is present and how is it used as a tool of instruction in the classroom? This
question was asked in order to take inventory of the existing technological hardware. The
data that was collected to address this question were obtained from observations, surveys,
interviews and documents form the CDE.
2. What is the perceived impact of technology on teaching and learning? This question was
asked in order to understand the perceptions of teachers and administrators concerning
the impact of technology on teaching and learning. The data that was collected to address
this question were retrieved from surveys, document analysis, interviews, classroom
observations and conducting a focus group for each stakeholder.
3. In what ways does the school climate support the integration of technology? This question was
asked in order to gain insight about the impact of a school’s culture on the overall
demeanor of students and staff toward the integration and application of technology
within the school. Where does the leadership come from? This probing question was
designed to understand the impact of the leadership on the use of technology within the
LEARNING AND TEACHING WITH TECHNOLOGY 42
confines of the school. The data that was used to address this question was collected
from field notes from observations and survey questions.
Ultimately, all the data retrieved assisted in painting a detailed picture of what it is like to
attend and work at a school that demonstrates the effective use of technology as a tool for
teaching and learning. Therefore, this case study was conducive for a reflective analysis. A
reflective analysis is the processes by which the research relies predominantly on intuition and
one’s own judgment in order evaluate the phenomenon being studied (Gall et al., 2003). By
using this mode of analysis, the reality of what was going on at the school became evident. The
researcher acquired an understanding of the prominent elements alone and in relation to one
another, giving rise to useful patterns and themes. It is important to note that this type of data is
mainly subjective and does not account for all the data used in this study.
In order to retain the validity of the data, the researcher had to make certain that the
accounts represent participants’ realities of the social phenomenon and that these are credible to
them (Schwandt, 1997). This consideration of the validity of the data confirmed the usefulness
and credibility of the study. The usefulness of this data was an important factor, since identified
practices can inform the practice of educators. Gall et al. (2003) suggest that the next step
requires comprehensive contextualization. This was accomplished through in-depth descriptions
of the school that included its history, calendar, setting, demographics, organization, and systems
of communication. The third criterion for seeking validity was determined by the positioning of
the researcher that was slightly intrusive in nature. This was due to the researcher’s bias as a
teacher that was drawn upon and used to gain entry to the site, to perform the research, and to
exit the study. The final criterion that was used was the reporting style of the researcher that lent
LEARNING AND TEACHING WITH TECHNOLOGY 43
itself to a broad representation of perspectives. The researcher not only captured the
perspectives of the participants but also included the realities of the school.
Considering the limited time for collecting data, triangulation ensured that the overall
data collection process captured an accurate representation of the school. This was achieved by
acknowledging that the data reflects a snapshot of the school’s overall story. The use of
triangulation also created the opportunity to determine whether what was said really appeared to
be the reality.

LEARNING AND TEACHING WITH TECHNOLOGY 44
CHAPTER FOUR: RESULTS
In this ever-changing world, there is an increasing need to acquire the necessary skills to
make one competitive in a global market. Schools within this paradigm must ensure they
provide their students the necessary opportunities to hone such skills in order to create new ones
later. In order to identify what accounts for the preparedness of students in becoming well-
adjusted citizens in the 21
st
century, the purpose of this case study was to observe a school that
embraced this philosophy by incorporating technology into their practices to reach measurable
outcomes. In its 2013-2014 School Profile, Ekwutosi describes itself as a diverse community of
active learners dedicated to fusing the traditional academic subjects with real-world, technical
applications and problem skills. Students are productive, self-directed learners, engaged in
rigorous, relevant work. Ekwutosi claims to prepare students to be motivated, influential leaders
committed to the challenge of connecting our community to the larger society. Ekwutosi’s
expected school-wide learning results project that, students will, in addition to working as self-
directed learners, draw upon their collective thinking and experience to collaborate on projects.
Based on observation data, the researcher witnessed these claims to be a reality in Nerdvana.
Ekwutosi serves as a benchmark for how a diverse community of active learners can solve real-
world problems with content knowledge using technical applications.
Team 1 ELEMENT is a Robotics team located in Ekwutosi. ELEMENT stands for
Engineering, Leadership, Entrepreneurship, Mentoring, Education, Networking and Teamwork.
Team 1 ELEMENT uses the robotics lab and machine shop to create robots from scratch and
participates in FIRST (For Inspiration and Recognition of Science and Technology), which is an
international robotics league with competitions and teams in over 80 countries. The FIRST
Robotics Competition combines sports with STEM (Science, Technology, Engineering, Math).
LEARNING AND TEACHING WITH TECHNOLOGY 45
In 6 weeks known as Build Season, students design, manufacture, and program their own robot
to complete certain tasks in that year’s competition. Ekwutosi students learn engineering
fundamentals from the 9
th
grade and continue to develop and apply these skills to solve real- life
problems.
Participants in this study included the principal, the Mr. IT and three content teachers:
English, Humanities and Government. Students participated in the study as subjects of
observation within the classroom, main-office, lunch area, and common area. All of the data was
collected from the start to finish of every school day for an entire week. Over the course of that
week, the researcher conducted a series of interviews both formal and informal, administered
survey questions to all staff members and documented comprehensive observations of the overall
body of the school campus that included classes in session, school tours and an after-school
program. The results revealed a thick and rich description that represents the participants’ and
researcher’s perspective as well as a snapshot of the school’s activities during the time spent
collecting the data. This data was then transcribed, coded, triangulated and analyzed to create a
narrative about what is really happening at Ekwutosi High School.
The researcher’s intention was to categorize the results from the data within the context
of the following research questions:
1. What technology is present at the school?
2. How is technology used as a tool of instruction in the classroom?
3. What is the perceived impact of technology on teaching and learning?
Each question was asked in order to take inventory of the existing technological hardware and
software, to understand the perceptions of teachers and administration concerning the impact of
technology on teaching and learning as well as to gain insight regarding the school’s overall
LEARNING AND TEACHING WITH TECHNOLOGY 46
culture. Furthermore, these questions were meant to discover how technology had an impact on
the teaching and learning at Ekwutosi in order to inform others either in the implementation,
transitioning or substitution phase of the process.
Out of the 27 surveys given to the entire staff, 13 participants responded and ten of them
were teachers. The following survey results provide context about the personal demographics of
the respondents:
1. One of the respondents was between the ages of 24-30, six people were between the ages of
30-40 while the last six were over 40.
2. Seven out of the thirteen respondents considered themselves to be intermediate in their current
level of technology, four respondents claimed to be experts, and two of them confessed to
be beginners.
3. One teacher had been teaching for less than two years, two teachers had been teaching for 3 to
5 years, two other teachers had been teaching for 6 to 10 years, and seven teachers had
been teaching for over 10 years.
Findings for Research Question One
In order to understand what types of technology were available at Ekwutosi, research
question one asked, “What technology is present at the school?” Mr. IT revealed that there are
391 devices in total, and 50 of them are Acer Aspire 1 Netbooks. Another 50 are ASUS (newer
and allocated to seniors), and 339 are Dells. Mr. IT said,
The brand is Dell Inspiron model and it is particularly made for rugged school use. Since
we’ve upgraded the wireless, we upgraded different things that allow us to utilize the
technology. Now, we can go choose which platform we want to use for the students.
Whether it’s tablets or if it’s going to be another kind of device the students can optimize
LEARNING AND TEACHING WITH TECHNOLOGY 47
their work and learn more and get more done when it comes to their projects and
assignment. (Personal communication, September 15, 2014)
Observations revealed that every classroom was equipped with an Active board, media
counsel, computer, Smart board, and an Active pen. Students themselves were observed using
netbooks on a daily basis to communicate and to access content and curriculum. To get a clearer
picture of the accessibility to technology, Mr. IT shared the following data on the devices
available at Ekwutosi, including how many of these are available:
1. Active boards (14)
2. Media counsel (14)
3. Desk top computers (14)
4. Smart boards (14)
5. Active pens (20)
6. Net books: Audacity loaded with programs (391)
7. Document readers
8. Over-head projectors
Additionally, survey results provided more types of educational technology hardware
used in the classroom:
1. DVD players
2. Wireless routers
3. Wireless presentation clickers
4. Wireless keyboards
5. Printers
6. Scanners
LEARNING AND TEACHING WITH TECHNOLOGY 48
When asked about their professional background experience using said technology, four
out of the 13 respondents considered themselves to be experts while the other seven claimed to
be intermediate and two felt they were beginners. Survey results also revealed that 10 out of the
13 respondents integrated these technologies into their daily lessons for more than 5 years, two
people have been using technology for at least 4 to 5 years and one person has been integrating
for 2 to 3 years. Further questioning about how often technology is incorporated in their daily
lessons revealed that five of the respondents do so always while four teachers do it most of the
time.
The professional experiences that enabled teachers to integrate educational technology
into their classroom instruction varied from learning by doing, formal and informal on-site
trainings, off-site PD’s (High Tech High in San Diego, LACOE), teacher-led trainings, and
simply playing around with it through trial by error. Even if the teacher had limited know-how,
an interview with Ms. E revealed,
When I assigned a Podcast project, I didn’t know how to do it but I was never concerned
that I gave kids something to do that I didn’t know how to do. I might not grade them
harshly but I feel that it is my responsibility to help them but I never went into it saying,
“I don’t know how to do it so I’m not assigning it.” I was like, “Let’s figure it out
together. (Personal communication, September 17, 2014)
Professional development for teachers at Ekwutosi can be readily accessed through
formal or informal trainings as needed. “As we get new faculty members, they go to the faculty
member that knows how,” elaborated Ms. H (personal communication, September 19, 2014).
According to Ms. E, “At various points in time, we’ve had PD’s with staff who are like, ‘Listen,
I’m really great with Moodle so I’m going to run a PD for my colleagues, here’s what I’ve
LEARNING AND TEACHING WITH TECHNOLOGY 49
done.’” According to teachers, these informal opportunities are the reason they were able to
successfully integrate technology into their classroom. However, Mr. G argued,
I don’t find most technology-based PD’s to be very useful because finding the right level
to teach a (diverse) group is very difficult. Either it’s too high or it’s way too low.
Rather than formal PD’s, it’s more of communication with peers that is more useful to
me. (Personal communication, September 18, 2014)
In order to understand what kinds of professional development and training allowed
teachers to successfully integrate technology into their classroom, Mr. G shared that, “What I
find in this school is that it’s not so much formal PD’s as much as it is “Hey! Have you been to
this site?” “Hey! Did you try this?” (personal communication, September 18, 2014). In terms of
school level policies and practices that were critical in teachers’ achieving their current level of
competency with technology, Mr. G revealed, “Less a policy than the atmosphere in that we are
very much pushed and supported to try new things” (personal communication, September 18,
2014). Dr. P added by saying, “The way this school operates, there’s high expectation for what
teachers and kids do and they meet those expectations because they all want to be here”
(personal communication, September 16, 2014).
There were many challenges faced as result of using technology at Ekwutosi. According
to Dr. P,
The biggest one was financial. It was difficult to get it. When we started, we had
servers, we had to get Internet and it was all very expensive. It was one of the biggest
impediments because I had smart people who knew what to do but, what we needed was
the money to put it in and to continue to refresh it. (Personal communication, September
16, 2014)
LEARNING AND TEACHING WITH TECHNOLOGY 50
Mr. IT elaborated on the funding issues by saying, “When it comes to a charter school like ours,
how the funding is coming in is based upon how much we can raise and how much is needed”
(personal communication, September 15, 2014). Through donations from parents, grants and
working with different vendors, Ekwutosi adjusts its needs based on its budget. However, Mr.
IT said,
Since some of our equipment might be outdated, it’s kind of a challenge because it’s not
up to speed in the sense that if the computers are slower, then the students don’t function,
they don’t use the equipment as best as they can. It is not optimized for their situation.
(Personal communication, September 15, 2014)
As it relates to applying for college, he continued, “Since the computers are kind of smaller,
they’re not able to complete it in a very streamlined way” (personal communication, September
15, 2014). Incidentally he added,
We put together a technology plan that’s basically a 3- to 5-year plan that we commenced
back in Oct 2013, and that’s when we decided to start from the ground up, and we started
with our infrastructure, our severs where all the data is being stored, where all the
information systems including our website, parent portal, all these aspects of our
infrastructure. We upgraded that first, then we moved along towards the phone system,
and students’ use. (Personal communication, September 15, 2014).
Instructionally speaking, an additional challenge that Ms. H mentioned was, “Using
technology in a way that actually enhanced the learning experience as opposed to just
supplementing it or just replacing it” (personal communication, September 19, 2014). Using
technology for the sake of using it is not advised, especially since, “Technology is only useful
when it goes according to plan,” Mr. G exclaimed. “When a student’s computer won’t turn on, or
LEARNING AND TEACHING WITH TECHNOLOGY 51
the wireless network goes down, or somebody’s screen broke, or somebody lost their computer
privileges…As soon as you get 2 or 3 students who are not on the same page as everybody else,
everything falls apart,” he concluded.
Findings for Research Question Two
In order to discover what exactly is being done with technology, research question two
asked, “How is technology used as a tool of instruction in the classroom?” Responses from
interviews with teachers and staff revealed how these devices were used to facilitate students’
learning. Mr. IT confirmed that, “The use of technology is for learning. Whether it’s in math
doing complex equations, in science, to document how chemicals react, in physics where
students videotape gravity, or matter falling” (personal communication, September 15, 2014).
Ms. E further illustrated:
In one of my classes, I had a story on the center board and I was writing on the white
board to annotate because I pulled something up from the computer and said, “Let’s look
at this together.” Then, I was annotating on the white board, around my active board.
What I would like to do, the teacher added is, “The ability to see what they see (for better
tracking of student activity). (Personal communication, September 17, 2014)
Another ability this same teacher would appreciate is to “send a push notifications.” This way,
teachers can summon their students back from group work with a, “Come back in 5 mins!” or
“Eyes on the teacher!” when the teacher wants to convey vital information.
Mr. G then added:
Depending on the project, we’ll use a lot of web applications to do information graphics,
shared another example of how technology is used as a tool in the classroom. They’ll use
Prezi to make a presentation or Photoshop or video editing. My single favorite thing to
LEARNING AND TEACHING WITH TECHNOLOGY 52
do is to use Apple’s Garage Band to make songs for a History class. (Personal
communication, September 18, 2014)
With regards to how students can demonstrate their learning, Mr. G explained:
When I ask, “How are you accessing it so that it makes sense to you?” You have multiple
ways to give that back to me as opposed to writing a paragraph about it. They could
write a song that proves that they’ve internalized it, and they’ve connected it to their prior
knowledge, and they’ve found meaning out of it for themselves. That’s what I’m trying
to do with a 16-year-old. Lots of information teaches them to be critical viewers of
information. What can you do with it to show me that you’ve learned it? (Personal
communication, September 18, 2014)
Observations and interview results revealed that the following applications and programs
were being used every day by students and teacher during instruction and learning:
1. Moodle: Used to submit assignments, send responses, view what is due, and to keep track of
school updates
2. Naviance: Digital senior portfolio whereby students can login to apply for college and to
check on their application status.
3. Google Sketch Up: Used to create 3D maps.
4. Microsoft Word/Excel/PowerPoint/Office Suite: Used as a platform for writing essays,
conduct calculations and present projects.
5. Guitar Hero: Electronic guitars as plugged into this program in order to be played with sound.
6. YouTube: Used as visual and auditory aides to convey content-relevant material.
7. Chat rooms: Platforms for staff and students to hold discussions.
8. Message boards: Platform to disseminate pertinent information and updates.
LEARNING AND TEACHING WITH TECHNOLOGY 53
9. Prezi: Used to create interactive presentations that are visually engaging.
10. Power School: Used to take attendance, retrieve demographic details about a students, store
grades, and log-in disciplinary actions.
11. Google docs: Used to collaborate on writing assignments
According to Mr. IT, all of the above are “vital tools in the everyday real-world as well as
in the classroom” (personal communication, September 15, 2014). As it relates to the capacity in
which the above programs and applications are used as a tool of instruction, data results revealed
that the following classes require their use on a daily basis:
12. Robotics: Laptops, VEX IQ, Windows 8 Prolific.
13. Presentations of Learning (POL): Lap top, Smart Board, Smart Pen, Power Point, Prezi
14. Photography: Macs, Photoshop.
15. Game club: Lap top, PS 4, Xbox 1.
16. Projects (POP day & The Decades project): Power point, Prezi, Google Docs, Sketch Up.
17. Guitar class: Mac, Guitar Hero, You tube, Smart Board, Smart Pen.
18. Drama class: Smart board, Smart Pen, YouTube.
19. Podcasts: Recorded audio used in presentations.
Mr. IT explained,
Even in Spanish, there is software for Spanish. They can open the digital book on the full
screen and they can click on each icon. Teachers can administer an in-class quiz for
students. (Personal communication, September 15, 2014)
As it related to the frequency of device usage across the school campus, he also shared,
“Everything is used on a day-to-day basis and it’s important that we do use it because it is the
foundation of how everything really works here.” He continued by saying, “There are a lot of
LEARNING AND TEACHING WITH TECHNOLOGY 54
things that streamline communication because we have access to the Internet. It really enhances
the depth and breadth of material that you can expose kids to” (Personal communication,
September 15, 2014).
There are several ways teachers used technology to enhance or extend student learning.
Ms. H shared that,
With the tablets, there are different Apps for History that let you go inside a pyramid and
look into the tombs and see the artifacts. You can get an actual 360 degree view of the
layout of the pyramids. You can zoom in and get a 3D view of an artifact. (Personal
communication, September 19, 2014).
She described another example, stating,
Using Google Sketch Up, they are going to create a 3D digital model of a tenement
house. It offers so much more for editing and revision than hand-drawn or 2D. It helps
students go more into depth of what the concept is. (Personal communication, September
19, 2014)
Mr. IT added that, “The Internet is a large library…there are many ways you can do many quick
research and survey information that doesn’t involve going anywhere for resources (e.g. Audio
books).” As is related to using Moodle he said, “It’s so much better to have students turn in their
homework online, eliminating piles and piles of papers that you have to organize, that you can’t
always find or you lose track of” (Personal communication, September 15, 2014).
Regarding how students demonstrate their mastery of content using technology, Ms. E
shared that, “With the use of technology, you can vary assessments easily and it provides various
ways that students can demonstrate mastery” (Personal communication, September 15, 2014).
Student learning is also enhanced by individual and group projects. According to their school
LEARNING AND TEACHING WITH TECHNOLOGY 55
profile, “Students must complete a Presentation of Learning (POL) at the end of each semester to
exhibit and present their work and in the spring, they must pass their Transitional Presentation of
Learning (TPOL) showing mastery of academic content in order to continue to the next grade
level” (Ekwutosi School, 2015).
Findings for Research Question Three
In order to understand how teachers and staff felt about using technology, Research
Question 3 asked, “What is the perceived impact of technology on teaching and learning?” To
help answer this question, Ms. E stated, “There are a lot of things that streamline
communication,” However, as it relates to technology integration, Dr. P revealed,
I think, in many ways, we’re still at the substitution level rather that the complete
integration level even though we are held up as a model of integration. I think that we
need to move more into integration but we’re all on the same page in where we need to
go. (Personal communication, September 16, 2014)
According to Ms. E, “As a tool, it’s great but if you think that it has fundamentally transformed
teaching then you’re insane.” Additionally, said Mr. G, “Having access and teaching students to
filter that, is really important.” According to Mr. G, what you need to start with is, “What do we
want to be able to have the children do? Now, is technology a more efficient way or a more
broad-based way to get to those educational goals? Then, you’re fine!
According to Mr. IT,
I was always interested in the latest technology and how it can be used in the classroom.
For teaching and learning, I think technology is very important. I believe that, in the
modern world that we live in, we’re always into the latest technologies, social media, and
people are so connected with the use of technology that it’s almost necessary to utilize
LEARNING AND TEACHING WITH TECHNOLOGY 56
what we have in the classroom so that students would have learned in the best possible
way. I think the benefits from using technology in the classroom is vital to the success of
the student throughout their years in high school and as they progress in their career.
(Personal communication, September 15, 2014)
In addition, Mr. G reiterated, “Technology should exist in a classroom to further the education
outcomes desired by the school. The moment it stops doing that, it should be put away”
(personal communication, September 18, 2014).
Pros of Using Technology, According to Teachers and Staff
1. “The Internet is a large library. There are so many ways you can do many quick research
and survey information that doesn’t involve going anywhere for resources. Because we have
access to the Internet, it really enhances the depth and breadth of material that you can expose
kids to.”
2. With regards to using Moodle, “It’s so much better to have students turn in their homework
online, eliminating piles and piles of papers that you have to organize. That you can’t always
find or you lose track of.”
3. “Moodle is really helpful because you can put a lot of responsibility on the kid. In terms of
saying, ‘I told you what the homework was and I posted it on Moodle. So, you have many ways
to find this out, even when you’re home. So, it puts more responsibility on kids to have fewer
excuses: ‘Well, I was absent, I didn’t really understand, I left early,’ but did you look on Moodle
because it was posted there.”
4. “With the use of technology, you can vary assessments easily and it provides various ways
that students can demonstrate mastery.”
5. “The Active boards which are from Promethium allow us to collaborate with the students and
we also use projectors. The students themselves use netbooks and that’s how they do their
LEARNING AND TEACHING WITH TECHNOLOGY 57
research and their projects and complete their day-to-day tasks. They can also view the e-books
for their courses.”
6. “It’s more organized, streamlined, especially if they save it to the serve. It’s safe and they
know that they have back-ups.”
7. “I like the idea that technology expands the assessments I can do of the children.”
8. “Having access lets me personalize what I consider to be mastery of the skills.”
9. “Because technology allows students to access a lot of information, I don’t need to be in
charge of every second on it, especially with seniors, not so much the freshmen. By the time
they’re seniors, we are comfortable saying, ‘You guys have 40 minutes to do this, Good Luck!’”
10. “It is helpful to organize materials in a way so that the kids can access information easily not
having to rely solely on a textbook.”
11. “Tracking is easy because you know whose computer it’s from, and, if you have a great IT
department, they go, ‘Oh! We’ll find them’ and of course, the kids tell on each other.”
12. “Having a dictionary that they can access by double-clicking on a word that they don’t know
means ‘They double-clicked on the word they didn’t know,’ instead of just reading over it.”
Cons of Using Technology, According to Teachers and Staff
1. “There are many pitfalls to technology use: off-task behavior, not paying attention, checking
emails.”
2. “Creating an online quiz is great for grading, but, if you don’t know what you’re testing, it
doesn’t make it a better quiz.”
3. “In some ways, it can really get in the way. If kids don’t have access to the Internet if it goes
down (lesson plans rely on the Internet!). Now, I’ve got to figure out paper and pen.”
LEARNING AND TEACHING WITH TECHNOLOGY 58
4. “Now, since students carry their computers around, there are a gaggle of wires everywhere
and it’s becoming a hazard because students are plugged in all the time. Measures to
reduce this include telling students to charge their computers overnight.”
Although some may argue that technology has no place in the classroom due to being
subtractive to student leaning, teachers and staff of Ekwutosi, disagree. “If we are preparing
them for a system outside of school, then technology has to be a part of it,” Ms. H justified. In
her interview, the Dr. P also revealed that, in her 10 years of leading Ekwutosi, she has seen,
Technology as a valuable tool for kids and if nothing else, it is a hook to engage them
even if we’re not supposed to say that but it is…It’s a shiny object, if they go towards it
then, we can use it. (Personal communication, September 16, 2014)
According to the results from interviews and observations, the specific instructional
practice or strategy that is well suited to the use of technology is derived through project-based
learning. This instructional practice facilitates learning, “From the research to the delivery,
accessing the curriculum…it’s got all of it in there,” said Ms. H (personal communication,
September 19, 2014). Additionally Ms. H explained that, “They can design a program that they
can use to build something with, on a 3D printer, they can collaborate on Google Docs, they can
make presentations; from elementary to Power Point, to more sophisticated Prezi, videos, music,
etcetera” (Personal communication, September 19, 2014).
To find out whether there are times when teachers choose not to use technology for
instruction, several interviews with teachers were conducted and classrooms were observed.
According to Dr. P, “We don’t use cell-phones at school because they are a distraction to
everyone else” (personal communication, September 16, 2014). Ms. E also shared that, “When
technology creates a hindrance, it is not used…sometimes, it gets in the way” (personal
LEARNING AND TEACHING WITH TECHNOLOGY 59
communication, September 17, 2014). Ms. H provided a scenario describing how, “When I’m
giving a lecture, I don’t have them type their notes, I have them write them” (Personal
communication, September 15, 2014). Besides, agreed Ms. E, “Studies show that people who
type their notes have much less retention and much less understanding than written notes”
(personal communication, September 17, 2014).
As it relates to how technology changed the way teachers organize student learning,
according to Ms. E, “Using Moodle is really helpful because you can put a lot of responsibility
on the kid” (personal communication, September 17, 2014). She continued to say, “It is helpful
being able to organize materials in a way so that the kids can access them easily and not having
to rely solely on a textbook” (personal communication, September 17, 2014).
Summary
Ekwutosi faculty and staff have a wealth of lessons learned they are willing to share.
School leaders and teachers in the various stages of technology integration or implementation in
the classroom would benefit from collaborating with a school such as Ekwutosi High. As it
relates to what advice teachers at Ekwutosi would give others about implementing technology in
the classroom, teachers suggested,
1. “Go slow: Be comfortable with what you’re doing before you move to the next step.”
2. “Just don’t be afraid of it.”
3. “Get together with each other as teachers.”
4. “Pair up so that you’re with the ones that are kind of savvy and learn from them.
5. “Learn from the kids…I don’t care what their economic background, kids know stuff and
they’d love to teach you.”
6. “Get training!”
LEARNING AND TEACHING WITH TECHNOLOGY 60
7. “It seems overwhelming at first but try doing one thing at a time with the end in mind.”
8. Figure out “What is the purpose of them using a particular technology?” …If not, it’s not
going to be useful.
9. “Stay true to what you want to accomplish”
10. “Kids know more than you. Get out of their way. Trust them to use it and teach each other.”
11. “Be brave, It’s not going to go well, it’s not going to work, it’ll be frustrating.”
12. “Technology is always changing. You have to keep up-to-date.”
13. “There are a lot of things that streamline communication and their ability to demonstrate
their understanding.” (Personal communication, September 2014)

LEARNING AND TEACHING WITH TECHNOLOGY 61
CHAPTER FIVE: DISCUSSION OF FINDINGS
During the observations, transcriptions and coding of the data collected, it became clear
that, although this school had access to various forms of technological hardware and software,
there were other factors that contributed to their sustained outcome. Results from observations,
surveys, interviews and the data from the student handbook revealed four prevalent themes:
Systems in Place, Culture of Collaboration, Learning by Doing and Accountability emerged as
actual factors that resulted in the success of this school. These themes serve as the topics of
discussion for the rest of the findings.
Systems in Place
Innovative features at Ekwutosi include shared planning and meeting time for staff, state-
of-the-art technical facilities for project-based learning, internships and connections to the
community (School Profile 2013-2014). Ekwutosi’s principal, surprisingly, has little experience
with technology and makes no apologies for being a digital immigrant. “I don’t need to know
much about it,” she said during the interview. “The technology piece was always someone else’s
deal and not mine and I still don’t know very much about it. I have people that do” (personal
communication, September 16, 2014). Agreeing with the principal, Mr. G said, “As a
professional, it’s great to have that level of trust when she says, ‘You seem to know what you’re
doing, try it out and then see if it works and keep doing it or not’” (personal communication,
September 18, 2014). “That attitude is what makes things work here,” Ms. E proclaimed in
response to why things are the way they are. In addition, she also credits, “Having this
incredibly creative supportive principal who instead of saying this is what is happening, she’s
like, ‘I don’t know, you guys teach, what do you want? I don’t care; I’m not in the classroom.
You guys decide, and we’ll vote.’” (Personal communication, September 17, 2014). This system
LEARNING AND TEACHING WITH TECHNOLOGY 62
of simply getting the right people “on the bus,” allows this administrator to focus on what is
important: student achievement.
Culture building begins the summer before 9
th
graders start at Ekwutosi, as they are
engaged in a mandatory boot camp where they are front-loaded with the rules, expectations and
policies. Mr. G explained that,
Purposeful training during 9
th
grade means that teachers are spending a lot of time going
over, for example: Analyzing the validity of a website. They are given worksheets and
then they spend weeks or months learning content in a formal way. That gets re-enforced
in their classes so that by the time that they’re seniors, you hear them say, “This is some
guys blog! Well, can you trust it? I don’t know! Where is the evidence?” These little
conversations happen over and over again until they can justify using it. Students need to
be aware what plagiarism is in order to be successful in college.” (Personal
communication, September 17, 2014)
In the midst of transitioning to tablets over the summer prior to this study, a boot camp
was conducted wherein teachers needed to figure out how to use devices by trying them out. On
having technology access for every student, Dr. P stated
I sort of view it as a Civil Rights issue, in that, if that’s what the world is doing, we need
to get out kids on board with that so that they can go off to college and work the way
they’re supposed to work or they can go off to a job and work the way they’re supposed
to work. That’s not just technology, that’s also with the collaboration and projects.
(Personal communication, September 16, 2014)
According Ms. E, “Having a trusting principal and a collaborative staff who share the
same vision,” can be attributed to their success (personal communication, September 17, 2014).
LEARNING AND TEACHING WITH TECHNOLOGY 63
Results based on observations, survey results and interviews reveal that having explicitly
described policies and expectations that are sustainable and consistently mandated also make
things work here.
Curriculum
According to its school profile, Ekwutosi is a small learning community in which
teachers effectively incorporate technology into the classroom, gearing their expertise to
individual learning styles and making Ekwutosi a model school demonstrating “best practices” in
secondary education. All students receive a rigorous college-bound curriculum and must meet or
exceed the A-G requirements for entrance into the University of California as their high school
graduation requirements. With a deep commitment to have an impact on the job readiness of
students, Ekwutosi is ambitious in the exploration of STEM studies. Simultaneously, as they
have grown over the years, their Humanities staff members proved themselves to also be equally
strong and demanding, as demonstrated by their students’ future interest in everything from
architecture and the arts to history, international studies, creative writing and journalism.
Ekwutosi also customizes its courses to individual students. Teachers work to challenge
students to their highest abilities. Students in grades 10, 11 and 12 have the option to contract
with teachers and take classes for honors credit. Honors course are rigorous and should be
viewed as college-level study. Students in the senior class are able and encouraged to take an
online course off campus at a local community college instead of enrolling in elective courses.
The alternate semester, seniors complete an internship at a local business.
An essential component of the Ekwutosi program is project-based learning in which
students utilize a variety of technological tools to approach academic subjects. Projects require
students to apply skills in situations that mirror professional environments. Continuous learning
LEARNING AND TEACHING WITH TECHNOLOGY 64
is facilitated through the students’ ability to connect with teachers and peers outside of the
classroom since collaborative projects can be continued via the Internet.
Through relationships with business partners, students benefit from internships and gain
valuable professional feedback working and learning on-site at businesses, schools, nonprofit
organizations and professional associations. Each Ekwutosi student must complete an internship
during senior year, and all students are interviewed and assigned a mentor. Ekwutosi developed
academic internships with over 30 local businesses and organizations including the Boys and
Girls Club, Chef Merito Inc., the Economic Alliance of the San Fernando Valley, Providence
Tarzana Medical Center, I.D. Me Promotions, Kaiser Permanente, the Mid Valley Chamber of
Commerce, Mike’s Roofing Service Co. Inc., Neighborhood Legal Services, North Valley
Chamber of Commerce, Office of Congressman Brad Sherman, Roberts Tool Co. Inc., the
Southland Regional Association of Realtors, The Los Angeles Sparks, Time Warner, Volunteer
Center of Los Angeles, New Horizons, Encino Elementary School, and the Valley Economic
Development Corporation.
Courses and Electives Offered
English: Expository Reading and Writing AB, American Literature Composition, Honors
American Literature Composition, Contemporary Composition, English 10 A/B, English 9 A/B,
Humanities A/B.
History/Social Studies: Principles of American Democracy, US History 20
th
Century
A/B, Honors US History 20
th
Century A/B, World History, Culture, & Geography: Modern
World A/B.
Mathematics: Math 1AB, Math 2 AB, Math 3ab, Honors Math 3, Statistics and
Probability A/B, Pre-Calculus A/B, Honors Advanced Calculus A/B.
LEARNING AND TEACHING WITH TECHNOLOGY 65
Lab Science: Biology A/B, Honors Advanced Biology A/B, Chemistry A/B, Honors
Chemistry AB, Physics A/B (9
TH
grade), Honors Physics A/B (12
th
grade).
Foreign Language: Spanish 1 A/B, Spanish 2 A/B.
Visual/Performing Arts: Drama A/B, Photography 1 A/B, Advanced Acting/Play
Production A/B.
Electives (offered on a rotating basis): Economics, Journalism 1 A/B, Philosophy A/B,
Science Technology & Research 1 A/B, Environmental Studies A/B, Constitutional Law,
International Relations, Film: The Integrated Art/Documentary Studies, Science and Technology
Research I & II, Marine Biology A/B, Molecular Biology A/B, Personal Finance, Human
Sexuality, Music and Technology A/B (guitar), Web Programming A/B, Computer
Programming, Screenwriting, Logic, Project Science, Digital Media, Art History, History of
Math, Sociology, Urban Agronomy, Yearbook Journalism, Robotics, Brian Mind and
Consciousness.
X-Block (their version of P.E. offered on a rotating basis): Yoga, archery, Pilates,
football, soccer, ultimate Frisbee, volleyball, conditioning, skateboarding, dance, running, tai chi,
Dance Dance Revolution, power walking, and basketball.
School-Issued Materials Policy
Four years before this study, Ms. E revealed, “The school gave each student their own
computers, and it was a relief for the staff.” Prior to that, teachers would have to maintain
computers carts within their classroom. She added that,
Transitioning to letting students take the computers home came about because it was
taking too much instructional minutes away from the day, and students were not
obligated to take care of it. Students didn’t have much incentive to take care of them.
So, we took the next step, which was a difficult step, giving each kid a lap-top. The
LEARNING AND TEACHING WITH TECHNOLOGY 66
problem with that was half of the population is Title 1, and, when you hand a kid a
computer and say, “If you break this, you have to pay for it,” that’s a big burden for a
family to entrust to a 15 year old. We had to struggle with that, but we came up with
different solutions for that. One solution is for the kids who were like, “I don’t really
trust myself with this,” we say, fine, leave it in school. (Personal communication,
September 17, 2014)
Currently, students at Ekwutosi are assigned a laptop and a charger at the beginning of
the fall semester and must return them at the end of the spring semester. If they opt to use their
personal laptop, the student and their family/guardian will need to complete and sign the
“Student Personal Laptop Computer Agreement.” The computer usage policies that apply to the
school computer extend to the personal laptop as well. Students are not to leave their computers
unattended around the campus. The laptop, once assigned to a student, becomes the student’s
responsibility until it is returned to the school at the end of the school year or if the student
leaves the school. Students are responsible for the replacement of any lost, stolen, or damaged
laptop or charger. Students should not share laptop or charger with any other student, and will
report these lost items immediately to an administrator. Due the one-on-one system now
implemented at Ekwutosi, the Ms. E revealed,
We have very, very little loss and breakage. But it’s not that we have none, but they take
pretty good care of them and we use them, year in year out. We get them back and
they’re ready to go the next year. They took so much better care of them because they
were theirs. (Personal communication, September 17, 2014).
Payment for laptops or chargers that have been lost, stolen, or damaged are due before
another textbook can be issued to the student, and, if payment is not received, a hold is placed on
LEARNING AND TEACHING WITH TECHNOLOGY 67
the student’s account. Holds do not allow a student to participate in clubs and after school
activities such as, Robotics, fundraisers, dances, class activities, etc. However, according to Ms.
E,
We also developed a policy for some of the kids so that they could work off the debt by
working certain hours at school at an hourly rate and other kinds of ways that didn’t make
it impossible. This would be a burden on this family that would put pressure on a 15
year-old who would say, “Oh my God! I left my computer on the bus, we’re not going to
be able to eat for a week now because of me.” That is a big burden for a kid, but we also
impressed on the kids that this is a big responsibility. Don’t fling your backpack around
with your computer in it, it’s yours! (Personal communication, September 17, 2014).
Technology and Electronic Usage Policy
As it relates to technology usage at Ekwutosi high school, the expected school-wide
learning results state that, “Students will use technology as a tool to solve problems, conduct
research, organize and manage projects, perform complex mathematical calculations, and
enhance all work” (Student handbook, p. 1). This policy states that Ekwutosi uses electronic mail
to provide a wealth of information to students, and it is one of the primary means of
communication between staff and students at the schools. As a result, it is required that students
check their Ekwutosi email at least once a day, but may never check email during class activity
such as a lecture, discussion or project. The network is provided for students to conduct research
and communicate with others.
According to the Internet and electronic mail usage policy within the student’s handbook,
Ekwutosi offers its students access to the school computer network for electronic mail and the
Internet. However, in order to gain access to email and the Internet, all students under the age of
18 must obtain parental permission and must sign and return the Acceptable Use Policy Form
LEARNING AND TEACHING WITH TECHNOLOGY 68
(Appendix F). Students 18 and over may sign their own forms. Access to email and the Internet
enables students to explore thousands of libraries, databases, and bulletin boards while
exchanging messages with Internet users throughout the world. Each student has a printing
account that allows him/her to print out various materials for their classes. Students are given 40
prints per month, and, after the 40 prints have been used, the student can buy 10 extra prints for
$1.00.
Within this same policy, families are warned that some materials accessible via the
Internet may contain items that are illegal, defamatory, inaccurate or potentially offensive to
some people. While the intent is to make Internet access available to further the educational
goals and objectives of the organization, students may find ways to access other materials as
well. Ekwutosi believes that the benefits to students from access to the Internet, the form of
information resources and opportunities for collaboration, exceed any disadvantages.
Ultimately, parents and guardians of minors are responsible for setting and conveying the
standards that their children should follow when using media and information resources. To that
end, Ekwutosi supports and respect each family’s right to decide whether or not to apply for
access.
Expectations of Student Behavior on Computer Networks
There is no expectation of privacy at Ekwutosi. Administration and staff warn that they
have the right to inspect at any time, any computer, school-owned and student-owned, that is
being used on campus. For the avoidance of doubt, the following are not permitted on the
Ekwutosi network:
1. Sending or displaying offensive pictures or messages
2. Using obscene language
3. Harassing, insulting, or attacking others
LEARNING AND TEACHING WITH TECHNOLOGY 69
4. Damaging computers, computer systems, or computer networks.
5. Violating copyright laws
6. Using another’s password
7. Trespassing in another user’s folders, work, or files
8. Intentionally wasting system resources
9. Employing the network for commercial purposes
10. Using servers for personal storage
Additionally, the use of the following programs and software is strictly prohibited:
1. ANY File Transfer Protocol (FTP) program or software
2. ANY Telnet Remote Control program or software
3. ANY video game or copy of videogame not written and designed at Ekwutosi or pre-approved
by the principal. This applies to console and desktop PC video games, as well as any such
program on an external hard drive (including a so-called “thumb drive” this is connected
to the Ekwutosi network or nay school computer.
4. ANY File Sharing Applications
(Kazaa/AudioGalaxy/Gnutella/Bearshare/WinMX/Morpheus/etc.)
5. ANY operating system or network probing utilities including, but not limited to:
1. Netsend
2. NMap
3. VNCViewer or any other remote desktop software
4. Password Cracking software
5. Desktop Theme Software
6. Portscanning Software
LEARNING AND TEACHING WITH TECHNOLOGY 70
7. Network Sniffing Software
8. Chat and Instant Messaging applications including downloadable java clients
9. Anonymous Proxy Software or websites
1. Shortcuts to any DOS programs (that are not academic programs)
Students may not bring copies of any commercial or shareware software (such as PhotoShop,
Illustrator, or Winzip) into the Ekwutosi system or attempt to download any such software from
the internet, their home system, or any foreign system to the Ekwutosi system. Students may not
attempt to copy any files off any Ekwutosi computer via network, diskette, zipdisk, USB drive,
CD-R, etc., except those explicitly created and intended for their use. Students may not attempt
to pirate any software. Students may not attempt to gain passwords from other users through
watching keystrokes, guessing, persuading, cracking programs, or by any other means. If a
student wishes to have any software installed on the Ekwutosi system, they must speak to the
Director of Technology. A student may never install any software on the Ekwutosi system.
At Ekwutosi, access to the network is a privilege, not a right. Access entails
responsibility. Violation of any guidelines may result in the denial of computer to the student
and other possible disciplinary consequences. During a time that a student is denied access to
Ekwutosi computers, the student’s computer account will be disabled, and the student will not be
allowed to use any other computer accounts at Ekwutosi. During this time, the student is
expected to continue all normal coursework but is not allowed to use computer privileges at
Ekwutosi.
Culture of Collaboration
The project-based nature of the Ekwutosi program makes attendance extremely
important. During passing periods and breaks, the culture of collaboration is the dictate in this
LEARNING AND TEACHING WITH TECHNOLOGY 71
Nerdvana. Throughout the day, students can be seen, laptops in hand, navigating through the
open campus to go to class or join their group members. The way this campus runs lends itself
to Bolman and Deal’s (2008) Structural and Symbolic Frame because the students not only
adhere to the rules and policies as though they understand their roles and have bought into the
school’s goals, but they are very much focused on upholding the culture of collaboration.
Throughout the campus, there are sitting areas catered for group discussions with easy
access to outlets. Since their laptop usage is constant on a daily basis, students are in constant
need of charging their devices. In the future, teachers hope that the battery power or mode of
recharging will be less obstructive because, walking through the campus, one needs to be careful
so as not to trip on extension cords.
Through project-based learning, students use various technological media to tackle every
subject matter’s problem. Projects require students to apply skills in situations that mirror
professional environments. Continuous learning is facilitated through the students’ ability to
connect with teachers and peers outside of the classroom since collaborative projects can be
continued via the Internet (School Profile 2013-14).
The FIRST robotics team, teaches students the design and construction of robots
requiring teamwork and intellectual problem-solving skills. Robotics competitions build
motivation and camaraderie. Students also participate in creating business plans and publicity
for the team (School Profile 2013-14). This school’s alumni mentor the robotics team in order to
maintain the school’s standing in competitions.
The English teacher collaborates with the History teacher on the “Civilization Project”
while students in already designated cohorts break out to various corners of the open campus to
work together. Each student needs a device that can be personal or loaned from the school with
LEARNING AND TEACHING WITH TECHNOLOGY 72
a contract attached. Everything from syllabi, agenda, samples, worksheets, and outlines are
digitized on a system called Moodle. Through this platform, a teacher serves as a facilitator
guiding, not front-loading, the information. Students know where to retrieve the day’s objectives
along with the deadlines. Each task involves the allocation of responsibility and there is a shift
into a flow of ideas from student to student, as they come to an understanding between
themselves.
Even during lunch across the campus, students can be seen in groups, computers in hand
discussing amongst themselves. Some students even take the initiative to clear their tardies. The
level of respect that the students feel towards the office staff creates a caring atmosphere that
seems reciprocal.
When Ms. E gave her students an assignment that required the use of Google Sketch Up,
She admits, “I didn’t know how to use the program!” so she reached out to her colleagues and it
turned out that the Chemistry teacher was familiar with it. He became the instructor of that
program, and, then, students taught her.
As it relates to collaborating for professional development (PD), Ms. E explained that, at
various point in time, they have had PD’s with staff who will say, “Listen I’m really great with
Moodle, so I’m going to run a PD for my colleagues. Here’s what I’ve done.” In addition,
teachers have had a lot of informal trainings, “Has anybody tried this? Has anybody done this? I
just came across this program that I think is great. If you guys are interested in trying it out, let
me know what you think?” (personal communication, September 17, 2014).
Learning by Doing
Even though technology is ever evolving, teachers and students at Ekwutosi High School
are not afraid to try new things until they figure it out. Unfortunately, once they figure one thing,
LEARNING AND TEACHING WITH TECHNOLOGY 73
the next best thing is out. However, Ms. H expressed how this is beneficial, “Since the students
tend to get bored, this way, they’re constantly up to date” (personal communication, September
19, 2014). As it related to their transitioning to new devices, Mr. IT mentioned about the
teachers training, “They’ll be training with the new equipment, given time to play around with it,
at the same time, we’ll come back and see if they have any questions.” Data responses from
teachers and staff unanimously credit their computer literacy to, “Playing around with it and trial
by error,” confirmed Ms. H. According to Dr. P,
I’ve seen a kid who has come in not knowing anything, but, then, during their internship
in their senior year and come out, so proficient…doing incredible presentations,
integrating all these different forms of media etc., and research into one project. (Personal
communication, September 16, 2014)
When probed to reveal how students are taught these skills, Dr. P stated,
They learn by doing. They teach each other. In their freshman year, we have integrated
into their curriculum, certain skills that they need to learn. When students need to create
a PPT, we’ll decide that PPT will be taught and they’re expected to become proficient.
Each grade level becomes responsible for that level and they integrate that skill into a
project. By their senior year, integrated into all their projects are all the technological
skills that they’ve learned. (Personal communication, September 16, 2014)
As it relates teaching and learning with unfamiliar technology, Ms. E shared,
I taught a course in documentary studies, and I had zero experience with editing, but I
gave the assignment anyway. I had no idea how it worked, but I knew how it should look
like when it was done so I said, “Let’s figure it out!” So, when students had trouble, part
of what I was teaching them was, “How do you solve that problem? Let’s try…What
LEARNING AND TEACHING WITH TECHNOLOGY 74
does the help menu say? How can you trouble-shoot these problems?” It became as much
a course about making a video as it did a course about how to use technology that you
may not be familiar with. (Personal communication, September 17, 2014)
Ms. E also shared that,
I gave my students a Podcast project, but I didn’t know how to do it. I was never
concerned that I gave kids something to do that I didn’t know how to do. I might not
grade them harshly. I feel that it is my responsibility to help them, but I never went into
it saying, “I don’t know how to do it so I’m not assigning it. I was like, “Let’s figure it
out together.” (Personal communication, September 17, 2014)
Accountability
“Measuring student learning shouldn’t be measuring their ease of technology. When you
give them an Art project, are you grading them on how they drew or how well they attempted to
communicate the information through their horrible drawing?” asked Ms. E (personal
communication, September 17, 2014). In terms of demonstrating what has been learned, Ms. E
continued,
Students can demonstrate their understanding by using Clip Art, for example, to enhance
their creativity or using a Power Point for presentations. By the time they’re juniors and
seniors, the Power Point should have no words, just images with maybe a few words that
enhance what they’re try to say. (Personal communication, September 17, 2014)
“So you need to be careful,” Ms. H warned. “If a Power Point doesn’t look pretty, but it
demonstrates understanding, you’ve got to remember what it is you’re trying to assess” (personal
communication, September 19, 2014). As it related to monitoring students on the network, Dr. P
revealed,
LEARNING AND TEACHING WITH TECHNOLOGY 75
As we were travelling on this path for the first time, trying to figure out how to use
technology in the classroom, we had to be mindful of what you don’t want the kids to do
and how to prevent them from doing that. Sometimes, I think we have gotten stuck in
our own rules about what kids should not be doing and that in fact, becomes an
impediment to their learning because we’re more nervous about it than they are
(wondering where we are going? what are they looking it?). I think we’ve learned from
the kids to relax down from that a little bit. (Personal communication, September 16,
2014)
To learn to take responsibility of their actions, students at Ekwutosi are handed a laptop
that they are responsible for throughout the year. In the event that any part of the device is
damaged, students can work it off on the campus or their families are expected to pay to fix or
replace the item. The explicit conditions surrounding every policy set forth by the school
functions as a contract among all stakeholders with direct accountability upon the student.
Although having a one-to- one was decided upon because of convenience and realistic outcomes,
students may lose their privilege.
According to the student handbook, students at Ekwutosi take part in an annual
Presentations of Learning (POL) where they present before a board of Ekwutosi faculty,
administration, board members, or outside experts, on a topic of study from that academic year.
In this presentation, individual students exhibit the skills and knowledge necessary to be deemed
ready for advancement to the next grade level. Topics available for presentation are determined
by the faculty and may change from year to year. According to Mr. IT, who also happens to be
an alumnus,
LEARNING AND TEACHING WITH TECHNOLOGY 76
When students are creating these presentations, they’re using technology to gather their
notes together, do the research on-line, create a presentation, and that’s created from the
computer. Students are using technology, whether online through Prezi or using an
actual Power Point or even with videos and audios. Instead of just making a card-board
poster board, pasting, printing things out on there and talking about it, they’re able to
create an interactive, more visual, professional way of doing it through a Power Point or
through a presentation using a computer. The evidence shows through student’s
performance on state tests, POL’s, and the school’s performance as a whole. In the sense
of grades, the way they present themselves in their POL’s, you can see how much they
interact with other students and teachers. (personal communication, September 15, 2014)
These opportunities to hold students accountable for their learning outcomes, releases the
responsibility off the teacher who functions as a facilitator.
Recommendations
Since Ekwutosi High School is a replication of an affluent model, there is a need for
further research into an in-depth analysis of the leadership process for scaling in a non-affluent
district. For example, how did Ekwutosi decide upon what systems would “fit’? Additionally,
findings from a school that took the “tech focus” and related it to another student “type”
(“Nerdvana” vs. “The Artists”), would provide further considerations for different student
groups.
Conclusion
According to Mr. G, “Technology doesn’t matter if you don’t have something to say.”
Simply giving teachers and students an electronic device does not equate to technology
implementation. Having a plan of what role technology will play in the advancement of learning
LEARNING AND TEACHING WITH TECHNOLOGY 77
and teaching goals should be at the forefront of such plans. Educators nationwide can benefit
from collaborating across disciplines, subject matter, and school sites in order to share best
technological integration practices. Fostering strategic systems in place, a culture of
collaboration, learning by doing and accountability structures will enable schools to focus on
student achievement.

LEARNING AND TEACHING WITH TECHNOLOGY 78
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LEARNING AND TEACHING WITH TECHNOLOGY 84
Appendix A
The History of Classroom Technology

LEARNING AND TEACHING WITH TECHNOLOGY 85
Appendix B
The Flipped Classroom Model

LEARNING AND TEACHING WITH TECHNOLOGY 86
Appendix C
Classroom Observation Protocol
Teacher _______________________________ Date _______________________
School ________________________________ Grade/Subject: _______________
Observer _______________________________ Time: _______________________
Research Questions
1. What technology is present and how is it used as a tool of instruction in the classroom?
2. What is the perceived impact of technology on teaching and learning?
3. In what ways does the school climate support the integration of technology? Where does the
leadership come from?

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

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

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

Additional Classroom Environment Notes

What technology tools available at the school are actually being used in the classroom?
LEARNING AND TEACHING WITH TECHNOLOGY 87
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?

LEARNING AND TEACHING WITH TECHNOLOGY 88
Observation Notes

LEARNING AND TEACHING WITH TECHNOLOGY 89
Appendix D
Interview Protocol
Teacher Interview Protocol
Gothold Dissertation Group

RQ1: What technology is present at the school?

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

2. What kinds of personal experiences have provided the knowledge and motivation for you
to successfully integrate technology into your classroom?

3. What kinds of professional experiences have provided the knowledge and motivation for
you to successfully integrate technology into your classroom?

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

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

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

RQ2: How is technology used as a tool of instruction in the classroom?

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

2. What learning outcomes are associated with technology use and how might students
demonstrate mastery using technology?

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

RQ3: What is the impact of technology on teaching and learning?
What are educators’ (teachers and administrators) general attitudes and beliefs about the use
of technology in daily classroom practice?

1. What are your general feelings about the role of technology in education?
Probing questions:
a. In preparing students for higher education?
b. In promoting career readiness?

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

3. Are there times when you choose not to use technology for instruction? When? Why?
LEARNING AND TEACHING WITH TECHNOLOGY 90

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

5. How has technology enabled you to shift the responsibility of learning from you to your
students?

Administrator Interview Protocol
Gothold Dissertation Group

RQ1: What technology is present at the school?

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

2. What kinds of personal experiences have provided the knowledge and motivation for you
to successfully integrate technology into your school?

3. What kinds of professional experiences have provided the knowledge and motivation for
you to successfully integrate technology into your school?

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

5. What challenges have you faced when integrating technology in your school?

RQ2: How is technology used as a tool of instruction in the classroom?

1. Who uses technology in your classrooms? For what purpose?

2. What learning outcomes are associated with technology use?

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

4. How do students demonstrate mastery using technology?

RQ3: What is the impact of technology on teaching and learning?
What are educators’ (teachers and administrators) general attitudes and beliefs about the use
of technology in daily classroom practice?

1. What are your general feelings about the role of technology in education?
Probing questions:
a. In preparing students for higher education?
b. In promoting career readiness?

LEARNING AND TEACHING WITH TECHNOLOGY 91
2. What do you consider to be the benefits and possible constraints of integrating
technology into your school?

3. In what ways has your professional development enabled teachers to create student-
centered learning environments?

4. What advice would you give to teachers and administrators as they begin to integrate
technology?

LEARNING AND TEACHING WITH TECHNOLOGY 92
Appendix E
Staff Survey Protocol

Personal Demographics

1. Which of the following age groups are you?

24 years and younger
24-30 years old
30-40 years old
40+ years old

2. How long have you been teaching?

0-2 years
3-5 years
6-10 years
10+ years

3. What is your current skill level with technology?

“I avoid it” to novice
Somewhat proficient
Proficient
Advanced

4. What is your role at the school? Please check all that apply.

Teacher
Grade-level or Department Chair
Committee Chair (or equivalent)
Instructional Coach or Specialist
District Representative
Administrator
Site-based Technology Point Person
Other _______ (or text box)

Technology Access

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

LEARNING AND TEACHING WITH TECHNOLOGY 93

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

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

LEARNING AND TEACHING WITH TECHNOLOGY 94
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
LEARNING AND TEACHING WITH TECHNOLOGY 95
Sometimes
Most of the time
Always

17. I believe that technology is relevant for both student engagement and student achievement.

Absolutely
For the most part
Somewhat
Not at all

18. The school’s investment in technology has proven worth its cost.

Absolutely
For the most part
Somewhat
Not at all

19. Technology has impacted teaching in what way?

Significantly enhanced teaching
Has somewhat improved teachers’ ability to instruct and manage
Has had a slightly negative impact on the teaching profession
Has proved subversive to the abilities and missions of teachers

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

Absolutely
For the most part
Somewhat
Not at all

LEARNING AND TEACHING WITH TECHNOLOGY 96
Appendix F
Ekwutosi Internet and Electronic Mail Usage Policy

LEARNING AND TEACHING WITH TECHNOLOGY 97

LEARNING AND TEACHING WITH TECHNOLOGY 98

LEARNING AND TEACHING WITH TECHNOLOGY 99

LEARNING AND TEACHING WITH TECHNOLOGY 100

Abstract (if available)

Abstract This qualitative study examined how technology was integrated into an academically high-performing school. Although access to technology has significantly increased in K-12 schools in the last decade and a half, most research indicates the actual usage in most classrooms to be of a low-level (i.e. administrative, skill-drill) variety. The environment created by these typically teacher-centered methods is potentially made more detrimental to student engagement and learning by the fact most students are immersed in a rich digital world outside of their schools. This study explored how schools, purposefully identified for their high student performance and their use of technology, integrated technology into their classrooms, and then gathered information on the perceived impact on student learning and the overall school climate. A survey of school staff, document analysis, interviews with administrators and teachers, and classroom and campus observations were triangulated in order to determine potential impact from the school’s technology adoption efforts.

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Asset Metadata

Creator Imoisili, Hana (author)

Core Title Learning and teaching with technology

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/11/2015

Defense Date 03/02/2015

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

Tag Learning,OAI-PMH Harvest,teaching,Technology

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Hocevar, Dennis (committee member), Levine, Martha (committee member)

Creator Email imoisili@usc.edu,lojoko22@aol.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-568360

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Document Type Dissertation

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