21st century teaching and learning with technology integration at an innovative high school: a case study

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Content K-12 Technology 1

21
st
CENTURY TEACHING AND LEARNING WITH TECHNOLOGY
INTEGRATION
AT AN INNOVATIVE HIGH SCHOOL
A CASE STUDY

by

Julissa Leyva

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

May 2015

Copyright 2015 Julissa Leyva
K-12 Technology 2
Dedication

I have learned that success does not come easy. One has to work hard and strive
to do their best in life. My motivation for my success has come from my belief that I can
achieve anything I set my mind to and that from my success in education, many others
will benefit. I have dedicated my whole career to the field of education. I believe that all
students can learn and all students can achieve their dreams with the right guidance. I
come from a low income, hardworking, agricultural family and was an English Language
Learner. I was that student who was fortunate enough to have that one teacher, Mrs.
Encinas, who changed my life by encouraging me to play sports and challenged me to do
my best in school. I faced many challenges in my life, but with faith, strength, hard work,
and support from friends and family, I was able to accomplish my dream of receiving my
doctorate in education.
I dedicate this dissertation to my parents Roberto and Rafaela Leyva, who have
guided and supported me throughout my education. My father and mother would always
say, “Con Dios en tu vida y en tu Corazon todo es possible.” This means, “With God in
your life and heart, anything is possible.” Thank you for making me understand the value
of education and that by staying focus and working hard I can accomplish my educational
goals.
I also dedicate this dissertation to my children Skyla and Saige Oviedo. Thank
you for your patience and understanding of my absences in your life while in school, but
know that I did this all for you. I wanted for you to have a better life and to be a good role
model in showing you that anything is possible with hard work and dedication.
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Additionally, I dedicate this dissertation to all my siblings, friends, colleagues and
extended family for believing in me and for being proud of my accomplishments. Thank
you for your encouraging words.
Finally, I dedicate this dissertation to my past, present, and future students who I
will always love and care for. You are the reason why I continued to further my
education. I will continue to strive in helping as many students as I can by inspiring them
to follow their dreams. For those students who struggle due to poverty and other home
issues, I want to encourage them that even though you are going through hard times right
now, only you have the power to change the cycle of poverty and despair by continuing
your education.
I dedicate my work to all of you, who have cross my path and who I have learned
so much from each one of you. I am who I am today because of you, I thank you for the
person that I have become and for supporting me in my life accomplishments.

K-12 Technology 4
Acknowledgements
As I began my journey three years ago in my endeavor to earn my doctorate I
have been surrounded by many wonderful people in my road to success. All of these
people have inspired me and motivated me to always strive for excellence.
My parents always encouraged me to do my best and I am very thankful for their
guidance and for everything they have taught me. I thank God for giving me the patience,
strength, guidance, and motivation to achieve my goal. I thank God for giving my parents
the opportunity to see me graduate after a rough past two years of having personal health
issues.
To all my friends and family who were always there to listen and support me in
my needs I thank you for your time and support. A special thanks to my friend, Jennifer
Biagio, who took the time to read my papers, for giving me feedback, and for
encouraging me to become a better writer. To one of my best friends, Sara Bright, who
kept me motivated and supported me throughout countless hours of reading and writing
assignments. I would like to thank my colleague, Brad Rohrbach, who took turns driving
three hours to school and three hours home every other weekend for the first two years of
the program. Additionally, Brad I would like to thank you, for keeping me on track,
assisting me with assignments, and for making me laugh throughout our journey.
A special thanks to the principal and the staff from the high-tech school site who
gave me permission to conduct my research on the impact of technology on teaching and
learning. Your support, time, and expertise allowed me to complete my case study and
finish my dissertation. Thank you for letting me be part of such an amazing school
culture.
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Finally I would like to thank my committee chair, Dr. Stuart Gothold, for his time
and support in assisting me in completing this case study. Dr. Gothold I would like to
thank you for sharing your educational experiences with us and in encouraging us to
become great leaders. I admire your passion for education and in helping others.
Additionally, I would like to thank Dr. Dennis Hocevar and Dr. Maria Ott for being part
of my dissertation committee. Thank you for your guidance, advice, and support
throughout this process. You are all amazing people.

K-12 Technology 6
Table of Contents
Dedication 2
Acknowledgements 4
List of Tables 8
Abstract 9
Chapter One: Overview of the Study 10
Background of the Problem 10
Statement of the Problem 12
Purpose of the Study 13
Research Questions 13
Significance of the Study 13
Methology 15
Assumptions 17
Limitations and Delimitations 17
Definitions of Terms 18
Organization of the Study 25
Chapter Two: Review of Related Literature 26
Introduction 26
History and Background 26
Technology in K-12 Schools 28
Impact of Technology 32
Positive Aspects 34
Negative Aspects 37
Barriers and Issues 39
Teacher Ideology 42
Leadership and School Culture 44
A Framework for Developing Compenticies in Technology Integration 45
Figure 1: Adaptation of TPACK Framework 47
Promising Practices and Models of Technology Use 47
Critique 51
Chapter Three: Research Methodology 53
Introduction 53
Research Questions 55
Conceptual Base 56
Conceptual Model 57
Research Design 57
Population and Sample 59
Instrumentation 61
Data Collection 65
Validity and Reliability 68
Data Analysis 69
Conclusion 70
Chapter Four: Results 71
Research Questions 71
Methodology 72
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School Site Visitation 73
Recent History of Sunshine Charter High School 76
Findings by Research Question 78
Research Question One 78
Summary of Findings for Question One 83
Research Question Two 84
Summary of Findings for Question Two 89
Research Question Three 89
Summary of Findings for Question Three 95
Emergent Themes 96
Leadership through Four Frames 98
Summary 101
Chapter Five: Discussion 103
Overview 103
Purpose, Significance, and Methodology 104
Conclusion 106
Implications 110
Recommendations for Further Study 112
Summary 113
References 115
Appendix A: Interview Protocol 123
Appendix B: Observation Protocol 125
Appendix C: Survey Protocol 129
Appendix D: Document Analysis Tool 133

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List of Tables
Table 1: Survey Results Addressing Research Question Two Part 1 85
Table 2: Survey Results Addressing Research Questions Two Part 2 86
Table 3: Survey Results Addressing Research Question Three Part 1 91
Table 4: Survey Results Addressing Research Question Three Part 2 92

K-12 Technology 9
Abstract
The United States’ recent educational reform with the transition to the Common Core
State Standards and the push for 21
st
century skills has K-12 schools budgeting and
planning for technology integration in the classroom. The focus of this case study was to
identify the impact of technology on teaching and learning practices in a high-tech high
school. Other specific practices that the study examined were instructional practices,
school culture, school leadership, and the integration of technology in the classroom. This
qualitative case study design utilized documents, surveys, interviews, and observations to
gather information. The results revealed the key findings for how schools can integrate
technology to yield a positive impact on teaching and learning. These key findings
consist of teachers having positive attitudes, high self-efficacy, with the perception that
technology is beneficial for teaching and student learning. Additionally, strong
administrative leadership support with a shared vision and a school climate where all
stakeholders embrace technology established by norms, values, beliefs, and practices that
promote and highlight the positive impact of technology on teaching and learning.
Finally, the findings indicate that professional development is necessary for teachers to
implement an effective technology structured program with instructional practices and
the technology tools necessary to enhance teaching and learning in the classroom. From
this case study, educational practitioners and researchers can gain a better understanding
of the critical fundamental process and the support system necessary to integrate
technology in the classroom to achieve a positive impact on teaching and learning.

K-12 Technology 10
Chapter One: Overview of the Study
Background of the Problem

For the past forty years, technology has been part of education, but the
educational system has not effectively supported the implementation of technology
integration in the classroom. Additionally, almost two decades ago, the US Congress
Office of Technology Assessment was clear in asserting that technology needed to be
incorporated into the instructional process in the classroom (Hew & Brush, 2007). In
2001, President Bush signed the “No Child Left Behind Act” (NCLB) and as part of the
accountability process all schools needed to ensure that technology was integrated
throughout the curriculum by the end of 2006 (Hew & Brush, 2007). NCLB also required
that all students be technologically literate by the completion of eighth grade. Even
though policies have been created, and schools have been required to integrate
technology into the classroom since NCLB, it has been a slow process.
There are many barriers and issues that Kindergarten through twelfth-grade
schools face when integrating technology into the curriculum for instructional purposes.
Some of the obstacles are due to limited resources, finance, school leadership, school
culture, professional development, technology infrastructure, educators’ attitudes and
beliefs, and teachers’ knowledge and skills in technology. Schools face challenges to
provide access to technology while determining how best to support teacher integration
of technology instructional practices to enhance student learning. An additional barrier is
the low-level utilization of technology. For instance, many teachers use technology at a
lower level for drill and practice software programs, personal internet use for lesson
planning, assessment record keeping purposes, presentations, and student records.
K-12 Technology 11
Keengwe and Onchwari (2009) research projects revealed that teachers tend to move
through five stages of “instructional evolution” for using technology: entry, adoption,
adaptation, appropriation, and invention. Few teachers move beyond the initial stages
because they become overwhelmed with initial implementation and set-up. School
visions for technology integration in education are not realized, not for lack of
formulation and planning. Rather these technology plans are inadequately resourced to
the point where teachers could not and would not use technology effectively (Keengwe &
Onchwari, 2009). Technology resources in K-12 schools have yet to reach full
implementation status and be viewed as a tool that supports and significantly impacts
student learning in a meaningful way.
Some researchers may argue that technology should not be the only engine by which
we drive teaching efforts or define what is considered to be excellence in teaching and
learning. Some believe that human interaction is a teaching tool for student learning and
that teaching must have a personal touch (Brazeau, 2007). Most research studies have
examined the effectiveness of software programs and the type of technology use in the
classroom, but lack the information of what teaching strategies were implemented or the
teaching methods that were used to measure the effectiveness of the programs or the
technology tool used in the classroom. Although positive and negative aspects of the
impact of technology exist, research studies in education show that technology usage in
the classroom can support student learning.
Technology integration is an essential component that will forever change the
traditional way of teaching and learning in the classroom especially with the new
Common Core States Standards (CCSS) transition and the 21st Century skills
K-12 Technology 12
implementation. Recent reform in American education has caused a tremendous shift in
educational policy, accountability, curriculum, and assessment across the nation. The
requirements of the CCSS combined with the push for 21st century skills require students
to be universally literate in technology and equipped to be competitive candidates’ in the
future global job market. The 21
st
century skills require more technology practices and
skills in the classroom with an emphasis that students be technology literate as
preparation for their future careers. Students will be expected to use technology to
enhance communication, critical thinking, creativity, and collaboration skills.
The transition to common core standards mandates schools to prepare students to
learn basic technology skills in order to be able to maneuver and answer questions on a
computer for the 2014-2015 CCSS Assessment. As a result, more research is needed on
how technology affects teaching and learning and in identifying best instructional
practices used by teachers in high technology schools. Inclusively, technology is a tool
that can transform education, improve student learning, and better prepare students with
the 21
st
century skills and knowledge needed to succeed in an ever-changing
technological world.
Statement of the Problem

According to research, technology is a tool that can be used to enhance student
academic learning. Unfortunately, there is limited research on successful models,
especially on instructional practices used with technology integration that effectively
support student academic achievement. Most technology is used at the lower level to
engage, substitute pencil and paper, or to replace the textbook. Additionally, increased
availability of technology in the schools does not necessarily lead to improvement in
K-12 Technology 13
classroom teaching practices (Inan & Lowther, 2009). We do not fully understand all the
factors that impede technology integration and whether access to technology has either
increased student academic progress or improved the quality of instruction to enhance
student learning. Another area we do not fully understand is the tools and plans necessary
for teachers and students to fully benefit from using innovative technology instruction
and pedagogy in the classroom to enhance teaching and learning.
Purpose of the Study
The purpose of the study was to identify the impact on teaching and learning
practices in high-technology usage by K-12 schools.
Research Questions

The study addressed 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?
Significance of the Study

This study is significant because it will contribute to the literature by providing
best technological practices for teaching and learning in classrooms that have enhanced
student learning. Through this study, the research will provide support for teachers,
administrators, and professionals working towards integrating technology into the
classroom instructional setting. From this study, educational practitioners and researchers
can further gain a deeper understanding of the correlating issues that accompanies
K-12 Technology 14
technology integration in the classroom instruction. Information on effective use of
technology in the classroom with a focus on teaching and learning practices in K-12
schools, contributes to the ongoing research of technology being used as a tool to
enhance student learning.
Although this is a case study of a single K-12 school and the findings cannot be
generalized, the study was completed as part of a thematic dissertation team. This case
study can be examined as part of a series of eleven case studies. Within all case studies,
the findings are limited to the actual case, but when examined collectively, they can
provide insight into teaching and learning technology practices. These technology
practices used in the classroom may prove a success for other schools. Additionally, the
findings will contribute to the body of knowledge within the educational field by
highlighting technology practices that are crucial in technology integration and are
commendable of additional research.
This study recognizes the accomplishments and achievements of educators at the
specific school selected for the case study. The study is a factual, detailed description of
the perceptions, behaviors, and practices of the educators and the school community that
contribute towards the success of technology integration at the school. With the transition
to the CCSS and 21
st
century skills, it is important to acknowledge high-technology
schools that are enhancing student learning with technology. This research will provide
educators the key practices in creating a school environment where all students are
technology literate and prepared to compete in a global market.
K-12 Technology 15
Methodology
This case study of a particular K-12 high-technology school was completed using
a mixed method qualitative research design. The study used a qualitative, descriptive
research methodology to get first-hand information on a detailed description of people’s
activities, actions, and behavior of the population at the school site. Through interviews
and observations, detailed information was gathered on people’s feelings, opinions,
experiences, and knowledge of technology use in the classroom. In qualitative research
studies, data triangulation increases validity by gathering information from different
settings and individuals using a variety of methods such as interviews, surveys,
observations, and documents (Maxwell, 2013). By using the four methods of data
collection it substantiated the data by checking what the interviewees says, to what the
researchers observe, to survey responses, or to what was read in the school’s documents
(Merriam, 2009). The study used interviews, observations, surveys, and documents to
gather and verify information on how technology is perceived and used in the classroom
instruction.
The study used “purposeful selection” when selecting the individuals, time, and
setting for the qualitative research. The study examined the impact of technology on
teaching and learning practices that have been proven to enhance student learning at a
high-technology K-12 school which met the following seven out of seven criteria:
Academic Performance Index (API) ranking of seven or better (three or more years),
had a structured technology plan, evidence of grants and partnerships to support
technology efforts and/or Partnership for 21st Century (P21) skills, evidence of research-
based practice in technology, a mission statement referencing technology, a minimum of
K-12 Technology 16
400 students enrolled, and recognition from Apple Distinguished School, High Tech
Network, or California Distinguished School Technology Practice. Researchers select
individuals according to which individuals will best provide you with the information
needed to answer your research questions. The researcher needs to select a case that has
been guided by established criteria, in order to select your site or people for the case
study (Merriam, 2009). The thematic dissertation team met to establish the criteria for a
high technology K-12 school. For the purpose of this study, pseudonyms were given for
the location, students, and teacher to protect the confidentiality among participants.
The use of multiple forms of data or triangulation is used to validate the results of
the study. This study used the following forms of multiple data: an interview protocol,
survey, an observation protocol, and document analysis. The research instruments were
also developed to sort responses into the categories developed by Bolman and Deal’s
(1997) four frames. By incorporating Bolman and Deal’s concept of frames, it gives the
researcher a deeper understanding of the organization and human interaction that takes
place.
The data analysis activities used Creswell (1997) six steps outline of data analysis
and interpretation. During data analysis, qualitative data was collected, coded, and
analyzed for common themes that emerged (Creswell, 2009). It was an ongoing process
where the researcher reflected, constantly asked questions, and wrote notes or memos
throughout the study that contributed to the depth of the analysis and interpretation of the
data.
This case study was one of the eleven studies of K-12 schools. As part of the
thematic dissertation team process, the group members collectively created the research
K-12 Technology 17
questions, research design, research instruments, and the criteria for the selection of a
high-technology school. The thematic dissertation team met regularly to review and
reflect throughout the process, during the period of ten months. Although this study of a
single high-technology school is not generalizable, when reviewed as part of eleven case
studies, it contributes to the factors present in high-technology schools.
Assumptions
In conducting this study, the researcher assumed the following:
 The school site selected for the study was accurately identified as a
high-technology school.
 The findings would be limited to the single school site selected for
the case study.
 The participants in the study would give honest answers and
responses.
 The respondents would have sufficient knowledge about
technology integration.
 There is a relationship between technology and student learning.
 There were factors at the school site impacting technology
integration. The factors included, but were not limited to, school
culture, leadership, professional development, and instructional
practices.

Limitations and Delimitations
The following were the limitations of the study:

 The study was limited to a single high-technology K-12 school.
 The findings are not generalizable to other schools.
 The observation data was limited by the observation of a single
researcher.
 The study represents a snapshot in time.
 The brief period covered during the study may not be reflective of
the school characteristics exhibited over a longer period of time.
 All participation in the study was voluntary and some members of
the school population elected to not participate in the study.
 Collection and analysis of the data was subject to the skill level,
personal interpretation, and bias of the researcher.

K-12 Technology 18
The following were the delimitations of the study:

 The study was delimited to a single K-12 school that met the
criteria of a high-technology school as defined by the thematic
dissertation team.
 The study was delimited to the research instruments developed to
focus on the areas of school culture, school leadership, teachers’
perceptions of technology, technology integration, and best
instructional practices utilized by high-technology K-12 schools
using an adaptation of the Technological Pedagogical Content
Knowledge framework. (TPACK)
 The study was delimited to the five full days of field research.

Definition of Terms
Academic Performance Index (API): The cornerstone of California’s Public Schools
Accountability Act of 1999; measures the academic performance and growth of schools
on a variety of academic measures on scale of 200 to 1000 (www.cde.ca.gov).
Achievement Gap: The differential performance between subgroups of students on
standardized tests.
Average Effect Size: is a standardized, scale-free measure of the relative size of the effect
of an intervention. It is particularly useful for quantifying effects measured on unfamiliar
or arbitrary scales and for comparing the relative sizes of effects from different studies.
California Standards Test (CST): A range of assessments under the California STAR
umbrella testing students in 2nd-12th grade in a variety of academic areas
(www.cde.ca.gov).
California Department of Education (CDE): The governing body for public education in
the state of California.
Common Core State Standards (CCSS): A set of high-quality academic standards in
mathematics and English language arts/literacy developed by a consortium of national
representatives and adopted by the majority of states (www.corestandards.org).
K-12 Technology 19
Computer Adaptive Tests (CAT): Computer based tests that adapt in difficulty depending
on the responses of the test taker.
Computer Assisted Instruction (CAI): instructional activities that use a computer as the
primary vehicle for teaching content or processes rather than one-to-one interaction with
a student.
Constructivism Learning Theory: as perspective in education, is based on experiential
learning through real life experience to construct and conditionalize knowledge. It is
problem-based, adaptive learning that challenges faulty schema, integrates new
knowledge with existing knowledge, and allows for creation of original work or
innovative procedures. The types of learners are self-directed, creative, innovative,
drawing upon visual/spatial, musical/rhythmic, bodily kinesthetic, verbal/linguistic,
logical/mathematical, interpersonal, intrapersonal, and naturalistic intelligences. The
purpose in education is to become creative and innovative through analysis,
conceptualizations, and synthesis of prior experience to create new knowledge. The
educator’s role is to mentor the learner during heuristic problem solving of ill-defined
problems by enabling quested learning.
Council of Chief State School Officers (CCSSO): A nonpartisan, nationwide, nonprofit
organization of public officials who head departments of elementary and secondary
education in the states, the District of Columbia, the Department of Defense Education
Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy,
and technical assistance on major educational issues. The Council seeks member
consensus on major educational issues and expresses their views to civic and professional
organizations, federal agencies, Congress, and the public.
K-12 Technology 20
Critical Thinking, Communication, Collaboration, Creativity (4Cs): Four critical skills
developed by the Partnership for 21st Century Skills needed by 21st century students in
order for them to actively participate in the increasingly digital world (www.p21.org).
Differentiated Instruction: is a framework or philosophy for effective teaching that
involves providing different students with different avenues to learning (often in the same
classroom) in terms of: acquiring content; processing, constructing, or making sense of
ideas; and developing teaching materials and assessment measures so that all students
within a classroom can learn effectively, regardless of differences in ability.
Digital Native: A person who was born during or after the general introduction of digital
technologies and through interacting with digital technology from an early age, has a
greater understanding of its concepts
International Society for Technology in Education (ITSE): The International Society for
Technology in Education is the premier nonprofit organization serving educators and
education leaders committed to empowering connected learners in a connected world
(www.iste.org).
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).
Socioeconomic Status (SES): The measure of the influence that the social environment
has on individuals, families, communities, and schools. In many ways SES is related to
the concept of social class. Both have financial stability as a foundation for classification.
Both are important to a child's optimal development and an adult's satisfaction with life.
K-12 Technology 21
Meta-analysis: Refers to methods that focus on contrasting and combining results from
different studies, in the hope of identifying patterns among study results, sources of
disagreement among those results, or other interesting relationships that may come to
light in the context of multiple studies.
National Education Association (NEA): is the largest professional organization and
largest labor union in the United States, representing public school teachers and other
support personnel, faculty and staffers at colleges and universities, retired educators, and
college students preparing to become teachers.
National Governors Association (NGA): is an American 501(c)(3) tax-exempt nonprofit
organization, best known for involvement with developing the Common Core education
initiatives. It was founded in 1908 as the National Governors' Conference.
National Assessment of Educational Progress (NAEP): is the largest continuing and
nationally representative assessment of what American students know and can do in core
subjects. NAEP is a congressionally mandated project administered by the National
Center for Education Statistics (NCES), within the Institute of Education Sciences (IES)
of the U.S. Department of Education.
No Child Left Behind (NCLB): The No Child Left Behind Act of 2001 is a United States
Act of Congress that is a reauthorization of the Elementary and Secondary Education Act,
which included Title I, the government's flagship aid program for disadvantaged students.
NCLB supports standards-based education reform based on the premise that setting high
standards and establishing measurable goals can improve individual outcomes in
education (http://www2.ed.gov/policy/elsec/leg/esea02/index.html).
K-12 Technology 22
Partnership for 21st Century Skills (P21): The Partnership for 21st Century Skills (P21)
was founded in 2002 as a coalition bringing together the business community, education
leaders, and policymakers to position 21st century readiness at the center of United
States’ K-12 education (www.p21.org).
Pedagogy: is the science and art of education, specifically instructional theory. An
instructor develops conceptual knowledge and manages the content of learning activities
in pedagogical settings. Modern pedagogy has been strongly influenced by the
cognitivism of Piaget, 1926, 1936/1975; the social-interactionist theories of Bruner, 1960,
1966, 1971, 1986; and the social and cultural theories of Vygotsky, 1962. These theorists
have laid a foundation for pedagogy where sequential development of individual mental
processes such as recognizing, recalling, analyzing, reflecting, applying, creating,
understanding, and evaluating are scaffold. Students learn as they internalize the
procedures, organization, and structures encountered in social contexts as their own
schemata. The learner requires assistance to integrate prior knowledge with new
knowledge. Children must also develop metacognition, or the ability to learn how to
learn.
Professional Development: refers to the acquisition of skills and knowledge, both for
personal development and for career advancement. Professional development
encompasses all types of facilitated learning opportunities, ranging from college degrees
to formal coursework, conferences, and informal learning opportunities situated in
practice.
Project Based Learning (PBL): Project-based learning is a pedagogical approach focused
on teaching by engaging students in investigation. Within this framework, students
K-12 Technology 23
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).
School Accountability Report Card (SARC): California public schools annually provide
information about themselves to the community allowing the public to evaluate and
compare schools for student achievement, environment, resources and demographics
(www.cde.ca.gov).
School Culture: The traditions, norms, and values that permeate an organization and
influence behaviors and beliefs of the members.
Science, Technology, Engineering, and Mathematics (STEM): Content or project based
pedagogy that holistically incorporates science, technology, engineering, and
mathematics as a means of developing student interest and capacities in these areas.
Single Plan for Student Achievement (SPSA): A comprehensive school document that
involves the collection and analysis of student performance data, setting goals for
program improvement, and ongoing monitoring of the goals and results
(www.cde.ca.gov).
Self-Efficacy: The extent or strength of one's belief in one's own ability to complete tasks
and reach goals.
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 (www.smarterbalanced.org).
K-12 Technology 24
Standardized Testing and Reporting (STAR): The STAR Program looks at how well
schools and students are performing. Students take tests in math, reading, writing,
science, and history. Teachers and parents can use test results to improve student learning
(www.cde.ca.gov).
Technology Integration: The use of technology tools in general content areas in education
in order to allow students to apply computer and technology skills to learning and
problem-solving. Generally speaking, the curriculum drives the use of technology and not
vice versa. Curriculum integration with the use of technology involves the infusion of
technology as a tool to enhance the learning in a content area or multidisciplinary setting.
Effective integration of technology is achieved when students are able to select
technology tools to help them obtain information in a timely manner, analyze and
synthesize the information, and present it professionally. The technology should become
an integral part of how the classroom functions as accessible as all other classroom tools.
The focus in each lesson or unit is the curriculum outcome, not the technology.
Technology Literacy: The ability to responsibly use appropriate technology to
communicate, solve problems, and access, manage, integrate, evaluate, and create
information to improve learning in all subject areas and to acquire lifelong knowledge
and skills in the 21st century
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).
K-12 Technology 25
Organization of the Study

Chapter one of the study presented the background of the problem, the statement
of the problem, the purpose of the study, the research questions to be addressed, the
significance of the study, a brief description of the methodology, the assumptions, the
limitations and delimitations of the study, the definitions of key terms, and the
organization of the study.
Chapter two will present a review and synthesis of relevant literature. Chapter two
addresses the following topics: history of technology in education, background of
technology in K-12 schools, the impact of technology in K-12 schools, positive and
negative aspects, barriers and issues, teacher ideology, leadership and school culture,
TPACK framework for developing competencies in technology integration, promising
practices and models of technology use, critique, and how this study will add to the
literature.
Chapter three presents the methodology used in the study, including a brief
introduction, research questions, a conceptual base, a conceptual model, the research
design, the population and sample, the instrumentation, the data collection methods, how
the study addressed issues of validity and reliability, and the strategies used for data
analysis and interpretation, and a conclusion.
Chapter four presents the findings of the study, includes detail reporting of the
results, and contains a summary.
Chapter five presents a discussion of the study, an analysis of the findings, other
limitations, implication for practice, future research recommendations, and conclusions.

K-12 Technology 26
Chapter Two: Review of Related Literature
Introduction

The purpose of the study was to identify instructional strategies and best practices
that promote the use of technology that enhances learning and revolutionizes teaching, in
a K-12, 21st century school. This literature review will examine the history and
background of technology integration, the impact of technology in K-12 classrooms,
teacher ideology, barriers and issues, technology leadership, school culture, and a
framework for technology integration. Additionally, the research provides promising
practices and models of technology used in schools and the crucial components of
maintaining an effective technological integration.
History and Background
With the increased use of technology in K-12 schools, educators have been more
motivated to research and explore the probable benefits that contribute to student learning
and academic achievement outcomes. Since the introduction of the motion picture in
1922 to the introduction of computers in the mid-1970, people have been intrigued with
technology. In the early 1980’s, schools began to integrate personal computers in the
classroom and educators began to realize the potential of technology to change the
traditional classroom learning environment. Many government leaders began to create
technology integration programs due to the belief that technology can positively impact
student learning. In the 2003-2004 school year, school districts in the United States, spent
$7.87 billion on technology equipment (Hew & Brush, 2007).
Hew & Brush (2007) additionally state that almost two decades ago the US Congress
Office of Technology Assessment was explicit in asserting that technology needed to be
K-12 Technology 27
incorporated into the instructional process in the classroom. In 2001, President Bush
signed the “No Child Left Behind Act” (NCLB) and as part of the accountability process,
all schools needed to ensure that technology be integrated throughout the curriculum by
the end of 2006 (Hew & Brush, 2007). NCLB also required that all students be
technologically literate by the end of eighth grade.
In order for people to compete in the global market, they have to have the technology
and communication skills. Educators see technology as a tool that can transform
education, improve student learning, and better prepare students with the 21
st
century
skills and knowledge needed to succeed in an ever-changing technological world. Most
research studies have examined the effectiveness of software programs and the type of
technology use in the classroom, but lack of the information on what teaching strategies
were implemented or the teaching methods that were used to measure the effectiveness of
the programs or the technology tool used in the classroom.
Even though policies have been created, and schools have been required to integrate
technology into the classroom since NCLB, it has been a slow process. In the 21
st
century
with so many technology devices (handheld devices, iPads, PCs, tablets, notebooks, and
others) and the rapid pace of innovation and change of software and hardware, having the
capability of transforming teaching and learning, it is necessary for all schools to give all
students the opportunity to be technology literate in order to acquire the 21
st
century skills
needed to compete globally in their future careers.
Technology in K-12 Schools
As new technology is presented, K-12 schools have attempted to integrate these new
technologies into the classroom as tools to enhance student learning. Access to
K-12 Technology 28
technology and the internet has increased in schools and continues to grow. Inan &
Lowther (2009) indicated that K-12 schools have slowly equipped the classrooms with
technology from creating computer labs on site to providing at least one computer to
every four students in each classroom. The traditional classroom environment has
changed over time with the implementation of technology. Classrooms have been
equipped with projectors, interactive whiteboards, hand held response clickers, and
recently some schools have classrooms using one-to-one iPads, notebooks, and handheld
devices. Since 2007, with Apple’s iPhone mobile devices availability, many parents and
students have instant access to educational applications and the internet. With
technology so readily available, some schools have gone to “bring your own technology
to school” policy (Magana & Marzano, 2014).
Although technology has been changing and accessible for the past 40 years, not all
schools have successfully incorporated the use of technology into their curriculum
instruction. Most schools and teachers are still using technology for drill & practice
software programs, internet usage for lesson planning, record keeping of grades,
assessment reports, PowerPoint presentations, and student records. Teachers use
technology to track their students’ progress, plan their lessons, and reflect on their
teaching practices. Technology in schools has not been fully implemented as a tool to
assist and impact student learning in significant and meaningful ways.
With the onset on nationalized accountability, all students will soon be required to
apply basic technology skills to demonstrate their knowledge of the core curriculum. Due
to Common Core State Standards (CCSS) adoption, technology is now an essential
component that all schools need to have access to, and be able to adopt a plan that will
K-12 Technology 29
prepare students to learn the basic technology skills needed to maneuver and answer
questions on the new computerized CCSS assessment for the 2014-2015 school year
(Haycock, 2012). This CCSS transition has forced the state and the districts to look at
their schools and ensure that all schools are provided with the proper computers,
headphones, and the technology infrastructure needed to assure that students will be able
to take the Smarter Balanced Assessment Consortium (SBAC). The SBAC is a computer
adaptive assessment that is aligned to the CCSS in English Language Arts and Math that
will be given to students in third through eleventh grade (Haycock, 2012). SBAC has
been designed to prepare students for high school graduation, college, and to be career
ready. Students will need to learn how to use the keyboard to type in their answers, the
mouse to drag items on the screen, be able to maneuver cursors, use the tabs, select
multiple choice answers, input information in the specified boxes, and be able to write in
their report for their group performance tasks.
Recent reform in American education has caused a tremendous shift in educational
policy, accountability, assessment, and curriculum across the nation. The requirements of
the Common Core State Standards (CCSS) combined with the push for 21st century skills
are requiring students to be universally literate in technology and properly equipped to be
competitive candidates in the future global job market. The CCSS project was completed
in the spring of 2010 by the National Governors Association (NGA) and the Council of
Chief State School Officers (CCSSO). Many education policymakers were supportive of
the fact that all states would have common educational goals. By October of 2012, the
National Education Association (NEA) with 56 members began a nationwide effort to
implement the CCSS. By 2014, full implementation is expected from all 45 states who
K-12 Technology 30
agreed to adopt the CCSS (Haycock, 2012). The CCSS are K-12 grade standards in
English Language Arts and math that provide the knowledge and skills students need to
enter college successfully and be career ready. The CCSS, also include a focus on
technological and media literacy, digital research and application of technology to solve
real world issues. The rationale for the CCSS transition: United States competitiveness
with other developed countries has been declining, colleges were seeing a high rate of
students enroll in remediation classes, and based on the eighth grade students National
Assessment of Educational Progress (NAEP) performance results for the past 40 years
has plateaued, showing no growth (NEA, 2013). The requirements of the Common Core
State Standards and the push for the 21st century skills require students to be technology
literate and be able to acquire the skills needed to function in their future career.
Over a decade ago, NEA with the Partnership for 21
st
Century Skills (P21) developed
a framework for the 21
st
century learning. Both organizations collaborated to create a
framework that they believed would make students proficient creators, critical thinkers,
communicators, and collaborators, which is now needed to compete in this global society.
Within the 21st century learning framework, technology application is emphasized with
the essential skills needed known as the 4C’s: communication, collaboration, critical
thinking, and creativity. The Partnership for 21st Century Schools (P21) established the
P21 “Framework for 21st Century Learning”, their vision for students to acquire the skills
needed to compete in our new global economy. The P21 Framework is a blend of: the
core subjects content of the 3Rs (reading, writing, arithmetic), 21
st
century themes
(Global Awareness, Civic Literacy, Health Literacy, Environmental Literacy Financial
Literacy), life and career skills, learning and innovation skills such as the 4C’s,
K-12 Technology 31
information, media, and technological literary skills (Partnership for 21
st
Century Skills,
2011). Schools and districts are to build on this foundation with a support system of
standards and assessments, curriculum and instruction, professional development, and
learning environments (Partnership for 21
st
Century Skills, 2011). In the section of
information, media, and technology skills, students must learn to: access and evaluate
information effectively and efficiently, use and manage information accurately and
creatively for the issue or problem at hand, analyze media, understand how media can
influence beliefs, understand the ethical/legal issues surrounding the use and access of
media, create media products, use technology to research, organize, evaluate, and
communicate information, and be able to use digital technologies, networking tools, and
social networks to appropriately access, manage, integrate, evaluate, and create
information to successfully function in a knowledge economy (Partnership for 21st
Century Skills, 2011).
These 21
st
century skills go beyond traditional "computational thinking" skills because
they include reflections on how technology affects social processes. School districts
across the country are embracing 21st century skills, but struggling with the
implementation. Classrooms are more diverse than ever before with a wide range of
learning styles, levels of readiness, and a range of interests. Beach & Baker (2011)
reported that multiple studies have shown that young people lack the critical skills needed
to be able to assess the validity of online search results, they lack informational and
media literacy to be competent communicators, and have difficulty searching online for
information. Teachers are challenged to implement the 21st century skills and to meet the
unique needs of all students as well as ensuring high levels of student achievement for all.
K-12 Technology 32
Technology has been part of education for the past 40 years, but the educational
system has not effectively supported the implementation of technology integration in the
classroom. With the new CCSS transition and the 21
st
Century Skills implementation,
technology integration is an essential component that will forever change the traditional
way of teaching and learning in the classroom.
Impact of Technology
Research validates the profound influence technology integration can have on
teaching and learning practices in the classroom. Several meta-analyses have addressed
the effects that technology has on student achievement, behavior, and motivation when
technology is used as a tool to achieve a goal more effectively in the classroom. In
reference to the study from 2003 from Waxman, Lin, & Michko, Magana and Marzano
(2014) considers the study focused on the effect of technology on cognition, affect, and
behavior. They collected 42 primary studies and had 7,000 participants and found that the
average effect size was 0.41 with a percentile gain of 16 percent across all three areas.
Marzano and Magana (2014) recall the study completed by Schmid in 2009 as it
addresses the effect of technology on achievement in higher education. They included
231 primary studies and included 25,497 participants and reported that the average effect
size was 0.28 with an 11 percentile gain. Tamim, Bernard, Brookhovski, Abrami, &
Schmid (2011) focused their study on the effect of technology on student achievement.
They reviewed over 25 meta-analyses of 1,055 primary studies, 109,700 participants and
yield an average effect size of 0.33 with a percentile gain of 13. Marzano and Magana
(2014) mention the work of Cohen (1988) & Lipsey (1990) that in educational studies the
effect sizes 0.15-0.20 are considered small while sizes 0.45-0.50 are considered medium,
K-12 Technology 33
and 0.80-0.90 are large. The effect findings in the previous studies would be considered
small to medium range. Marzano (2014) recalls John Hattie’s 2009 study of 800 meta-
analyses and concluded that when technology is used as a supplemental tool to the
teacher’s instruction, computer-assisted instruction had an effect size of 0.45 with a 17
percentile gain, but when technology is used as a replacement for the teacher’s instruction
it had an effect size of 0.30 with a 12 percentile gain. From these meta-analyses results,
technology has a positive effect on student achievement, behavior, and motivation when
technology is used as a tool to achieve a goal in the classroom.
Other technology research meta-analyses studies have addressed the effects of
computer-assisted instruction (CAI) on student achievement. Hattie’s study notes that in
his meta-analyses study he focused on the effect of computer-assisted instruction on
student achievement which included 81 meta-analyses, 4,875 primary studies with over
3,990,028 participants reported an average effect size of 0.37 with a 14 percentile gain
(Magana & Marzano, 2014). Li & Ma (2010) research study focused on the effect of
computer-assisted instruction on K-12 mathematics achievement which included 46
primary studies with 36,783 participants, and reported an average effect size of 0.28 with
an 11 percentile gain. Christmann & Badgett (2003) focused their study on the effect of
computer-assisted instruction on K-6
th
grade student achievement which included 39
primary studies, 8,274 participants, and reported an average effect size of 0.34 with a 13
percentile gain. This technology research meta-analyses studies show positive gains with
K-12 students when computer-assisted instruction (CAI) is used in reading, math, and
science.
K-12 Technology 34
Overall, most CAI studies have shown that CAI yields a small to moderate gain in
all subject areas such as reading, math, and science. In the studies there were three factors
that researchers believe mediate the effect of CAI on student achievement: fidelity of
teacher implementation and technology use, individual practices, and the degree in which
students collaborate while using technology in the classroom (Magana & Marzano,
2014). Hew and Brush (2007) report that other technology research studies have also
reported a positive impact on students’ motivation, student’s standardized tests scores,
and self-concept when technology is used in the classroom. Technology has a positive
impact on teaching and student learning in K-12 schools. Along with the positive aspects,
the negative aspects of technology in the classroom have to be considered.
Positive Aspects
There are several positive aspects on how technology integration contributes to
teaching and learning. Student motivation and engagement increases when technology is
implemented in the classroom. Student motivation is the key to keep students engaged
and learning in the classroom (Pintrich, 2003). Our 21st century students are considered
“digital natives” due to their immense experience with technology and living in a
technological era where video games, iPhones, texting, Facebook, Instagram, and other
technologies are their new way of communicating and used for entertainment. By using
technology in the classroom, students become familiar with many technology devices and
learn to use technology as a tool to support their learning. From the One Laptop per Child
(OLPC), nonprofit organization project, of giving over 2 million laptops, OLPC teachers
reported a decline in truancy, increase in student achievement, decline in discipline
problems, and increased attendance in parent-teacher conferences (Magana & Marzano,
K-12 Technology 35
2014). With new information and communications technologies (ICT), teachers can use
curricula based on real-world issues tapping into students’ prior knowledge and interests
bringing excitement into the classroom and enhancing student learning (Kozma,
2003). Students become engaged with the technology devices that they are already
familiar with and can further broaden their use of technology, programs, skills, and tools
by learning how to apply those skills to enhance their learning, activities, and projects in
the classroom.
Another positive aspect is that teachers use technology as a tool to differentiate
instruction and meet the various learning styles of students in the classroom. Technology
is an engaging tool, efficient, and improves student achievement. “Single most important
benefit, however is clear 1:1 technology allows teachers to differentiate both in terms of
how they teach and how the students are expected to demonstrate their learning.” (Walsh,
2012). Students do not learn content in the same way or at the same pace, some take more
time than others, or need more explanations. Technology has allowed teachers to
differentiate their content delivery and modify students’ assignments according to their
needs (Walsh, 2012). Good instruction can be supported by technology tools and offer
students a more personalized learning environment where students engage with software.
Technology usage in the classroom is changing the teaching strategies that teachers use to
achieve instructional objectives. Knowing which teaching strategies are perceived to be
effective, that involve technology, could be valuable to other classroom teachers for all
students to learn how to create products, conduct research, and for communication (Smith
& Throne, 2007). With technology integration, all students now have the opportunity to
K-12 Technology 36
have their instruction personalized and learn at their own pace with greater opportunity to
succeed in the content being taught.
Technology is a communication portal where teachers and students can exchange
ideas, provide input, receive immediate feedback, have face to face video conferencing,
and the efficiency of students being able to submit their assignments and projects via
email to the teacher. Teachers have the opportunity to collaborate with other teachers
world-wide. Since students can now store their document files on the computer, teachers
no longer have to carry around stacks of papers to grade. Teachers immediately receive
assignments, make their comments, and give instant feedback to students. Using
technology for communication is efficient and in some schools, pencil and paper are
obsolete. Parents have also benefited from communication through technology. Parents
can immediately reach out to the teachers by email and in some school districts they can
access the district’s website and immediately get information on their child’s progress
and assignments. Technology is an effective communication tool between district,
schools, parents, students, and teachers.
With technology usage, teachers and students have immediate world-wide access
to resources and information in all subject areas, for the purpose of research and
networking. Students have access to unlimited information via the internet and many
available programs that assist with assignments, projects, and homework. Students can
globally compete and communicate with people around the world. Teachers have access
to unlimited number of resources to plan their lessons. Teachers can collaborate, share
lessons, resources, activities, and ideas with other teachers world-wide. With the increase
of students having access to wireless mobile devices and the internet, students have the
K-12 Technology 37
flexibility to review, study, or finish assignments at their convenience. The internet offers
our students endless opportunities for learning, communicating, and competing in this
global market.
With an emphasis of 21st Century Skills, students will be technology literate, and
better prepared for their future careers. The use of technology practices and skills in the
classroom will meet the 21
st
century learning framework of students being able to use
technology to enhance their communication, critical thinking, creativity, and
collaboration skills. The 21
st
century framework provides teachers the opportunity to
develop a learning environment where students can apply their skills to real-world
settings for college and career (Partnership for 21
st
Century Skills, 2011). These skills are
highly required by companies in our global economy. With CCSS and 21
st
century skills
national educational movement, our students will now be given the opportunity to use
technology to enhance their learning and be able to compete and succeed in their future
careers.
Negative Aspects
With the increase of technology use in the classroom, some negative aspects have
been exposed. Students may lack the human social interaction skills when faced with a
technology-specific instruction. Some people believe that human interactions are a
necessary teaching tool for student learning and that teaching must have a personal touch
(Brazeau, 2007). With technology being the primary source of communication, many fear
that our students will not develop the traditional communication skills and social etiquette
involved in face to face interaction with others. Research studies have shown that there is
a higher gain in percentile when teachers are the main instructor and technology is only
K-12 Technology 38
used as a supplemental tool (Hamdan, Aftstrom, McKnight, P. & McKnight, K., 2013).
Technology should not replace the teacher; there has to be face to face interactions with
students.
On occasion, a deficiency of proper resources can affect the equitable access to
the internet at home, which directly impacts the opportunity for learning for some
students. Many low-income families do not have access to technology or the internet at
home and will yield a negative effect on their child’s learning, with schools using
technology as their means of student learning and communication at home. By not
providing equitable access for all students at home and at school, the achievement gap
between low socio-economic students will increase (Magana & Marzano, 2014). These
students also need to learn and practice the new literacy skills of online reading at school
and at home. In the same recent research, it is stated “students in the poorest schools
become doubly disadvantaged: They have less access to the internet at home, and schools
do not always prepare them for the new literacies of online reading comprehension at
school”, (Magana & Marzano, 2014, p.8). Although technology is accessible to schools,
many low-income students will not be able to access internet at home. Districts and
schools need to look at this issue and be able to provide all students with technology and
internet access at home.
Another potential negative impact is that online/distance learning classrooms can
become replacements for face-to-face teacher interactions that can impede the personal
opportunities found in a customary classroom. Although self-paced content and video
lectures can provide differentiated instruction for many students, there is research that
confirms that the most critical factor in getting students to learn at higher levels is the
K-12 Technology 39
teacher in the classroom guiding the students and facilitating their learning. In a study,
students still preferred the personal interaction with their teacher for questions,
clarification, and reflection of their learning (Thompson, 2013). Teacher interaction is
still needed to facilitate student learning, to guide students in building new knowledge,
and to challenge their thinking in the areas of their interests (Brazeau, 2007).
Barriers and Issues
Integration of technology in the classrooms has its barriers and issues. Most
school districts are ill-equipped and lack the infrastructure to furnish a technology-based
school site appropriately and adequately maintain such a costly program. Many schools
do not have the funding, resources, or adequate support in maintaining school site
computers and internet service running efficiently throughout the school day. When
computers are not running efficiently, it makes it difficult for teachers to plan lessons that
require the use of computers. Teachers cannot efficiently teach their technology lesson
when technology is not working properly. These technology issues can cause teachers to
lose interest in integrating technology into their lesson plan activities. An important
component in successfully integrating technology instruction in the classroom is for
districts to provide on-site technical support for teachers (Becker, 1994; Knupfer, 1993).
Although on-site support would mean more added cost for schools; it is a critical
component in supporting teachers to integrate technology in their curriculum (Evans-
Andris, 1996). Teachers need to have the tools available to plan effective lessons with
technology.
Not all students have the proper access to technology, which gives more fortunate
students the opportunity to improve, while fewer privileged students miss the chance for
K-12 Technology 40
technological advancement. The access issues are related to both home and school. When
access to computers is limited at school, it is hard to convince teachers to invest their
time and energy in learning how to teach with technology when it is not reliable access
for them. There is less motivation for teachers to learn new skills and plan technology
lessons when the school site only gives teachers access to shared technology equipment
and lack technology resources (Koehler & Mishra, 2009). In order to be more effective in
the integration of technology, all teachers and students need to have access to computers
daily and used in an efficient manner.
Ever changing trends in technology require constant upgrading to remain current
and not fall within obsolete status. Hall (2010) stated that the fact that technology is
changing more quickly than educators can integrate it into the classroom has created a
challenging situation. Many educators are resistant to the integration of almost any
technology, but those that are accepting, find that the technologies they have included
into their classroom are quickly outdated-thus again out of alignment with what most of
their students are using. Districts and schools must carefully plan and use technology
funds efficiently. Districts need to plan ahead for future expenditures that will come with
technology innovations or needs. Technology is an ongoing expense for upgrading
equipment, technology services, and teacher training.
Teachers need the proper training and professional development to remain
current. Professional development must be continuous, along with financial support, and
teacher buy-in. With the integration of technology, teachers’ knowledge and skills need
to be assessed to determine the level of professional development needed to support
teachers with the integration. Stoltzfus (2006) mentions Dr. Moersch’s study of 1995
K-12 Technology 41
about the levels of technology implementation framework and states that most
professional development opportunities lead to nonuse or low-level use of technology in
the classroom because technology training did not reflect the teacher’s instructional level
nor addressed self-efficacy issues. With any new school implementation, teacher buy-in
is important and administrators can inquire information on teachers’ self-efficacy levels
to see how willing teachers are to accept the integration of technology and the training
required. Teachers with low level of self-efficacy will not be open to change as well as
teachers with high levels of self-efficacy who are most open to change (Wang, Ertmer, &
Newby, 2004). Wang, Ertmer, and Newby (2004) mentioned Olivier and Shapiro’s 1993
study about self-efficacy and added that in any adoption or implementation self-efficacy
was identified as a major predictor of how willing people would be to accept change.
Professional Development (PD) for technology integration should not solely focus
on teachers understanding the basic functions of technology; professional development
must include technological pedagogical content knowledge training for teachers to
effectively use technology. “Teachers who have technological pedagogical content
knowledge use specific technology because they understand the pedagogy for teaching
specific content and know how the technology can facilitate accomplishment of the
intended learning goal” (Davies, 2011). An effective teacher must have content
knowledge and pedagogy knowledge in order for technology to be used efficiently as a
tool to help the students meet their learning objectives (Davies, 2011). Another issue
related to PD is a time constraint for teachers to be able to train and practice what they
have learned. Time constraint is a consistent theme in existing literature (Cuban, 1993;
Marcinkiewiez, 1995). Knupfer (1993) asserts meaningful implementation of computer
K-12 Technology 42
technology that requires more time; time that goes beyond the normal teaching day.
Teachers in the study put time after school, on the weekend, and during the summer to
practice and use their technology skills (Knupfer, 1993). Barriers relating to resources,
skills development, and attitudes can hinder the effectiveness of technology professional
development resulting in lack of technology integration into the classroom instruction
(Brinkerhoff, 2006). Integrating technology in instructional practices can be difficult for
some teachers. With the continuous changes of technology innovations and the evolving
context of practices, technology literacy is something that one must maintain and
constant practice (Davies, 2011). Traditional professional development trainings without
follow-up support have been proven ineffective in impacting teacher’s use of technology
in the classroom (Mouza, 2002). In order to prepare our students with the 21
st
century
technology skills needed for college and career readiness, teachers must be technology
literate and receive ongoing PD to ensure that our students keep updated with all the
technology innovations and programs.
Teacher Ideology
The teacher’s perception, attitude, and acceptance of technology have a major
impact on fully integrating technology in the classroom lessons. Although technology can
assist the teachers as a tool to address student learning styles, promote higher level
thinking and provide student-centered instruction, the teacher’s perception, and attitude
can impact the use of technology in the classroom (Teo, 2008; Straub, 2009). In Holden
& Rada (2011) study technology self-efficacy did directly influence perceived ease of use
and usability in the classroom. Teachers with a high technology self-efficacy perceive
technology as a tool that has positive effects on student learning. Findings from Mouza
K-12 Technology 43
(2009) study revealed that a critical variable in the decision to use technology in the
classroom came from the teachers’ beliefs about their students’ academic achievement,
language barriers, and discipline issues. When teachers perceive technology as a positive
effect on their student learning, they are more likely to integrate technology into their
classroom instruction.
Teachers who are tech savvy are more motivated to integrate technology into their
program over teachers who are uncertain or incompetent with computer usage. Research
studies on self-efficacy have indicated that teachers with high self-efficacy are more
willing to try and use technology in the classroom (Brinkerhoff, 2006). Teachers’
experiences and technology self-efficacy need to be taken into account when evaluating
the transition of integrating technology strategies and the use of technology in the
classroom. Some teachers will limit their use of certain technology devices and strategies
due to the fact that they do not feel comfortable using it or do not fully understand how to
use it or maneuver the device or program (Davies, 2011). All teachers’ personal
technology aptitude needs to be taken into account when planning for professional
development. More time and effort should be spent in building teachers’ confidence to
use technology in the classroom.
Teachers’ beliefs determine how technology is used by students in the
classroom. Judson (2006) states that technology is used in a variety of different ways in
the classroom and varied in pedagogical styles due to what teachers believe constitutes
quality education. Other studies indicated that teachers’ beliefs about the use of
technology did not always connect to actual practice in their classroom instruction
(Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, and Sendurur, 2012). The misalignment
K-12 Technology 44
in teacher beliefs and practice had to do with the following external barriers: support,
access, and professional development (Ertmer et al.,2012).
Teachers’ attitude, self-efficacy, and perceptions of technology have a powerful
influence on how quickly technology gets integrated into their classroom instruction. By
districts and schools carefully planning PD that provides the adequate personalized
training and support, teachers will gain that positive experience needed to build their
motivation, technology self-efficacy, and feel empowered to use technology tools to
enhance their student learning.
Leadership and School Culture
Research consistently finds that the leadership and school culture are key
components for successful implementation of technology. “Technology's promise of
improving the teaching and learning environment can only be accomplished if the
leadership and support are in place to allow it to happen” (Costello, 1997). The role of the
principal is crucial in promoting school technology integration in classroom instruction
(Anderson & Dexter, 2005). Additionally, district administration, especially the
superintendent’s support is critical for technology integration district-wide. In
organizational change, research findings consistently supported that change efforts do not
succeed without active administrative leadership. "No matter how dedicated and how
convinced they may be about the benefits of technology in the classroom, they will not be
able to accomplish much if they do not have the support--both financial and moral--from
their principals.”(Sharp, 1998, p.75). Leadership literature states that for effective
leadership, a principal must foster potential leaders to work as a team to assist in
decision–making and planning. (Wang, 2010). With technology integration, a team is
K-12 Technology 45
needed to assist in the ongoing training, resources, and classroom support. The staff and
school leaders need to be involved in the planning process, curriculum development,
program coordination and training (Costello, 1997). Principals need to provide teachers
with the resources needed to implement technology successfully in their curriculum
instruction. Principals must budget in the cost for equipment, maintenance, technical
support, and training. Wang (2010) case study on the impact of leadership indicated that
the lack of commitment, lack of support, and lack of resources negatively influences
technology- integration and affects the morale of the staff.
School principals are responsible for developing a school culture that include
norms, values, beliefs and practices that promote and embrace technology use in the
classroom (Zhao & Frank, 2003). Principals need to have a shared vision of how
technology should be implemented and what technologies to use. Principals need to build
a school culture where teachers take on the professional responsibility of constantly being
engaged in studying, practicing, and refining the art of teaching (Fullan, 2002).
“Transforming culture-changing what people in the organization value and how they
work together to accomplish it, lead to deep, lasting change” (Fullan, 2002, p.
18). Technology integration is more effective when the leadership and school culture
embraces technology and believes that it can support student learning.
A Framework for Developing Competencies in Technology Integration
With technology integration, pedagogic change must also occur in terms of
developing the teacher’s knowledge and how to effectively teach with technology
(Arinto, 2013). Many studies found that teachers with a student-centered environment
K-12 Technology 46
and constructivist instruction styles tended to use technology more in the classroom
(Judson, 2006; Rakes, Fields, & Cox, 2006; Hernandez-Ramos, 2005).
Koehler & Mishra (2006) describe the Technological Pedagogical Content
Knowledge (TPACK) framework that includes the teacher knowledge needed to
implement technology successfully in their classroom instruction. Roberts (2012) recalls
the pedagogical content knowledge (PCK) framework Shulman developed in 1986.
Research suggests the many benefits of breaking apart the components into three main
areas: technology, pedagogy, and content. Though simplistic, this enables the researcher
to take a closer look and address complications of implementation when developing
training for the facilitators of technology. Ertmer & Ottenbreit-Leftwich (2010) agree that
effective professional development for technology integration requires a focus on content
that includes a combination of technological skills, technologically supported
pedagogical knowledge and skills, and technology-related classroom management
knowledge and skills. In addition, the most important feature of PD is the strong
emphasis on supporting teachers to understanding how their students learn specific
content, and how specific instructional practices and tools can support student learning
outcomes.
Judson, E. (2006) makes a connection between the use of technology and
constructivist pedagogy that implies constructivist-minded teachers maintain dynamic
student-centered classrooms where technology is a powerful learning tool. Keengwe &
Onchwari (2011) add that an intensive and purposeful training and support are needed in
order to shift teachers’ pedagogical frameworks.

K-12 Technology 47

Figure1. Adaptation of TPACK Framework (http://tpack.org).
The above visual aid displays the trio of main context skills that teachers need to
be trained on to implement technology effectively and for students to benefit from a
combination of the use of technological, pedagogical, and content knowledge. Arinto
(2013) emphasize that teachers need to be explicitly taught about the interactions among
technology, pedagogy, and learners in order to effectively use technology to improve
learning. When these skills overlap, they produce highly effective instructional practices
and further boost student learning and understanding of the curriculum set before them.
Promising Practice and Models of Technology Use
There are various models of technology usage that have been proven to both
engage students and used to increase success in academic achievement. Flipped Learning
is where academic content for students is provided at home by video or screencasts.
TED-Ed and Khan Academy are internet sites where teachers can borrow video lessons.
Students watch the video at their pace and then come back to the classroom for skill
School Culture/Leadership
Accountability
Community

K-12 Technology 48
application. All teacher lectures and modeling lessons are recorded and viewed by the
student prior to coming to class. In the Flipped Learning model, teachers shift direct
instruction from whole class to a more individual learning space outside of the classroom
at the student’s convenience and time (Hamdan, Aftstrom, McKnight, P. & McKnight,
K., 2013). “Capitalizing on the students’ preparation, teachers can devote more time to
opportunities for integrating and applying their knowledge, via a variety of student-
centered, active learning strategies such as conducting research or working on projects
with classmates” (Aftstrom, Hamdan, McKnight, P. & McKnight, K., p.4, 2013). More
class time can be used for teachers to check students’ understanding and provide more
individualized attention, especially students who are in academic remediation classes or
interventions. By using the Flipped Learning, teachers have the opportunity to gain
insights in the content areas that students are struggling in and provide more class time to
guide them until they reach mastery of the academic content skill being taught. With
Flipped Learning, students no longer do homework at home in isolation; homework
practice is completed in the classroom where the teacher can assist them. Although there
is little empirical research on the effects of Flipped Learning, there is research that
consists of teacher reports documenting changes in student outcomes such as test scores,
engagement, and disciplinary problems. Flipped learning research seems promising but
more research needs to be acquired on the impact it has on student academic
achievement.
Blended Learning is another promising practice where it combines face to face
interaction and online instruction. Blended classes have direct student-teacher contact but
also have an online element that usually occurs during class time (Allen, Seaman, &
K-12 Technology 49
Garrett, 2007). Students’ face to face sessions experiences vary and are not necessarily
different than what occurs in a traditional classroom (Aftstrom, Hamdan, McKnight, P. &
McKnight, K., 2013). Blended Learning involves the use of multiple technologies in the
classroom to enhance and extend student learning. Several meta-analysis studies have
shown a significant average effect size of 0.33 or higher when blended learning has been
compared to traditional face-to-face instruction (Marzano & Magana, 2014). Research
seems to indicate that by using technology in combination with effective instruction, like
Blended Learning, it will yield the most benefits.
Science, Technology, Engineering, and Mathematics (STEM) integration practice
includes the use of technology in all STEM content areas. STEM education has gained
massive support from the federal level as well as the endorsement of President Obama
supporting the STEM Education Innovation Act of 2011(Caperton, 2012). Many media
and technology businesses and companies are seeking for a workforce that has the
following skills: strong cognitive capacities, technical digital skills, digital collaboration,
critical thinkers, advanced knowledge in science, technology, mathematics, engineering,
design and creative thinkers who can develop new ideas and invent solutions (Caperton,
2012). The STEM program incorporates rigor, relevance, and real-world problem
solving in the classroom curriculum instruction. For example in the classroom there
would be thematic instruction such as robotics, which includes the integration of science,
technology, and engineering. STEM education includes the use of technology in daily
classroom instruction that includes the following: one to one student/computer ratio,
video conferencing, Skype, inquiry-based teaching methodologies, and an active
partnership with technology businesses that provide students with real life application
K-12 Technology 50
opportunities for STEM subjects. STEM education main goal is to expose students at an
earlier age to all STEM subjects, which would better prepare students to be competitive
in the globalized high-tech marketplace.
Project Based Learning (PBL) is an inquiry-based method for students to solve
real-life problems by applying research capabilities across content areas. Students
develop twenty-first-century skills through PBL that will aid them in becoming
productive members of a global society (Bell, 2010). Many PBL lessons are hands-on
projects where students have to solve real-life issues or problems involving all content
areas. PBL is an instructional approach where students create projects by using
technology to organize, research, communicate and demonstrate information related to
the specific learning goal or objective (technokids.com). Through PBL approach,
students gain the technology skills needed to problem solve and become proficient
communicators.
In Distance/Online Learning students can access all curriculums and apply
learning virtually. Students do not attend a physical school; instead they take their
courses online through internet or via broadcast technologies. With online education,
teacher and student are never face-to-face (Arinto, 2013). A course management website
is used to post assignments, lectures, and for virtual class meetings. There are discussion
boards and group chats accessible to students to facilitate collaboration and peer
(Aftstrom, Hamdan, McKnight, P. & McKnight, K., 2013).
In 1:1 Technology Program models, each student in the classroom has access to
an iPad, notebook, or other technology devices that are used as a tool to support and
enhance the student learning. When implementing a 1:1 technology-based classroom,
K-12 Technology 51
teachers need to consider the following things: properly facilitate feedback from students,
have realistic expectations, and find ways to increased student participation. With 1:1
technology-based classroom, studies have indicated student engagement increases with
the integration of visual, auditory, and kinesthetic processes are included in the students
learning activities (Hastie, 2007). These promising practices and models of technology
have shown to be effective in school settings, however, continued research is needed to
keep up with the ever-evolving best practices usage in technology.
Critique
Based on the research, technology is seen as a tool that can be used to enhance
student academic learning. There is limited research on successful models, especially on
instructional practices used with technology integration that effectively support student
academic achievement. Most technology is used at the lower level to engage, substitute
pencil and paper, or to replace the textbook. Unfortunately, increased availability of
technology in the schools does not necessarily lead to improvement in classroom teaching
practices (Inan & Lowther, 2009). Likewise, there is insufficient empirical support to
claim that access to technology has either increased test scores or improved the quality of
instruction to enhance student learning (Inan & Lowther, 2009). These findings are
evident when examining student achievement at national level as only 34% of 8th grade
students performed at or above Proficiency in reading and mathematics as well as at the
state and local levels (Inan & Lowther, 2009). Additionally, research cautions that in
order to maintain an effective technological integration, professional development
practices are a crucial component, as well as equitable access to resources. In essence,
K-12 Technology 52
Hastie (2007) acknowledges that technological innovation has provided educators with
hardware and software but has not necessarily provided innovative pedagogy.
At the turn of the millennium, Keengwe & Onchwari (2009) cite that visions of
technology integration in education were not being realized, not because they were
poorly formulated, but because they were inadequately resourced to the point where
teachers could not and would not use technology effectively. Keengwe & Onchwari
(2009) cite research projects that had revealed how teachers tended to move through five
stages of “instructional evolution” for using technology: from entry, adoption, and
adaptation through to appropriation and invention. The concern was— and may well
continue to be—that few teachers move beyond the initial stages because they get stuck
with initial implementation and set-up.
This case study will add to the literature by providing best technological practices
for teaching and learning that have been proven to increase student achievement. It is the
desire that through this case study the research will support administrators, teachers, and
professionals working to implement technology integration into classroom instructional
settings and further gain a deeper understanding of the correlating issues that accompany
this process.

K-12 Technology 53
Chapter Three: Research Methodology
Introduction
This chapter presents the research design, participant and site selection, methods
and instrumentation, data collection methods, and analysis used for this study. The
purpose of the study was to identify the impact of technology on teaching and learning
practices that enhance learning and revolutionizes teaching, in a K-12, 21st century
school.
The study examined the impact of technology on teaching and learning practices
that have been proven to enhance student learning at a high-technology rural school
which met the following seven out of the seven criteria: Academic Performance Index
(API) ranking of 7 or better ( 3 or more years), had a structured technology plan,
evidence of grants and partnerships to support technology efforts and/or Partnership for
21
st
Century (P21) skills, evidence of research-based practice in technology, a mission
statement referencing technology, a minimum of 400 students enrolled, and recognition
from Apple Distinguished School, High Tech Network, or California Distinguished
School Technology Practice.
The specific practices that the study examined were instructional practices, school
culture, school leadership, and the integration of technology in the classroom.
Research validates the profound influence technology integration can have on K-
12
th
grade teaching and learning practices in the classroom. Several meta-analyses have
addressed the effects that technology has on student achievement, behavior, and
motivation when technology is used as a tool to achieve a goal more effectively in the
K-12 Technology 54
classroom. Based on the research, technology is seen as a tool that can be used to enhance
student academic learning.
Most research studies have examined the effectiveness of software programs and
the type of technology use in the classroom, but lack of the information on what teaching
strategies were implemented or the teaching methods that were used to measure the
effectiveness of the programs or the technology tool used in the classroom. There is
limited research on successful models, especially on instructional practices used with
technology integration that effectively support student academic achievement.
Unfortunately, increased availability of technology in the schools does not
necessarily lead to improvement in classroom teaching practices (Inan & Lowther, 2009).
There is lacking empirical support to claim that technology usage has either increased test
scores or improved the quality of instruction to increased student learning. In essence,
Hastie (2007) acknowledges that technological innovation has provided educators with
software and hardware, but has not necessarily developed innovative pedagogy.
Additionally, research cautions that in order to maintain an effective technological
integration, professional development practices are a crucial component, as well as
equitable access to resources.
Overall educators see technology as a tool that can transform education, improve
student learning, and better prepare students with the 21
st
century skills and knowledge
needed to succeed in an ever-changing technological world.
The study used a qualitative, descriptive research methodology to get first-hand
information on the detailed description of people’s activities, actions, and behavior
(Maxell, 2013). Through interviews and observations, researchers gather information on
K-12 Technology 55
people’s feelings, opinions, experiences and knowledge on the topic being researched. In
qualitative research studies, data triangulation increases your validity by gathering
information from different settings and individuals using a variety of methods such as
interviews, surveys, observations, and documents (Maxwell, 2013). By using the three
methods of data collection, it substantiated the data by checking what the interviewees
says, to what the researcher observes, to survey responses, or to what was read in the
school’s documents (Merriam, 2009). The study used interviews, observations, surveys,
and documents to gather and verify information.
Research Questions
The research questions were aimed at providing descriptive information on what
was observed at the school sites that provided us with detailed information on technology
observed and how technology was used in the teachers’ instructional practices in the
classroom.
The research questions were created by a thematic dissertation team that met
several times over the course of one year. The thematic dissertation team came to an
agreement on what aspect of technology integration was important to study that would
yield the best information on the impact of technology on teaching and learning practices.
The team collected research on the factors or elements that positively impact technology
integration in schools and narrowed their findings to the following key components:
school leadership, school culture, technology, pedagogy, and content knowledge.
The study addressed 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?
K-12 Technology 56

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

Conceptual Base
The thematic dissertation team study derived from a group interest in technology
integration and pedagogy practices used in the classroom. The thematic dissertation team
considered the value in understanding the relationship between school culture, school
leadership, technology integration, and best instructional practices utilized by high
performing urban/rural schools as a means of adding to the research base on technology
integration at high technology K-12 schools. The dissertation team was also interested in
providing, where possible, practical information to the field on school culture and school
leadership.

Figure1. Adaptation of TPACK framework (http://tpack.org).

School Culture/Leadership
Accountability
Community

K-12 Technology 57
Conceptual Model
The above visual aid displays the Technological Pedagogical Content Knowledge
(TPACK) framework. T-PACK is a trio of the main context skills that teachers need to be
trained effectively in the implementation of technology in order for the students to benefit
from a combination of the use of pedagogical, technological, and content knowledge.
This model emphasizes that teachers need to be explicitly taught about the interactions
among pedagogy, technology, and learners in order to effectively use technology to
improve learning. When these skills overlap, they produce highly effective instructional
practices and further boost student learning and understanding of the curriculum set
before them.
Research Design
This case study was one of eleven in a thematic dissertation group. The group
members regularly met from August 2013 to March 2015, to design the study, share
resources, design research instruments, meet benchmarks for study approval and
completion, evaluate findings, and to compile case study results. Each study was an
individual effort and stands alone as an individual case with findings unique to each
particular school site. However, when all studies were reviewed collectively and
presented as a group, they provided insight into the impact of technology on teaching and
learning practices in high technology K-12 schools.
The thematic dissertation team sought to identify the impact of technology on
teaching and learning practices in a high technology K-12 school. The study used a
qualitative case study design to focus on descriptive in-depth understanding the
phenomenon with its real life context from the perspective of participants (Merriam,
K-12 Technology 58
2009). Additionally, the thematic dissertation team approach allowed for the discovery
of themes and relationships beyond a single school site.
In the qualitative case studies, researchers get first-hand information on the
detailed description of people’s activities, actions, and behavior (Maxell, 2013).
“Qualitative data provides depth and detail through direct quotation and careful
description of program situations, events, people, interactions, and observed behaviors”
(Patton, 2002, p. 227). The research process looked at the context being studied, the
significance of the study, finding the gap that exists, and why was it important to study.
In a qualitative case study, the researcher’s data is gathered through asking, watching,
and reviewing documents. By using the data triangulation process it increases the
researcher’s validity by gathering information from different settings and individuals
using a variety of methods such as interviews, surveys, observations, and documents
(Maxwell, 2013). “Quantitative methods typically produce a wealth of detailed work
about a much smaller number of people and cases” (Patton, 2002, p. 227). Through
interviewing, the researcher gets detail information about people’s feelings, opinions,
experiences and knowledge on the topic being researched. The thematic dissertation team
for each case study decided to use the same interview protocols, surveys, observation
protocol, and document analysis process to verify the information.
In laying the groundwork for the study, the thematic dissertation team began
reviewing literature in August 2013 on technology integration, professional development,
school culture, school leadership, and best technology instructional practices. In
September 2013, the thematic dissertation team utilized findings from the literature
review to develop the conceptual model for the study and to create the research questions.
K-12 Technology 59
In February 2014, the thematic dissertation team met with the University of
Southern California Institutional Review Board (IRB) staff to complete paperwork for
institutional approval of the study. Prior to conducting the study permission by IRB was
obtained. In March 2014, the thematic dissertation team selected their school sites, so
each team member had a school site for their individual case study. The researcher then
contacted the school principal and received permission to conduct the study. The
principal and district were supportive of the study and looked forward to receiving study
results.
Population and Sample
The study focused on Sunshine Charter High School, a high technology high
school that has integrated technology and teachers are implementing technology in their
instructional practices in the classroom. Sunshine Charter High School (SCHS) met seven
out of the seven criteria that were established by the thematic dissertation team. SCHS is
in the Sunny Unified School District, has 508 students, and is located in Northern
California County. SCHS was established in 2008. SCHS has an Academic Performance
Index (API) ranking of seven. SCHS technology plan is highlighted in their philosophy
and website. SCHS claims to be a 21
st
century school as they provide students with one-
one laptops and are centered on project-based learning activities. All students are issued
MacBook laptops and are allowed to bring their own laptop of any kind. SCHS offers the
following Career Pathways: Ag, Arts, Media, and Entertainment. The SCHS website
posts the importance of the 21
st
Century skills by focusing student learning on the 4 C’s:
critical thinking, creativity, communication, and collaboration, including two more C’s
community and competency. SCHS works in partnership with the Central Valley
K-12 Technology 60
Computer Using Educators (CVCUE). CVCUE is an independent, not-for-profit
educational group that is organized to support technology usage in educational settings.
In their mission and vision statement, they promote technology and claim to be a Project-
Based Learning school. SCHS also promotes the use of social media for student learning
and for the purpose of teaching students how to use social media appropriately to advance
in their future careers.
The SCHS mission statement embraces technology and states the following:
“Sunshine High School is a new type of school for a new type of student, where 21st
century digital learners are individually welcomed and challenged in a project-based,
high-tech, career-focused and student-oriented educational environment.” SCHS vision
statement also promotes technology usage: “while incorporating the guiding principles of
rigor, relevance, relationships and engagement, Sunshine Charter High School will
continually work towards being a model 21st century high school that integrates
technology, digital learning models, student-centered learning and young
professionalism. The four C’s of a 21st century education – creativity, critical thinking,
communication, and collaboration – are essential and foundational to the learning
environment and outcome.” SCHS has received recognition for the following: 2011
Golden Board Award from the California School Board Association, 2011 & 2012 Apple
Distinguish School Award, two Apple Distinguish Educators, two Central Valley
Computer Using Educators Teachers of the Year, and 2010 CVCUE Site Administrator
of the Year. SCHS met seven out of the seven criteria and was selected for the case study.
Sunshine Charter High School is located in Northern California, a rural
community, in Northern California County. Northern California County’s population
K-12 Technology 61
annual median income is $50,000. Student demographic information shows that the
students in this school reflect the diverse population of the community. SCHS students
were classified as Hispanic, Whites, Blacks, Asian, and Native. The school major
subgroups: 19.5% Hispanic, 66% White, 5.8% Native, 1.5% Black, 2.2 Asian, 7.4%
Other, 1.7% ELLs, 37.4% Low socio-economics, and 8.9% Special Education.
“Purposeful selection” is the most important process when selecting the
individuals, time, and setting for qualitative research (Maxell, 2013). Researchers select
individuals according to which individuals will best provide you with the information
needed to answer your research questions. The researcher needs to select a case that has
been guided by established criteria, in order to select your site or people for the case
study (Merriam, 2009). The thematic dissertation team met to set the criteria for high
technology K-12 schools. For the purpose of this study, pseudonyms were given for the
location, students, and teacher to protect the confidentiality among participants.
Instrumentation
The use of multiple forms of data or triangulation is used to validate the results of
the study. This study used the following forms of multiple data: an interview protocol,
survey, an observation protocol, and document analysis.
The research instruments were also developed to sort responses into the categories
developed by Bolman and Deal’s (1997) four frames. By incorporating Bolman and Deal
concept of frames, it gives the researcher a deeper understanding of the organization and
human interaction that takes place. The Structural Frame was used as an approach to
focus on the architecture of the organization such as school policies, school goals, roles,
and the rules. The Human Resource Frames focuses on the understanding of people’s
K-12 Technology 62
strengths, emotions, desires, fears, and imperfections in that organization. The Human
Resource Frame includes the connections: that organizations exist to serve human needs,
organizations and people need one another, and the fit between the organization and the
individual can be mutually beneficial or cause problems for one or both parties (Bolman
& Deal, 1997). Human Resource Frame emphasizes on the organizations’ needs, skills,
and relationships. The Political Frame describes organizations as competitive arenas of
competing interests, scarce resources, and struggle for power (Bolman & Deal, 1997).
Additionally, the Political Frame includes the organizations agendas, resources,
strategies, and the relationships within the organization. The Symbolic Frame focuses on
human behavior and interaction that relates to the school culture, values, and beliefs of
the organization (Bolman & Deal, 1997). Bolman and Deal (1997) four frameworks
provide relevant information on the organization, school culture, and school leadership.
The research instruments were developed by the thematic dissertation team and
were supported by findings in the current research literature. The interview questions
(Appendix A) were developed from the research questions for the study. Research
instruments were designed to support confirmation of the findings by using the data in the
triangulation method (Creswell, 2003). Each research instrument was strategically
developed to obtain different information to avoid redundancy.
The interview questions were designed as open-ended responses to give the
participant the opportunity to respond to the question without the constraints of a fixed
list of response options. For the interview protocol, a list of thirteen questions was
created by the thematic dissertation team during a class session and revised in another
class session at the University of Southern California. Questions need to be discussed and
K-12 Technology 63
be a focused list of essential and necessary questions (Patton, 2002). The thematic
dissertation team created two interview protocols, one for teachers, and another one for
the administrators. In an interview protocol, open-ended questions are good interview
questions and probes should be used to clarify or seek more information about what the
person is talking about (Merriam, 2009). The thematic dissertation team avoided yes or
no questions and questions that may be answered by listing things. Open-ended questions
were used to get in depth information. Four probes questions were utilized in the
interviews to elaborate the responses. These included, “Describe that for me,” “Tell me
more about,” “Please explain to me in detail how that works,” and “So to clarify.” The
questions were revised several times before the final list was developed.
The thematic dissertation team met and in three separate groups discussed and
reviewed the observation protocol. The observation protocol (Appendix B) was designed
to assist the observer in organizing information collected in the classroom observations.
Additionally, the information collected in the template was used to validate other data
obtained through interviews and surveys. Bolman and Deal’s Four Frames Model for
understanding phenomenon were used as the sections for the observation template
(Bolman & Deal, 1997). The thematic dissertation team agreed on having the following
areas on the template: a check off list of devices, description of classroom environment,
wall space notes, learning objective, instructional practices, students’ characteristics,
lesson activities, technology tools used to aid student learning, and student outcome. The
observation protocol was revised several times before the final design was accepted by
the team.
K-12 Technology 64
The teacher survey (Appendix C) was developed to gain the teacher’s perspective
of the impact of technology on teaching and learning practices. The questions were
developed to capture the teachers’ beliefs about technology, acquire personal
demographics, learn about technology access, and technology policy information. It was
developed to be administered to all classroom teachers.
The thematic dissertation team determined that the following documents
(Appendix D) should be reviewed to provide an overview of the school setting and to
understand the following information:
 Website information was reviewed prior to visiting the school to give an overview
of the specific school being studied.
 California Department of Education (CDE) for student data, demographic
information, and teacher information was reviewed to learn about student
achievement, subgroup achievement and the qualifications of staff.
 School Accountability Report (SARC)
 School publications, school and district websites and internal memorandums were
reviewed to validate the school’s values, priorities and areas of concern.
 Graduation rates and California High School Exit Examination data was reviewed
to understand student achievement.
 School Site Plan or WASC
 Local Control Funding Accountability Plan (LCAP)/ Local Education Agency
Plan
 Administrators Observation List and Professional Development Agendas
K-12 Technology 65
Data Collection

Data collection took place at the school site over a period of five weeks. Prior to
visiting the school site, additional information was obtained through websites, document
review, and phone conversations. The researcher began the data collection activities with
the document analysis to provide an overview of the school site. The documents reviewed
included: CDE website for API and statewide standardized testing data, similar school
ranking, the school SARC report, school site plan, information about the school and
district on the California Department of Education website, the school district and
adjoining school websites, California Basic Educational Data System (CBEDS) reports,
school publications, school newsletters, district office newsletters and reports, the school
mission statement, public correspondence, graduation rate data and California High
School Exit Examination data, the last WASC self-study and visiting committee report,
and district notices.
Interviews were conducted with the principal, IT director, and teachers. In
compliance with IRB guidelines, a letter of consent to participate was signed, and a copy
was given to each participant. The interviewees were sent an email that explained the
USC project and received signed consent forms to conduct an interview with them. A
date and time were set to meet the interviewees and observe the classrooms at the
designated sites. The interviews were done face-to-face individually at the interviewee’s
workplace. Interviewees were notified that participation in the interview was entirely
optional. They could skip any question or stop the interview at any time. All interviewees
were given the same interview questions and probe questions from the established
interview script. An ice-breaker was used when meeting with the participant before the
K-12 Technology 66
interview began. After the ice-breaker, the interviewees were asked for permission to
record the interview and were told that everything would be kept confidential. The
interviewees were also informed that notes would be taken throughout the interview and
that if more specific information was needed probes would be used to get more details.
The interviewees were given the list of the thirteen open-ended questions that were
intended to elicit views and opinions from the interviewee. Each question was asked one
by one, the interview was recorded, and notes were taken throughout the interview. After
each question was answered, the researcher paused to finish up their note taking and the
researcher asked for clarification before moving on to the next question. After the last
question had been answered, the interviewees were thanked for their time and support.
The researcher and interviewees looked through documents together to make sure there
was a clear understanding of the information provided on each document. It is important
for the researcher to interpret the data correctly. All interviews lasted approximately 20-
35 minutes to answer the questions. Overall, it took the researcher approximately 50
minutes to complete the visit with each interviewee. The study consisted of a semi-
structured interview where all interviews were audio-taped and transcribed for analysis.
All documentation, audio- recordings and transcriptions were maintained in a locking
filing cabinet at the researcher’s home. The participants’ confidentiality was maintained
by using a letter coding system of the audio-recordings and transcriptions.
The administrator and the teachers that were going to be observed were sent an
email that explained the USC project and a signed consent form was received to conduct
the observations. A date and time were set for the researcher to conduct the observations.
The researcher utilized the observation template (Appendix B) to categorize the behavior
K-12 Technology 67
and activities of the participants. The researcher was trained in being a skilled observer
by committing to the following areas: learning to pay attention, learning how to write
descriptively, practicing the discipline of recording of field notes, knowing how to
separate detail from trivia, and learning how to use rigorous methods to validate
observations (Patton, 2002). . Observations were conducted on six occasions, and each
observation session lasted from 45 to 90 minutes in length.
The researcher used an ice-breaker when meeting each teacher in the classroom.
The students greeted the researcher and the teachers gave a brief explanation of why the
researcher was there to observe the class. After the brief introduction, the teachers then
proceeded with their lessons.
The researcher sat at the back of the class and observed the lesson and was able to
see students using technology as the teachers instructed their lesson. The researcher took
notes on the lesson structure, students responses, described students appearances, seating
arrangements, student participation and engagement, and took notes of the demographics
makeup of the class. The researcher took pictures of the classes and wrote down the
technology devices or programs that were used in the classroom. As soon as the
researcher finished each observation, the researcher went to their car and recorded as
many things as they could remember that were said or asked of students to do. As a
researcher, it is important to take notes as soon as the observation is over to recall all the
details and not to talk to anyone afterwards (Merriam, 2009). The researcher was able to
remember many things and wrote detail notes in narrative style format. It took
approximately 3-4 hours to complete each observation, jot down field notes, and by
transcribing observation notes to narrative writing format.
K-12 Technology 68
With the permission of the school administrator, an email was sent to all teachers
to explain the USC project, the purpose of the survey, and a signed consent form was
received to conduct the survey. The email also stated the survey was optional and they
could skip questions or leave the survey blank. The administrator emailed the survey to
all staff. The Survey Monkey program was used to gather the staff’s response to the
survey. The survey instrument did not have any identifying information to maintain the
confidentiality of the participant, so the responses were given anonymously. A total of 9
surveys were completed and returned to the researcher representing a return rate of 42.8%
of the 21 classroom teachers.
At the end of each research day (five days), the researcher examined all materials
collected during the day and secured them in a locking filing cabinet. In circumstances
where information needed to be clarified, participants who were interviewed or observed
were routinely contacted by phone to verify specific statements made during interviews
and to clarify classroom observation situations.
Validity and Reliability

In qualitative case study validity, reliability, and ethics are major concerns
(Merriam, 2009). The validity of the study was assured through the depth of the
dissertation team’s review of current research and shared of instruments across eleven
schools. The researcher used triangulation method to cross-check data and be able to deal
with internal and external validity threats. The researcher carried out the case study in an
ethical manner by reporting the researcher’s bias in the research for more credibility.
This method requires the researcher to identify the specific threat in question and find
ways to rule out that particular threat (Maxwell, 2013). The issues of validity and
K-12 Technology 69
reliability were addressed by assuring the accuracy of the research through the behavior
of the researcher rather than the generalizability of the findings.
Data Analysis

The data analysis activities used Creswell (1997) six steps outline of data analysis
and interpretation:
1. The researcher organized and prepared data for analysis utilizing methods
appropriate for each data type. The methods used include transcribing interviews,
typing up field notes, scanning material, and arranging data into different
categories depending on the sources of information.
2. The researcher read through all the data to get a general sense of the information
and reflected on its overall meaning.
3. The researcher organized the material by the use of color coding method to
segment the data into categories and labeled those categories with a term.
4. The researcher generated detailed descriptions of the setting or people, and
themes for analysis. Themes provided multiple perspectives from individuals and
supported by specific evidence and diverse quotations.
5. The researcher represented the themes and description in a qualitative narrative
that addressed the perspective of the participants studied.
6. The researcher interpreted the data and drew conclusions from the findings that
addressed the research questions, stated the comparisons from the findings to
research literature, and suggested new research questions for further study.
During data analysis, the researcher collected qualitative data, coded it, and looked
for common themes that emerged. (Creswell, 2009). It was an ongoing process where the
K-12 Technology 70
researcher reflected, constantly asked questions, and wrote notes or memos throughout
the study. Once data is organized, it is important to read through and take short notes on
the right side margin of your field notes, which then will be used as part of your coding
process (Merriam, 2009). The coding helped the researcher to create categories of notes
and comments that go together (Merriam, 2009). Repetitive patterns that cut across the
researcher’s data create the themes or categories in the research (Merriam, 2009). During
the process the researcher took side notes and immediately wrote up the interviews and
observations reports. In the case study, the researcher organized and prepared the data
that included interview transcriptions. The researcher read through all the data and
analyzed the documents. The researcher highlighted common themes that were emerging
while she read interviewees’ responses. The researcher coded throughout the
interviewees' paperwork and wrote notes on the margin of the paperwork. Each
highlighted color represented a common theme that emerged from the interviews and
observations.
Conclusion

This study focused on teacher perceptions of technology and the impact that
technology has on teaching and learning. The conceptual framework outlined in Chapter
Two guided this study. Data collection began after passage of the Qualifying Exam and
approval of the IRB. Chapter Four provides the results from the data that were collected
in order to answer the research questions for this study.

K-12 Technology 71
Chapter Four: Results
With the implementation of the Common Core State Standards and 21
st
century
skills in education comes the need for researching effective technological practices for
teaching and learning to increase student achievement. Technology integration in the
classroom, when structured effectively, can be used as a tool to enhance student learning.
The focus of this case study was to identify the impact of technology on teaching and
learning practices in high -tech K-12 schools. The purpose of this study was to determine
the practices that Sunshine Charter High School (SCHS) has implemented to create a
high-tech school that provides students with one to one technology and project-based
learning practices. The SCHS study provided specific practices that the researcher
examined: instructional practices, school culture, school leadership, and the integration of
technology in the classroom.
The first three chapters of this dissertation incorporated the problem, the
significance of the study, a review of the literature related to the problem, the
methodology, and the design used to gain access and gathered information from the
selected school. This chapter provides the four data collection methods that were used
and a depth analysis of the school’s information, which includes the findings of the study
for each research question, and the emerging themes concluded from the findings.
Research Questions
The study addressed 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?
K-12 Technology 72
3. In what ways does the school climate support the integration of technology?
Where does the leadership come from?
These questions focus on providing descriptive information on what was observed at the
school sites including detailed information on the technology observed and how
technology was used with the teachers’ instruction in the classroom. These questions also
provide information on school culture, school leadership, and teachers’ perceived impact
of technology on teaching and learning in the classroom.
Methodology
In order to get first-hand information on the detailed description of people’s
activities, behavior, beliefs, and actions, the researcher used the qualitative, descriptive
research methodology (Maxell, 2013). Through interviews and observations, the
researcher gathered detailed information on people’s feelings, opinions, experiences and
knowledge on the topic being researched. The study used interviews, observations,
surveys, and multiple documents to gather and verify information. Data triangulation was
used to increase validity and reliability by gathering information from different settings
and individuals using a variety of methods (Maxwell, 2013). All data was reviewed and
analyzed separately then coded for emerging themes, by using Creswell’s (2009) six
steps for data analysis.
The researcher spent five school days visiting the school to gather case study data.
The school site principal distributed the survey via email to all of his teachers. Nine
surveys were collected out of 21 teachers, which is 45.8% of the staff at SCHS. The staff
that was interviewed included the school site principal, the Modern World History
/Director of Student Activities teacher, English teacher, AP World History teacher, and
K-12 Technology 73
the IT Director/teacher. Six classroom observations were completed and all teachers who
were interviewed, allowed the researcher to visit their classrooms. The documents used to
gather information about the school were the following: school website, school
newsletter, school policies, Local Education Agency Plan, Local Control Accountability
Plan, school schedules, School Accountability Report Card (SARC), California
Department of Education Data Quest, 2007 SCHS Master Educational Plan, and WASC.
The researcher used the data triangulation method to increase validity and reliability of
the information gathered in the case study.
School Site Visitation
On April 25
th
, 2014, the researcher called and emailed the principal for approval
to study the school and to schedule a visit. A meeting was set for May 19
th
, 2014, to
review the documents with the principal and to tour the school. The researcher drove 2 ½
hours through beautiful Sierra Mountain scenery towards Yukon National Park. As the
researcher turned off to the exit, to the right a large electronic billboard could be seen
with a welcome message of Sunshine Charter High School’s name and logo. As the
researcher made her way into the school grounds, another large billboard sign was
displaying the school’s multiple awards and honors it had achieved: Apple Distinguished
School, Golden Bell Award, Proud FFA Member, and 2012 National Champions in
Parliamentary Procedure. As the researcher parked, she noticed that she could only see
the school buildings’ roof tops. The researcher had to walk, 40 yards, on a cement
walkway, to reach a stairway that would lead her to the office. The researcher walked 28
steps down the stairway in order to have access to the school buildings. Against the wall
half-way down the stairway were three plaques with information on the following:
K-12 Technology 74
“Students Bills of Rights”, “Student Success Ladder”, and “The Four C’s- 21
st
Century
Workplace Skills”. The researcher noticed that the school was surrounded by mountains.
The school campus contained six buildings, a gym, a cafeteria, and access to the baseball
and football fields.
As the researcher approached the office to check-in, a student was already waiting
at the front door welcoming the researcher and showing her where to sign in. The main
office had two flat screens showing student videos. On one of the office walls, there were
pictures of the school’s band and near the waiting area, a full-size graduation gown and
cap hung displayed on the wall. Across the counter, behind the clerk, were three large
trophies and an Apple computer. Behind the sign-in counter, was a floor display stand
full of pamphlets that contained information on colleges, financial aid, and other school
activities and schedules. Above the office clerk’s head to the left on the wall was this
quote: “The future belongs to those who believe in the beauty of their dreams.” by
Eleanor Roosevelt. Another quote was painted on the right side of the building stating:
“The world doesn’t care what you know. What the world cares about is what you do with
what you know.” by Tony Wagner. The office clerk greeted the researcher and let her
know that the principal would not be able to meet with her today, but that the student aide
and the Modern History teacher would take her on a tour of the school and answer any of
her questions.
On the tour of the school, the researcher visited all the buildings and several
classes. Each building had bright yellow hallways, with flat screen TVs displaying
student videos at every entryway, picture frames with scenery photos were hung up on
the walls, and each building contained six classrooms. The researcher observed students
K-12 Technology 75
in the hallways working in groups on their MacBook Pros, having conversations, and
creating PowerPoints. Other students were using the outlets in the hallways to charge
their phones and listen to their devices during class time. During breaks, in between
passing periods, instead of a bell system, the school played songs. When the song
finished playing, the students were all in their class for their next class period. During
lunch break, the students gathered throughout the school with snacks and lunches of their
own, while others went to the cafeteria to get food. A group of students were huddled
outside one of the school buildings playing Hard Rock music loud and the supervisor
walked towards them and asked them to lower the volume a bit. Students’ dress code was
lax, no school uniform was expected. When visiting the individual classrooms, the
observer felt that all of the teachers were friendly and all were using technology in their
classroom instruction. All students had a laptop or an iPad mini in class and outside of
class. Students were also allowed to use their cell phones in class and outside of class.
The library media section had couches, many electrical outlets on the tables, electronic
books were available, a small amount of hardcover books were accessible for check out,
and tall tables and stools for students to use. The librarian stated that they were going
mostly with electronic books and were adding hardcover books only at the request of
teachers that desired specific hardcover books for their students. Although the researcher
was not able to speak with the principal on that first day, the permission slip was signed
by the new principal on Sept. 16
th
, 2014. Dates and times were also set for interviews and
classroom observations. The researcher left the school with the eagerness to go back and
get more information on this high-tech school environment.

K-12 Technology 76
Recent History of Sunshine Charter High School
Sunshine Charter High School was founded in 2008. The founders believed that
they could do more for students by building a 21
st
century school with state of the art
technology. They believed that they could better prepare students for the jobs that do not
yet exist in the future. They funded their technology by grants, donors, and by investing
in technology over buying textbooks for the students. SCHS started with 52 students and
now have a current enrollment of 508 students. Every sophomore, junior, and senior
student has a MacBook Pro laptop and all freshman students have an iPad mini. One of
the challenges the school faced was the stigma around social media. They received a lot
of criticism when they first opened the school. The principal stated that it was a challenge
for the school to promote the idea of, “Hey we are trying to teach kids how to use social
media, rather than to just say no to social media.” Students are allowed to use social
media to communicate with other students, teachers, and professionals. The school
encourages the use of social media and being good digital citizens. They try to teach
students how they can actively work to develop their own digital footprint, and make sure
it’s a positive one.
The school uses MacBook Pro laptops because it gives students the best platform
when creating and designing their projects which have led to some students launching
into early publishing and animation careers. Examples of technology integration are the
creation of videos for history assignments and the writing of blogs in English class. The
school prides themselves in giving students a lot of freedom than typically given in a
regular school setting with technology and social media.
Project-based learning is their main structure for instruction in the classroom and has
K-12 Technology 77
forced teachers to use technology as a tool to complete student projects and activities.
They want students to be involved in projects that are beneficial to the community. The
principal stated that one of their main focuses is the 21
st
century skills. Project Based
Learning focuses on the 4 C’s but the school has expanded to the 6 C’s: critical thinking,
communication, collaboration, creativity, community, and competency. They want
students to be present in the community by presenting and being in the local media.
Competency was added because they want students to be college ready writers and have
the skills that they need to be successful in their career and college. All lessons have
rubrics broken down into the 6 C’s and students are given topic choices and the creativity
choice on how they are going to present their projects. The principal states that they
approach Project-Based Learning as what kids need to learn first and then as a result, they
tend to do well on their common core standards benchmarks. Technology is used daily
for reading, note-taking, writing, to design, blogging, to communicate, research, math,
and to create presentations. Technology is also used daily to access “Schoology” a
school-wide software program used by teachers and students to access assignments, turn
in assignments, to keep records, and for students to check their grades.
At SCHS, technology is a platform for students to show what they’ve done, who they
are, and what their skills are. The principal states that students need to learn how to
promote themselves because personal marketing is a crucial skill that students are going
to need because of the tough job market. He states that the real skill is teaching them
how to brand themselves because the worst thing is when you have a lot of skills and you
can’t articulate that or show that. One requirement of the school is for students to have a
professional website from freshman year all the way to senior year to show exactly what
K-12 Technology 78
they have accomplished. The students should be able to talk about it and present it. The
presentation should include the student’s growth, what they have accomplished while
being at school, and the things they have learned. The principal states that although
students are ‘digital natives” they still need to be taught how to use technology for
academic purposes that will give them the skills needed to succeed in their future careers.
Findings by Research Question
Research Question One
What technology is present and how is it used as a tool of instruction in the
classroom?
In order to get information on what technology was present and how was it being used in
the classroom the researcher looked at the school/district plan, SCHS Educational Master
Plan, Local Control and Accountability Plan (LCAP) , School website, and the Local
Educational Agency Plan (LEAP) to gather data. SCHS website advertises that they are a
one to one technology school that provides hands- on activities through Project-Based
Learning. With Project-Based Learning, it includes real-world use of technology in their
project research and presentations. SCHS website also included a video of the
superintendent and school board members talking about their 21st Century School that
provides laptops for all students to use on a daily basis. The intent is to give all students
excellent 21st century skills, top notch technology and community support, as well as the
academic and personal freedom to work on projects that would enhance and even inspire
their careers by using technology. In the Educational Master Plan, the following was
stated: “SCHS should have state-of-the art technology tools for staff and students.
Technology tools are most productive in an environmental setting when they are used
K-12 Technology 79
seamlessly in instruction and learning rather than as the object of study. Classrooms will
be outfitted with technology that facilitates learning and is useful for teachers and
students. Students will be encouraged to collaborate with peers and submit assignments
by email and other online tools. SCHS staff should use technology creatively to augment
program offerings at the high school.” The Educational Master Plan was created before
the school even opened, informing the community, parents, students, and staff, the
expectations of this 21
st
Century school.
The school’s LCAP and LEAP plans both contained sections on how teacher and
students will have increased access to technology, updated technology, and trained
students in technology use and safety. The LCAP and LEAP plans also include a section
for professional development training in technology to improve teaching, learning, and
tech literacy. The LEAP plan under Title II, Part D covers the area that teacher will be
trained on strategies for using technology to improve academic achievement and teacher
effectiveness. Another LEAP goal is the promotion of curricula and teaching strategies
that integrate technology are based on the review of relevant research that leads to
improvements in student academic achievement.
Another resource gathered for more information was the survey results in order to
get more insight on what exactly was being used in the classroom and how teachers were
using the technology. The following are the survey results for the open ended questions
that related to research question one. All nine participants were asked about hardware and
software used in their classrooms. The following was reported by all nine participants of
hardware used in the classroom: Apple MacBook Pros, Apple TV, projector, iPad minis,
doc cam, flat screen TVs, printers, scanners, Smart Board, Android phones, and Dell PC
K-12 Technology 80
computer stations. On the software results the following are available and used in the
classroom: Google products, Schoology, Google Drive, numerous Apple apps, Pages,
Keynote, video software, word processing, photography, web-based software, and Khan
Academy. When asked what technology access was available to students outside of
school, all participants reported that students have access to anything they have accessed
at school. All students have a MacBook Pro laptop or a mini iPad as well as all the apps
that the teachers use in the classroom. Students can access “Schoology” and Google
Apps, blogs, and online sites to post assignments and check on grades at home. The
following were the technology policies that the participants reported were in place at the
school site: Acceptable Use Agreement Policy, Etiquette Policy, and a Parent Contract
Agreement for take Home Usage Policy. When asked how often they incorporated
technology into their daily lessons seven participants stated “Always”, one “Most of the
time” and one “Sometimes”. From the survey results the researcher was able to gather
accurate information on what technology is available in the classroom, the software
programs used, the policy in place for technology usage, and how often they incorporated
technology into their daily lessons. All teachers and students have laptops and are used
daily in the classroom.
Additionally, interview data was reviewed for further analysis in response to
research question one. After reviewing all the responses the following were recurring
subjects that emerged: all students and teachers have MacBook Pro laptops and are
expected to use technology daily in the classroom. All classrooms have access to Apple
TVs and “Schoology” is the learning management software program, used school-wide,
where teachers post all of their assignments as well as their official grading. Students also
K-12 Technology 81
used “Schoology” to receive and turn in assignments as well as to check their grades.
SCHS focuses on 21
st
century skills and the 4C’s: communication, creativity, critical
thinking, and communication. SCHS promotes the usage of social media and they have
pride in being a project-based learning school that provides hands-on activities that
requires the use of technology for real life application, and presentations. At SCHS,
technology is used as a tool to enhance teaching and student learning. The 9
th
/10
th
grade
Modern History teacher stated:
The role of technology and education is one that is supportive, not used to
supplant. I’m a big believer that you don’t need technology to be a good teacher.
I mean, good teachers could use a stick and a rock, right? But it can enhance the
teaching, and certainly enhance the learning. Especially since technology, for
most students that I deal with anyway, it’s already in their lives. So this is part
and parcel to the jargon and language, and tools that they use anyway, so why not
make that part of their learning, as opposed to something that’s special or
different, or you have to earn it or something like that.

This teacher believes that technology should be used as a tool to enhance teaching and
learning and sees students as “digital natives” that need to be taught how to use
technology for academic purposes and social media for professional communication.
SCHS students are perceived as “digital natives” and technology is already part of their
lives. The staff strives on incorporating technology in their daily lessons to give all the
students the opportunity to learn how to use technology to enhance their learning and
have the skills for their future career. In regards to technology usage the principal at
SCHS stated:
For everything from reading, to writing, to design, for communication, all of that
is what the technology is used for. Research is a big one, too. Research is huge.
So I think a big purpose of using technology here is how to teach kids how to
research and not just Google things, and that’s always a big challenge, too. One of
the major focuses for us is 21st century skills. Although at this point, I kind of
feel funny calling them that because it’s 2014, but they are -- we focus on the four
Cs, but we’ve actually expanded it to the six Cs. So you have your critical
K-12 Technology 82
thinking, communication, collaboration, creativity, and then we’ve added
community, and competency. And so those are tied with our learning outcomes in
that we want our students to leave here, some of the things we want them to leave
here with is the ability to present in front of a group; the ability to make a resume
and design a website that shows their skills, and who they are as a person. We
want them to be able to use problem solving skills. So we really push -- we’ve
been pushing even more just the use of questions in classes, questioning, you
know, inquiry based learning. And then we want them to be able to do it with
other people, and collaborate, and it’s easier said than done. But we certainly
have really spent a lot of time building that up, the collaboration.

SCHS has a focus on 21
st
century skills and an emphasis in using technology on a daily
basis to enhance teaching and student learning. SCHS focuses on the Project-Based
Learning Model that promotes the 4 C’s that will provide the 21
st
Century skills needed
for their students to be successful in college and their future career.
When observing the campus, it was evident that all students had access to a
MacBook Pro laptops or iPad minis. Teachers used projectors, MacBook Pro laptops, and
Apple TVs to display their PowerPoints or Google Site information. Teachers introduced
the subject content and students were given project choices to research as a group and to
present the information to the class. All teachers used “Schoology” when assigning
student assignments and for students to return their assignment. Students also used social
media, such as Twitter and Facebook, to respond to their teachers of what they had
learned in class with their cell phones, before leaving each class period.
Students were observed with MacBook Pro laptops on their tables and they used
their cellphones to respond to the teacher’s survey questions for quick exit slips
responses. Students were working in groups researching, collaborating, communicating,
and creating their presentation for their project. Students also took notes using their
MacBook Pros. In the hallways, students were seen gathering in groups on the floor
working on their MacBook Pros and other students were using the hallway’s electrical
K-12 Technology 83
outlets to charge their cell phones while wearing their head-phones. The hallways also
contained several flat screen TVs that displayed student video productions and school
activity videos.
It was evident that technology was everywhere and everyone had access to
technology. Teachers were using technology to enhance their teaching, learning and
engaging students to take an interest and ownership of their learning.
Summary of Findings for Research Question One:
Sunshine Charter High School’s commitment in being a 21
st
century school was
planned before the school even opened in 2008. Technology is everywhere and the
administrator and staff has been committed from the beginning of incorporating
technology in their classrooms to enhance teaching and learning by providing all students
with laptops and allowing them to use their cell phones. SCHS administrator has
provided the staff with Project-Based Learning training which is now the
framework/structure for classroom lessons to contain the 4 C’s and use technology for
real life application. It is also evident that the staff at SCHS focuses on teaching students
how to appropriately use social media and become good digital citizens. By providing the
technology tools, training, and PBL lesson structure, teachers can integrate technology in
the classroom with more ease and acceptance. SCHS teachers have also accepted the
responsibility that as teachers, they need to move along with their students who are
perceived as “digital natives” and provide them the 21
st
century skills needed to be
successful in their future careers and college.

K-12 Technology 84
Research Question Two
What is the perceived impact of technology on teaching and learning?
Multiple documents were reviewed by the researcher to examine the school’s perceived
impact of technology on teaching and learning. After reviewing the school website’s
information, the researcher could see that the superintendent, together with the school
board members, had a plan to design SCHS as a 21
st
century school with state of the art
technology. Included in their plan was the provision of academic freedom for students
and the opportunity to be able to launch their careers while still in high school. Before the
school was built they surveyed the community, parents, and students to gather their ideas
and beliefs of what a 21st century school should be, with one to one technology in mind.
Students were to use laptops every day and use social media to communicate with
teachers, students, and other professionals. Additionally in the Educational Master Plan it
states that students are provided with real world technology tools, and resources to solve
real world problems and community projects.
In the School Accountability Report Card (SARC) the mission statement is as
follows: “SCHS is a new type of school for a new type of students, where 21
st
century
digital learners are individually welcomed and challenged through a project based, high-
tech, career-focused, and student oriented educational environment”. Also included in the
SARC report is their school’s vision statement: “ While incorporating the guiding
principles of Rigor, Relevance, Relationships, and Engagement, SCHS will continually
work towards being a model 21
st
century high school that integrates technology, digital
learning models, student-centered learning, and young professionalism.” On SCHS
Student Bill of Rights (SBR) policy it states that in all classes, technology will be used
K-12 Technology 85
for web resources, advanced hardware, and software. The SBR includes that learning at
SCHS will be challenging and represent real, professional work.
SCHS truly believes that technology is a necessary tool used to enhance teaching
and student learning. With their Project-Based Learning structured lessons, technology is
embedded in all students’ projects. By providing students a 21
st
century school, with the
state of the art technology, they believe technology has a positive impact that will provide
students the skills to lance their future careers.
More information was gathered from the survey results that pertained to how the
staff perceived the impact of technology on teaching and learning. Table 1 shows the
questions and responses associated to research question two on the impact of technology
on teaching.
Table 1
Survey Results for Research Question Two – Part 1
Survey Statement Absolutely
For the
most part Somewhat
Not at
all

10. I believe that technology
has positively impacted the
quality of my instruction.

9

0

0

0

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

4

5

0

0

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

8

0

1

0

Based on the survey results 100% of the respondents absolutely believe that technology
has positively impacted the quality of their instruction. Furthermore, 44.4% absolutely
K-12 Technology 86
believe that technology is relevant for student engagement and student achievement, as
well as, 55.6% for the most part agree with that same statement. In regards to technology
investment, 88.8% of the respondents believe that the school’s investment in technology
has proven worth the cost, with one respondent stating that the investment is somewhat
worth the cost.
It is evident that the respondents believe that technology has a positive impact on
teaching, The Table 2 below list the respondents’ answers that are related to question 2
on the impact of technology on learning.
Table 2
Survey Results for Research Question Two – Part 2
Survey Statement Never Sometimes
Most of
the time Always

15. I believe that technology
positively impacts student
creativity.

0

0

5

4

16. I believe that technology
integration requires student
collaboration

0

0

3

6

Over half of the respondents believe that technology positively impacts student creativity
most of the time, while 44.4% believe that technology always positively impacts student
creativity. It is evident that collaboration is seen as a requirement for technology
integration with 66.6% of the respondents stating “Always” and 33.4% responding “Most
of the time”. Overall, the survey responses strongly indicate that the respondents
perceived a positive impact on teaching and learning, with student collaboration being a
key in integrating technology in the classroom.
K-12 Technology 87
During the interviews, the principal clearly stated that since the school was
founded it was their vision and goal to build a 21
st
century school with one to one
technology. He truly believes that all students should have access to technology and that
it has enhanced his teachers teaching and student learning. The SCHS principal perceives
the impact of technology on learning as follows:
But the benefit of that is if we can teach kids how to be in an environment where
there’s a lot of communication, there’s a lot of talking going on, and there’s a lot
of technology, and a lot of access, and still be productive, and really do great
things, then we’ve accomplished a lot—because that’s the world that they’re
going into. Nobody’s going to, ring a bell and say sit quietly and do your job, and
I’m going to stand over while you do it, they’re going to give them tasks, and
they’re going to ask the students to perform those tasks at a high level. So if we
can channel the use of all that technology and student choice, and project based
learning, if we could channel that, it can be great.
He also included that students having technology is a must because it provides so many
resources and tools. He states:
I think by having such a diverse access, the diverse sources and tools, our students
can use their interests and their skills to access some of those more challenging
areas of research. But if at this point, you’re not giving kids technology to do
some of these things, I honestly feel -- this sounds kind of harsh, but I honestly
feel that we’re crippling them because they are not researching or writing how
they’re actually going to be doing it in the professional world.”

The IT director/teacher agreed with his administrator perception about the positive
impact of technology on student learning. He stated:
Well, the benefits are that students get that hands-on, real-world experience and
practice with using the technology. Kind of going back to the first question of the
college and career readiness, I think especially with computers, any career is
going to have -- just about any career, medical, finance, business, legal,
technology’s integrated into so many careers that they’re going to have a leg up
over students that don’t learn it. And I think most schools are realizing that, and
pushing technology. So that’s a huge benefit is getting them ready when they go
out the door to succeed in college and career courses.

Technology is seen a s a positive impact on student learning and a tool that will give
students the skills needed and technology knowledge to better prepare them for their
K-12 Technology 88
future career. The Modern History teacher stated that technology has positively impacted
her teaching in the classroom. Students are the active learners and she is just the
facilitator. She states:
You know, I try to be just the cop that gives them the information. And then it’s
on them -- especially as a social studies teacher -- to conduct the research, to find
out its validity, to find out the legitimacy. To explore all kinds of avenues. Now,
that’s not something new, that’s the kind of learning that’s been going on for a
long time. But I’m not the sage on the stage that’s telling them about the topic,
they’re learning about the topic. I’m giving them direction; try these ten websites,
tell me what you think. They have to create their own rubric about stuff that --
they have to be able to articulate their knowledge in a way that is not only
professional but accurate. They have to know something, and they have to be
able to articulate their competency.

Her colleague, the AP World History teacher, agrees on how technology has impacted his
teaching. He states that his role has changed as the facilitator in the classroom. Students
are more active in their learning. He mentioned the following when it comes to teaching
in the classroom:
I would say it’s that role reversal because they have all of that access to the
information. You know, for me having to lecture, my lectures turn from giving
them the facts and the details, to talking about the interconnectedness of ideas,
and how one thing affects another. And so it lets me become that facilitator when
we get into projects, and then guide more so than the all-knowing sage on the
stage, which is just giving them all of the stuff.”

With Project-Based Learning structure, all lessons incorporate technology when teaching
in the classroom. The role of the teacher has greatly changed in that that they are more of
the facilitator and students have taken on more responsibility and ownership of their
learning.
In the classroom observations, the researcher can conclude that teachers were the
facilitators. Students were given information, group assignments for them to research,
and they were expected to present their response to the open-ended questions assigned.
K-12 Technology 89
Students were also seen in class collaborating and creating PowerPoint presentations.
Other ways that students were presenting their research is by showing videos, pictures, or
having their classmates listen to music that correlated to the theme of their topic.
Technology is being used as a tool to positively impact the teaching and learning at
SCHS.
Summary of Findings for Research Question Two
From the summaries of the interviews, surveys, documents, and classroom
observations, SCHS believes that technology is a crucial component that enhances
teaching and learning. Technology is used as a tool that has provided SCHS students with
the 21
st
century skills needed to be successful in their future career. Technology has
positively impacted SCHS teaching and learning in their Project-Based Learning
structure. Mostly all respondents had a positive view of technology and that it is worth
the investment. It was clearly stated that all students should have access to technology
and be given the opportunity to obtain the academic skills needed to compete in their
future career.
Research Question Three
In what ways does the school climate support the integration of technology?
Where does the leadership come from? The school climate has supported the
integration of technology even before the school was built. The superintendent, board
members, community, parents, and students were all part of the decision making in
building and creating this 21
st
century school. In the Educational Master Plan and the
LEAP, technology would be used daily in instruction, updated as needed, and training
would be provided for all staff and students. The superintendent and administrators
K-12 Technology 90
worked with the budget and had a plan on how to purchase the technology needed, how
to keep the technology upgraded, how it would be used in the class, and the plan to keep
the staff teaching efficiently by providing continuous support in professional
development training. In LEAP, Title II money would be used to purchase state of the art
equipment for the students to use. On the school website, they promoted the school as a
high-tech 21
st
century school with hands-on projects that integrates technology in the
classroom. With the one to one technology agreement plan, all students and teachers
have access to a MacBook Pro laptop or iPad minis. Many staff members are featured on
the school website of being Apple Distinguished Educators, which make them highly
qualified to instruct technology-based programs at SCHS.
On the school website page information is given through video on how the whole
community was involved in the process of creating and envisioning this high-tech school
that incorporates Project-Based Learning with technology usage. Technology is
everywhere and part of their school culture since the school’s first opening day. As
reported on the school website, SCHS has attracted many quality staff to their program
from day one. Many have come to SCHS as accomplished award-winning and recognized
professionals. All these documents gave information on the commitment that the
founders made in assuring that this high-tech school had the technology tools and
resources to provide students the opportunities to acquire the 21
st
century skills in order
to be successful in college or their future career.
In order to provide consistency with the school climate information and where the
leadership comes from, the following survey response results pertained to research
K-12 Technology 91
question three on school climate. On Table 3 each survey question and results are
displayed.
Table 3
Survey Results for Research Question Three – Part 1
Survey Statement Absolutely
For the
most part Somewhat
Not at
all

11. My professional
development prepared me to
incorporate 21
st
century
learning skills on a daily basis
in my classroom.

6

0

1

2

12. My professional
development prepared me for
the use of technology in my
classroom.

7

1

1

0

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

9

0

0

0

All the respondents feel confident when integrating technology into their classroom
instruction. Over half of the respondents feel like professional development training has
prepared them to incorporate 21
st
century learning skills and to use technology on a daily
basis in their classrooms.
On Table 4 are the survey questions and responses listed related to question
number three on the leadership role.

K-12 Technology 92
Table 4
Survey Results for Research Question Three – Part 2
Survey Statement Never Sometimes
Most of
the time Always

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

0

0

0

9

16. I believe that technology
integration requires student
collaboration.

0

0

3

6

All the respondents agreed that the administrative team “always” supports the integration
of technology in the school’s classrooms. Additionally, over half the respondents believe
that technology integration requires student collaboration. Three respondents believe that
most of the time student collaboration is needed for the integration of technology. With
strong administrative support and a school climate that embraces technology, SCHS staff
has had the support and training to feel confident with the implementation of technology
in the classroom instruction.
The interviews also provided confirmation that there was strong administrative
leadership support at SCHS with the integration of technology in the classroom and a
school climate that has embraced technology. The principal acknowledges the importance
of the administrative role in the support of technology integration. He states:
And for administrators, I would say be a leader, be strong, be well-read and
research, but always consider the fact that your teachers are the experts in their
field, they’re professionals, and we need to give them a voice in the creation of all
this. Because teacher buy-in is fundamentally the most important thing to do with
something innovative, like project-based learning, or one-to-one technology
because they’re the ones in the trenches. So administrators, just like you would in
a PBL classroom, administrators are the guides, they create the framework,
K-12 Technology 93
teachers work, and that carries down to the students. And so I think that’s where
a good culture starts from.

As for the Modern World History teacher’s point of view, she also agrees that
administrative support is important in the integration of technology. She states:
Huge impact. I have school leadership that not only encourages technology, but
the access has been almost unlimited. Now that doesn’t necessarily say it’s like
that for the kids, there are some filters in place for obvious reasons for the
students. But they’re not like, for example, four years ago, you couldn’t get on
social media here as a student. Now it’s every day in use. But that’s mainly
because of our school leadership that had really opened the doors, and said use it,
go with it, you know, it should be part and parceled to your overall teaching.

The AP World History teacher perception of the importance of administrator support with
the integration of technology:
Oh, it’s huge. Especially here because it’s written into -- I mean, that’s why the
school was established, it’s part of the charter of the district is that we want the
students to be college and career-ready by the time they leave, and that includes
being fluent in the technology. And so we have a lot of support in trying and
working with new technologies. But the framework is already established. We
have a lot of effort that goes into making sure that we have what we need as
teachers to be able to do what need to do on that level as far as finding
technologies that work, or getting access to trainings and things like that so we
can improve those.

Both the principal and teachers see the administrative leadership support as crucial
components in providing the technology tools, resources, guidance, and training needed
to integrate technology in the classroom. The administrative leadership support is
imperative in that it builds the structure and the foundation for a school climate that
embraces technology.
From the interviews, professional development training was necessary for
creating a positive school climate. Professional development training provided the
teaching structure, resources, and the instructional strategies needed for full integration of
technology in the classroom. The principal states the following:
K-12 Technology 94
So our professional development has been mostly been geared towards project
learning, challenge-based learned, inquiry-based learning. And inherently in
project-based learning, you have a sense of student ownership. Starts with project-
based learning. People would say “Oh, that’s the tech school, everyone would say
that, but it’s so ingrained in our culture that it’s not really that anymore, it’s just
the method by which we do our work. Yeah, I mean, oh, it’s just such a big part of
the kids’ lives already outside of school that when they come here, it’s just like an
extension of that. So it becomes very -- it’s ingrained, it is how we get our work
done here. And obviously, that’s a platform to do all sorts of projects and
research that we wouldn’t be able to do without the technology. And I think part
of all this, the success of all this is providing teachers with what they want, to be
professionals. And trying as much as possible not to constrain them.

Another teacher, the IT director, explained how the school climate is a technology culture
where students are coming in embracing technology already. He states:
I think students are very adept at using social media and social technology.
Meaning that most of them are in some form of Facebook or Twitter, or Snapchat
or some way using technology to enhance or continue their social lives. So I
think in that regard they have a strong technology culture, but I think we’re still
learning what I would consider the basics of technology as a business would use
it, and I’ll get students who have never used email before.

The 9th and 10
th
grade English teacher shared her perception of the school climate,

stating:

The culture is very surrounded by technology. I think that we all embrace it to the
point where I forget that it’s even here until I visit other campuses.

SCHS has a school climate that embraces technology with strong administrative support
that provides and guides the teachers with what the need to successfully integrate
technology into their classroom instruction.
From the classroom observations and campus tour, the researcher was able to see

a school climate where students worked in groups and had access to one on one laptops.

Teachers and students used technology on a daily basis and communicated through social
media. Every classroom and the main office had the following policy posters displayed:
“Students Bills of Rights”, “Student Success Ladder”, and “The Four C’s- 21
st
Century
K-12 Technology 95
Workplace Skills. These posters were a constant reminder to students, staff, community,
and visitors what the students are expected to learn, the responsibilities of the student
taking ownership for their own learning, and the staff responsibilities and agreements on
what they were to be providing to the students. Overall, it was a school climate
committed to using technology to enhance their teaching and student learning.
From attending a staff meeting, the researcher observed the teachers collaborating
and being respectful to one another. The staff discussed the WASC school culture section
in the meeting and the information that was going to be presented that evening to the
stakeholders for their input and approval. In the meeting, they decided that their strengths
were their school culture and school-wide activities. They discussed that students have
taken ownership of their learning due to the school structure that has been put in place
with project-based learning. They agreed that student behavior was a school’s strength in
that there is peer pressure for positive behavior rather than defiance. Students have taken
ownership of their behavior and police themselves and others. Another school’s strength
they also agreed upon was the great communication among staff and the wiliness to work
with one another. The researcher sensed a safe, respectful, collaborative school climate
where students could freely express themselves and know what the school expected from
them. Students gathered in the indoor hallways to work on their activities in groups,
while connected to electrical outlets. SCHS is a small school setting and a safe haven for
students, with the benefit for students to use technology daily. Technology is not only
used for their personal social needs but academic learning too.
Summary of Findings for Research Question Three
Before the school even opened its doors, SCHS had already established a school
K-12 Technology 96
climate that embraced technology. The community, students, parents, and board members
supported and valued the importance of incorporating the 21
st
century skills with the
integration of technology in the classroom. The administrative leadership supported the
acceptance of technology integration by providing professional development training on
the Project-Based Learning Model and providing teachers with all the resources needed.
With the Project-Based Learning structure, all staff had to integrate technology in their
PBL lessons. All staff at SCHS explained that students are “digital natives” who are
already knowledgeable about technology and that benefits the school in being able to
have students that easily adapt to using technology and social media in a professional
manner and for academic projects. SCHS has a school climate that accepts technology
integration with an administrative leadership that strives to produce good digital citizens.
Emergent Themes
The following are the major themes that emerged from the findings:
 At SCHS teachers’ attitude, self-efficacy, and perceptions of technology have a
powerful influence on how quickly technology was integrated into their classroom
instruction.
 SCHS principal’s support was crucial in the integration of technology. The role of
the principal was crucial in promoting school technology integration in classroom
instruction. It began with the school principal having a shared vision of how
technology should be implemented and what technologies to use.
 The administrative leadership support was imperative in creating a school climate
that embraced technology. By making SCHS a charter school, parent and student
choice played a major role in immediately building a school climate that
K-12 Technology 97
embraced technology. The community, parents, students, and staff shared the
same vision for the school and believed that technology integration enhances
teaching and student learning. SCHS school culture included norms, values,
beliefs and practices that promote and embrace technology use in the classroom.
A school culture where teachers are constantly engaged in studying, practicing,
and refining the art of teaching. Technology integration is more effective when
the leadership and school culture embraces technology and believes that it can
support student learning.
 At SCHS with the technology integration and PBL structure, the instruction
becomes more student-centered than teacher- centered. There is a big shift in the
responsibility of the learning from the teacher to the student. Students take on the
responsibility and ownership for their learning through PBL activities. Teachers
become the facilitators and guide students through real-world problem projects.
For the PBL activities, the students used their computers to research information
on their topic by using the internet, they analyzed information, problem solved,
and presented their projects in their own creative way. Students presented their
projects by video, PowerPoint, or in any other social media format. At SCHS,
students worked in groups or individually on these projects. Teachers were no
longer standing in front of the class lecturing all the information and facts, instead
students were active learners engaged in gathering the information and taking on
the responsibility for their own learning.
The emerging themes concur with the Technological Pedagogical Content Knowledge
(TPACK) conceptual model shown in chapter three, in that the teachers at SCHS were
K-12 Technology 98
trained in the trio of main context skills in order to effectively implement technology.
SCHS students benefited from a combination of the use of technological, pedagogical,
and content knowledge. By using the PBL model, teachers were explicitly taught about
the interactions among technology, pedagogy, and learners in order to effectively use
technology to improve teaching and student learning. With these skills overlapping,
SCHS staff implemented highly effective instructional practices that improved student
learning and understanding of the curriculum. TPACK framework included the
leadership, school culture, community, and accountability components which played a
major role at SCHS in creating a school climate that embraced technology and held every
teacher accountable for their students’ learning.
Leadership through Four Frames
School organizations can be complex, surprising, deceptive, and ambiguous
especially when changing the teaching and learning structure along with integrating
technology. Bolman and Deal (2008) state that organizations can be complex due to the
behavior of people within the organization whose behavior at times are hard to
understand and predict. It is evident that the administrative leadership used the right tools
to get people on board with the high –tech school vision of integrating technology in the
classroom. The administrative leadership team clearly set up the organization’s structure
by providing the training, and a positive school climate to get the community, parents,
students, and staff on board in being part of this high-tech, Project-Based Learning, and
one to one laptop 21
st
century school. SCHS leadership style managed by utilizing
Bolman & Deal (2008) four frames: structural, human resource, political, and symbolic,
which initiative a successful high-tech high school. Additionally, Bolman & Deal (2008)
K-12 Technology 99
emphasized on good leaders being able to communicate their vision with clarity and
power, as well as, thinking creatively about how to make things happen. Another
important element is having the political skills to deal with the demands of all
constituencies involved (Bolman & Deal, 2008). SCHS principal demonstrated his
leadership skill in each of the four frames.
With the structural framework in mind, the principal created and communicated
his vision, from the ground up—before the school was even built. An Educational Master
Plan was developed that outlined the rules, roles, goals, policies, technology purchase,
and usage in the classroom. Community, parents, students, board members, and staff
input was gathered in creating the Educational Master Plan with all agreeing on how the
new 21
st
century school would be structured, the resources that would be provided,
including the expectations from administrative team, staff, parents, community, and
students.
Additionally the administrative team had very strong political skills. They had to
convince all the stakeholders and get them to buy-in to the vision of a new 21
st
century
school. They negotiated with surrounding districts in convincing them to allow them
build this charter school with trying to minimize the decline of other neighboring school
district’s student enrollment. Financing this project was also an issue and they were able
to get state grants and donors to build the school. They continue to seek out grants and
private donors to keep up with the cost of technology upgrade and resources.
In response to the staff’s needs the principal has provided professional
development training in Project-Based Learning and encourages his teachers to present
and attend Computer Using Educators Conferences (CUE). It was evident through the
K-12 Technology 100
surveys, interviews, and classroom observations that the staff feels confident in using
technology in their classroom instruction. During a staff meeting teachers were seen
collaborating and working together. As the principal stated, “ I think part of all this, the
success of all this, is providing teachers with what they want, to be professionals and
trying as much as possible not to constrain them.” The staff is treated as professionals
and is given all the resources and support they need to successfully integrate technology
in their daily instruction and feel confident using it. At SCHS opportunities for staff
leadership takes place in professional development meetings and in staff meetings where
department chair leaders present mini-lessons in technology applications with PBL.
One of the most important aspects of SCHS is the school climate where all
stakeholders involved have embraced technology, believing that it enhances teaching and
student learning. Throughout the campus, SCHS policy posters are posted in the
classrooms and buildings to remind students of what their 21
st
century school provides
them with, staff’s commitment to the students, and the promise of providing them with
the academic and technology skills needed to lance their future careers. SCHS mission
and vision statement clearly embraces technology with the mission of providing all
students the 21st century skills by using hands-on activities. They pride themselves in
displaying their students’ video and other projects throughout the school campus, the
community, and local media. A school climate where staff and students are required to
present outside their community and take part of being an active member of their
community. The SCHS principal used his leadership skills in all these areas to make his
21
st
century school come to fruition with the support of the community, parents, students,
and staff.
K-12 Technology 101
Summary
Data triangulation was used to analyze the impact of teaching and learning in a
high-tech school. Various documents, surveys, interviews, and classroom observations
were conducted to prove that SCHS truly embraces technology and believes that it has a
positive impact on teaching and learning. The administrative leadership from the
beginning had their vision and school plan on what the school would look like, the
resources it would have, and how the technology would be used in the classroom. Most
importantly they had approval and support from their community, parents, students, and
staff. Professional development was provided to their staff on Project-Based Learning,
which provided the structure in enforcing teachers to use technology in the classroom on
a daily basis. SCHS allows their teachers to attend professional development as requested
and allows them to collaborate weekly as a staff.
From the research, the administrator took many steps to ensure the success of
integrating technology in all the classrooms. One crucial component was the buy-in of the
staff. There is no doubt that the teachers had high technology self-efficacy and perceived
technology as a tool that has positive effects on student learning. From the observations,
the teachers were seen integrating technology in their classroom instruction with
confidence and ease. An important element that made teachers feel confident when using
technology was the support of their principal in providing them with the resources and
the professional development training in Project-Based Learning.
This case study also revealed the actions that the administrative leadership had to
take from the beginning to create a 21st century school. SCHS principal provided the
vision and seeked community, parents, students, staff, and organization support. His
K-12 Technology 102
vision included how technology would be implemented and what technologies to use. He
had a structured plan, goals, expectations, and developed a school culture that included:
norms, values, beliefs and practices that promoted and embraced technology usage in the
classroom. SCHS principal also allowed his teachers to grow as professionals and
provided the continuously PD training for teachers to review, practice, and refine their
teaching. All of Bolman and Deal’s (2008) four frames of leadership were applied at
SCHS, by the administrative team, in order to successfully integrate technology in the
classroom and create a school climate that believes that technology has a positive impact
on teaching and learning.

K-12 Technology 103
Chapter Five: Discussion
Overview
With the recent shift in the nation’s educational policy, accountability, assessment
and curriculum, technology is now being perceived as a required tool in the classroom.
The Common Core State Standards (CCSS) and the 21st century skills require students to
be universally literate in technology and equipped to be competitive candidates’ in the
future global job market. The 21
st
century skills require students to use technology to
improve their creativity, critical thinking, collaboration, and communication skills.
Technology integration in the classroom is essential in order for all students to have the
opportunity to attain the 21
st
century skills and be technology literate. Technology has
fundamentally changed the traditional way of teaching and learning in the classroom.
Since the “No Child Left Behind” 2001, technology knowledge and skills were a
requirement for all students. NCLB required that by the 8
th
grade, all students would be
technology literate. Technology standards have been in place, but many schools do not
have the finances to provide the necessary resources, technology infrastructure,
technology tools, and professional development training to support the use of technology
in the classroom. Now with the Common Core State Standards transition and the new
Smarter Balance Assessment Consortium (SBAC), computerized state assessment,
schools must provide teachers with the necessary technology tools and professional
development training to teach students the basic technology skills needed to successfully
maneuver the SBAC computerized state assessment. Students will need to have basic
keyboarding skills to be able to efficiently type in their answers. Due to the CCSS
transition, many schools have integrated technology in the classrooms and teachers are
K-12 Technology 104
acclimating to the new way of teaching by facilitating student learning through the use of
technology. This educational reform has prompted for more research on how technology
impacts teaching and learning. This was the purpose of the study, to research the impact
of technology on teaching and learning and identifying best instructional practices used
by teachers at a high- tech school.
In the first chapter of this study, an introduction was given on the topic of technology
integration in the classroom, including the purpose and the significance of the study.
Chapter two presented a review and synthesis of relevant literature including the
following topics: history of technology in education, background of technology in K-12
schools, the impact of technology in K-12 schools, positive and negative aspects, barriers
and issues, teacher ideology, leadership and school culture, TPACK framework for
developing competencies in technology integration, and promising practices and models
of technology. In Chapter three the methodology used in the study was presented,
including the research questions, the research design, the population and sample, and the
strategies used for data analysis and interpretation. Chapter four included detail reporting
of the qualitative research study findings that included the triangulation analysis of
documents, interviews, surveys, and classroom observations. This chapter presents a
discussion of the study, an analysis of the findings, other limitations, implication for
practice, future research recommendations, and conclusions.
Purpose, Significance and Methodology
The purpose of this study was to identify the impact on teaching and learning
practices in a high-technology K-12 school. The research questions were designed to get
information on the technology present at the school, technology instructional practices in
K-12 Technology 105
the classroom, teachers’ beliefs on the impact of technology, school culture, and the role
of leadership. This study is significant because it will contribute to the literature by
providing best technological practices that enhance teaching and learning in the
classroom. This case study research will provide support for teachers, administrators, and
professionals working towards the implementation of technology integration in the
classroom. From this case study, researchers and educational practitioners can gain a
better understanding of the crucial fundamental steps and the support system necessary to
improve the technology integration in the classroom. This includes research information
on effective technology structured programs, technology instructional practices, and
technology tools that enhance teaching and learning in a high-tech school. With the
Common Core State Standards transition and the push for the 21
st
century skills
technology must now be provided for all students and teachers need to adapt quickly to
the new way of teaching. Therefore, educational practitioners and researchers will find
this case study useful because the information presented will add to the research on
technology integration and the impact of technology on teaching and learning.
The study followed a qualitative, descriptive research methodology to get first-
hand information on detailed description of people’s activities, actions, and behavior on
technology integration and the impact on teaching and learning (Maxell, 2013). Through
observations and interviews, the researcher gathered detail information on people’s
feelings, opinions, experiences and knowledge on the topic being researched. The study
used interviews, observations, surveys, and documents to collect detailed descriptive
information on how technology impacts teaching and learning in the classroom. The
researcher selected one high-tech school, guided by established school selection criteria,
K-12 Technology 106
including the individuals that best provided the researcher with the information needed to
answer the research questions. In this qualitative research study, data triangulation was
used to increase the validity of the study in gathering information from different settings
and individuals by using a variety of methods.
Conclusion
After considering several school sites, the researcher selected Sunshine Charter
High School, a high-tech high school that has integrated technology and established a
PBL structure that requires teachers to use technology in the classroom. SCHS met seven
out of the seven criteria that was established by the thematic dissertation team. SCHS had
an Academic Performance Index (API) ranking of 7 or better (3 or more years), a
structured technology plan, evidence of grants and partnerships to support technology
efforts and Partnership for 21
st
Century (P21) skills, evidence of research-based practice
in technology, a mission statement referencing technology, a minimum of 400 students
enrolled, and recognition from Apple Distinguished School and the California Golden
Bell Award. During the study, the researcher was able to gather evidence on SCHS
technology instructional practices, practices to build a strong technological school
culture, and evidence that school leadership is a vital component in the implementation of
technology integration in the classroom. Other elements observed were: SCHS
technology plan highlighted in their philosophy and website the promotion of being a 21
st

century school, providing students with one-one laptops, and being student-centered by
using Project-Based Learning activities.
From the emerging themes in Chapter four, there were several factors that led to the
findings of technology being regarded as a positive impact on teaching and learning.
K-12 Technology 107
Administrative leadership was a crucial factor in successfully integrating technology into
the classrooms at SCHS. SCHS had a strong administrative team who had a vision that all
students needed to be given the opportunity to acquire the 21
st
century skills by
integrating technology in the classroom. Additionally, the administrative and staff leaders
believed that technology enhances teaching and learning and provides the students the
academic skills needed for their future careers. In the political framework, SCHS
administrative team built a relationship with major stakeholders to help support the
construction of the new high tech school. To create this relationship, the stakeholders
were part of the decision-making from the beginning and assisted in finalizing the Master
Educational Plan. The Master Educational Plan included detailed information on what
technology will be purchased, how it will be used in the classroom, and detail
information on teacher and student expectations for the high tech school. With the
stakeholders’ support the school created a school climate that embraced technology.
SCHS highly promotes themselves by expecting their teachers to be presenters at CUE
technology conferences throughout the valley and out of state. SCHS benefited from
being a Charter School because it attracted parents and students to attend this high tech
school and instantly built a school culture that embraced technology integration. As an
educational practitioner the following should be considered with the implementation of
technology integration: a strong administrative team with a school vision, having a
detailed technology plan, and to build relationships with key stakeholders.
It is crucial to have a school climate that embraces technology. SCHS school culture
included norms, values, beliefs and practices that promoted and embraced technology
usage in the classroom. The administrator had established a framework for teaching and
K-12 Technology 108
learning with technology integration in the classroom by providing Project-Based
Learning (PBL) training to all teachers. All teachers were expected to use technology in
the classroom with the PBL lessons. By establishing a teaching framework or structure,
teachers were provided with technology instructional practices giving them the tools to
feel confident with using technology in the classroom. This was confirmed in the survey
results that all SCHS participants felt confident when using technology in the classroom.
By providing continuous professional development training and staff collaboration
meetings, SCHS built a school culture where teachers took on the responsibility as
professionals to constantly be engaged in studying, practicing, and refining the art of
teaching with technology. SCHS technology integration was effective because school
leadership and school culture embraced technology with staff members believing that
technology is beneficial for student learning. Overall, as a charter school, SCHS had
parents, students, and staff that had chosen to be part of a school climate that embraces
technology.
At SCHS teachers’ attitude, self-efficacy, and perceptions of technology had a
powerful influence on how quickly technology was integrated. From the interviews
conducted most participants believed that technology has a positive impact on teaching
and learning. Many teachers and several administrators came to SCHS with top honor
recognition such as Apple Distinguished Educator or Apple Distinguished Administrator.
SCHS attracted teachers who were confident in using technology. A few staff members,
recently out of college, received their introduction to technology integration in the
classrooms as part of their college required courses. SCHS administrators had also
established a relationship with professors from a neighboring four year college who
K-12 Technology 109
assisted in recruiting teachers who would fit SCHS school culture. SCHS recruited and
attracted staff that was committed to using technology in their classroom for teaching and
learning. Although the administrator provided professional development training in PBL
and technology, several of the interviewees and survey results concluded that participants
had learned more from their colleagues on how to use technology in the classroom,
especially from lead-teacher in their Departments or in staff meetings. Participants felt
very supportive by their administrator in that both teachers and students had technology
access to all necessary software applications, software programs, and any web links on
the internet. Unlike other schools, SCHS teachers were not constraint to certain software
applications or web resources. One of the unique aspects of SCHS is teachers using
social media as a tool to teach, communicate, and have students become good digital
citizens. SCHS administrative team improved teachers’ confidence in using technology
by providing the necessary resources, trainings, software programs, and tools for
technology integration in the classroom. From the analysis of SCHS documents and
interviews information, SCHS detailed technology integration plan assisted in developing
a positive effect on teachers’ attitude, self-efficacy, and perception of technology. SCHS
technology plan provided teachers with information on technology expectations,
commitment to on-going professional development training, and the assurance of
providing state of the art technology.
Technology integration in the classroom can be stressful for many teachers, but
with strong administrative support, professional development training, and with a school
culture that embraces technology, the teachers’ self-efficacy can be improved, to make
them feel at ease when implementing technology in the classroom. SCHS success in
K-12 Technology 110
creating the high-tech school began with the administrative team having a shared vision,
gaining community support, and creating a detailed technology plan to attract parents,
students, and staff. At SCHS all key stakeholders strongly believe that technology plays a
crucial role in preparing students for their future careers.
Implications
With the nation’s educational system transitioning to the Common Core State
Standards and a new accountability system, technology has become a crucial component
in the new California SBAC annual computerized assessment. This new way of assessing
students requires students to take the SBAC assessment on a computer. Students
beginning in 3
rd
grade have to have the basic technology skills of highlighting, using the
mouse to drag items across the screen, know how to use the tool bars, tabs, and have
keyboarding skills to type in their answers in the Language Arts and Math sections.
Another crucial component of the SBAC assessment is students having to take a listening
assessment where students listen to a story and have to answer questions without being
able to visually refer to the story or article being read to them. Students need to have
access to technology in their classrooms at least some portion of the day to practice these
skills and become efficient in using computers. If students do not have access to
computers and teachers are not using technology in the classroom, we are handicapping
our students from the opportunity to perform and be successful on the SBAC assessment.
Several major concerns are that not all schools have one to one technology access due to
budget constraints and not all students have internet access at home. By not providing all
students with adequate use of technology the achievement gap will increase.
K-12 Technology 111
It is necessary for all students to have the technology skills experiences and tools
to be successful in their future careers. Students must now acquire the 21
st
century skills
and be technology literate in order to compete for future careers. As a society how can we
expect students to be successful when schools have not provided students with
appropriate access to technology? Additionally, educational policymakers are holding
schools responsible and accountable for purchasing technology with limited funding.
Teachers are having difficulties in changing their way of teaching because many have not
had the adequate time and training. By not providing the necessary resources, tools, and
training, teachers’ confidence level in using technology as a tool to enhance teaching and
learning will remain stagnant.
With technology integration in the classroom, there is a major impact on the
transfer of learning responsibility from the teacher to the student. SCHS used a Project-
Based Learning structure that is based on student-centered activities. Students took on
the role of an active learner by having all the information and tools at their fingertips. The
teacher becomes the facilitator by posing the questions or preparing activities in which
student are guided through the process of gathering information. Students have to
construct their own knowledge and learning rather than listening and receiving facts from
the teacher. Students become more involved with their projects and assignments. At
SCHS students had the choice of how they will present their information, therefore
allowing them to be creative in their presentations. Technology has greatly changed the
way of teaching from teachers lecturing and giving students the facts, to talking about the
interconnectedness of ideas and how things affect one another as stated by the SCHS
History teacher in the interview. This new way of teaching requires active input from
K-12 Technology 112
students, engages students in their activities, and provides them the opportunity to
connect with higher level of thinking and learning.
Technology integration has greatly impacted the traditional way of teaching.
District and school sites are finding creative ways to provide technology access to
students and professional development training for teachers to utilize technology in their
teaching and learning. This case study provides information how one school has
accomplished full implementation of technology integration in the classroom. For that
reason, policymakers, educational leaders, administrators, and educators will benefit from
this case study results on the crucial components necessary to successfully implement
technology integration in the classroom.
Recommendations for Further Study
This case study provided valuable information on understanding the relationship
between school culture, school leadership, technology integration, and best instructional
practices utilized at a high tech high school that augments to the research study on
technology integration in K-12 schools. Additionally provides information on the effect
that school culture and school leadership has on the impact of technology on teaching and
learning practices in a high tech K-12 school. The following are other studies that can
strengthen the evidence to validate the impact of technology on teaching and learning:
 A study on the impact of technology integration on small schools vs larger
schools on resources and budget constraints.
 Future research on the impact of technology on teaching and learning from the
students’ perspective.
 A longitudinal study is necessary to investigate the long-term effects and benefits
K-12 Technology 113
of high tech school programs for student college readiness and careers.
 A study on the effect of frameworks or structures like PBL on teachers’ self-
efficacy, beliefs, and attitudes on technology integration in the classroom.
 Research on the impact of teacher effectiveness of technology usage in the
classroom towards student achievement.
 Research study on practices for teachers and administrators to stay current and
relevant with 21st century technology integration in the classroom.
 A study on the impact of technology integration on the achievement gap within
subgroups in high tech schools.
 Research study on high tech schools’ budgets and financing for technology
integration in the classroom.
All future study recommendations will need to have a “Purposeful selection” which is
the most important process when selecting the individuals, time, and setting for
qualitative research (Maxell, 2013). Additionally, in order to increase the generalization
of the findings, a large sample size will be necessary. Individuals should be selected
according to which individuals will provide the best to answer the research questions.
Selection criteria must be established in order to select the site or people for the case
study (Merriam, 2009). In conclusion, these future studies will augment to the research
study of technology in schools and the impact of technology on teaching and learning.
Summary
With the new Common Core States Standards (CCSS) transition and the 21st Century
skills implementation, technology integration is now an essential component that has
changed the traditional way of teaching and learning in the classroom. In order to meet
K-12 Technology 114
the requirements of the CCSS and 21st century skills every student must have access to
technology in order to become universally literate in technology and academically
equipped to be a competitor in the future global job market. With many schools facing
the challenges of technology integration, it is imminent that our Nation’s education
policymakers take on the responsibility in budget cost and facilitate the purchase of
technology for all students to use at school and at home. As a society, we have to make
sure that we are not creating a bigger achievement gap and realize that technology
literacy is now vital for all students’ future careers. Technology is everywhere and will
continue to be in the future. Technology integration is now more than ever an essential
component that needs to be used in the classroom. Many school visions of technology
integration in education are not implemented, not for lack of preparation and planning,
but due to inadequate funding for technology infrastructure, trainings, and resources
needed to build the self-efficacy of teachers to use technology effectively with teaching
and learning in the classroom. More research is necessary on identifying best
instructional practices used by teachers and the impact of technology on teaching and
learning. Our students are living in an ever-changing technological world and will need
the guidance, technology, academic skills, and opportunities to compete in this ever-
changing global job market. It is imperative that schools provide technology and
encourage teachers to use technology effectively in the classroom for teaching and
learning to empower minds for generations to come.

K-12 Technology 115
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Appendix A: Interview Protocol

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

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

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

3. What learning outcomes are associated with technology use?

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

5. How do students demonstrate mastery using technology?

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

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

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

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

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

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

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

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

3. What challenges have you faced when integrating technology in your classroom?
4. What impact has school leadership had on your use of technology?

5. What kinds of professional experiences have influenced you integration of
technology?
K-12 Technology 124
Administrator Interview Protocol

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

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

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

3. What learning outcomes are associated with technology use?

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

5. How do students demonstrate mastery using technology?

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

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

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

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

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

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

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

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

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

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

K-12 Technology 125
Appendix B: Observation Protocol

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.

K-12 Technology 126

Additional Classroom Environment Notes

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

__ Active Board
__ Clickers
__ IPods
__ IPads
__ Internet Videos
__ Power Points
___ Visuals
___ Audio
___ Internet
___Websites
___ Teacher
___ Student
___ Both
___ Other

K-12 Technology 127
___ Doc Cams
___ 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

K-12 Technology 128
Are the technology
tools as stated in
interviews and
survey being used in
classrooms?

Observation Notes

K-12 Technology 129
Appendix C: Survey Protocol
Teacher Survey
Personal Demographics
1. Which of the following age groups are you?
24 years and younger
24-30 years old
30-40 years old
40+ years old
2. How long have you been teaching?
0-2 years
3-5 years
6-10 years
10+ years
3. What is your current skill level with technology?
“I avoid it” to novice
Somewhat proficient
Proficient
Advanced
4. What is your role at the school? Please check all that apply.
Teacher
Grade-level or Department Chair
Committee Chair (or equivalent)
Instructional Coach or Specialist
District Representative
Administrator
Site-based Technology Point Person
Other _______ (or text box)
K-12 Technology 130
Technology Access
5. What technology hardware do you have in your classroom?

6. What technology software is available for classroom use?

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

Technology Policies
8. Please check all of the policies that are in place at your school site.
Acceptable use policy
Security policy
Etiquette policy (i.e. Cyber bullying, etc.)
Parent contract/agreement for take-home usage
Technology and Instruction
9. I have been integrating technology into my daily lessons for…
0-1 years
2-3 years
4-5 years
5+ years
10. I believe that technology has positively impacted the quality of my instruction.
Absolutely
For the most part
Somewhat
Not at all
11. My professional development prepared me to incorporate 21
st
century learning
skills on a daily basis in my classroom.
Absolutely
For the most part
Somewhat
K-12 Technology 131
Not at all
12. My professional development prepared me for the use of technology in my
classroom.
Absolutely
For the most part
Somewhat
Not at all
13. How often do you incorporate technology into your daily lessons?
Never
Sometimes
Most of the time
Always
14. The administrative team actively supports the integration of technology into the
school’s classrooms.
Never
Sometimes
Most of the time
Always
15. I believe that technology positively impacts student creativity.
Never
Sometimes
Most of the time
Always
16. I believe that technology integration requires student collaboration.
Never
Sometimes
Most of the time
Always
17. I believe that technology is relevant for both student engagement and student
K-12 Technology 132
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

K-12 Technology 133
Appendix D: Document Analysis Tool
Document Review Template
RQ 1: What technology is present at the school?
Data Needs
● What are the technology categories?
Hardware (comp, tablets; ancillary-
extra tech-LCD, Elmo, Smartboard,
etc; web-based curriculum (APEX),
software (programs),

● # of hardware available

Documents
❏ CDE-DataQuest
❏ WASC
❏ Title 1 inventory
❏ School websites
❏ News articles
❏ School Site Plan
❏ School Accountability Report Card (SARC)
● Frequency of access to and use of
technology

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

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

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

Documents:
❏ WASC

RQ 2: How is technology used as a tool of instruction in the classroom?
Data Needs

Understand models of technology
integration at the school

Documents:
❏ School Site Plan
❏ WASC
❏ School website
❏ Teacher-Student School Handbook
❏ PD plan
What technology tools available at the
school are actually being used in the
classroom?
Documents:
❏ School Accountability Report Card (SARC)
❏ Schedule-sign-up sheets for technology use
❏ Computer Lab or cart Sign ups
K-12 Technology 134
❏ AP/Tech Director tracking forms

How long has the technology been
available at the school?

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

Documents:

How are the technology tools used to aid
student learning?

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

RQ 3: What is the perceived impact of technology on teaching and learning?
Data Needs
Admin, teachers, students and parents will
all be data sources.

Documents:
❏ Year End Evaluation Data
❏ WASC (perception data)
We’re looking for opinions, beliefs,
values, and efficacy
Documents:
❏ WASC (perception data)
K-12 Technology 135
The relationship between inputs and
outputs on the campus.

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

Abstract (if available)

Abstract The United States’ recent educational reform with the transition to the Common Core State Standards and the push for 21st century skills has K-12 schools budgeting and planning for technology integration in the classroom. The focus of this case study was to identify the impact of technology on teaching and learning practices in a high-tech high school. Other specific practices that the study examined were instructional practices, school culture, school leadership, and the integration of technology in the classroom. This qualitative case study design utilized documents, surveys, interviews, and observations to gather information. The results revealed the key findings for how schools can integrate technology to yield a positive impact on teaching and learning. These key findings consist of teachers having positive attitudes, high self-efficacy, with the perception that technology is beneficial for teaching and student learning. Additionally, strong administrative leadership support with a shared vision and a school climate where all stakeholders embrace technology established by norms, values, beliefs, and practices that promote and highlight the positive impact of technology on teaching and learning. Finally, the findings indicate that professional development is necessary for teachers to implement an effective technology structured program with instructional practices and the technology tools necessary to enhance teaching and learning in the classroom. From this case study, educational practitioners and researchers can gain a better understanding of the critical fundamental process and the support system necessary to integrate technology in the classroom to achieve a positive impact on teaching and learning.

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