<p> This qualitative explanatory case study documented instructional methods used and environmental conditions experienced by standard classroom teachers attempting to integrate instructional technology to support a differentiated curriculum for gifted learners. This research method was chosen as it allows for a teacher&rsquo;s understanding of educating gifted learners in the classroom as well as the effectiveness of curriculum differentiation for the gifted learner through the use of instructional technology. With minimal guidance how to successfully challenge a gifted learner in the regular classroom along with preconceived assumptions about the concept of giftedness, teachers can be overwhelmed when faced with typical gifted learners. Through the perspectives of standard classroom teachers who are attempting to use instructional technology to support the differentiated learning needs of their gifted learners, the study has the potential to support teachers who strive to ensure their gifted learners study something new every day. The study focused on two fourth- through sixth-grade schools using a qualitative explanatory case study through patterns in teacher interviews, teacher observations, and analysis of student technology work. Data sources included in-depth interviews with sixteen tenured teachers at two public fourth- through sixth-grade schools, an analysis of 183 student work samples, and nine classroom observations. Data were analyzed and coded to identify instructional technology practices standard classroom teachers use for curriculum differentiation with gifted learners. Recommendations based on the findings included school system&rsquo;s technology departments support teacher&rsquo;s efforts to appropriately challenge gifted learners through enlisting the help of the developers of sites such as MobyMax or Kahoot, classroom teachers making use of gifted education specialists expertise as well as the specialist monitoring the gifted learners in order to better support the classroom teachers, and effective professional development using teachers who successfully use instructional technology as a differentiation technique for gifted learners as well as ones who establish a cohesive classroom community. Recommendations for future research included similar studies conducted in other districts not only on the same grades but also middle and high school level gifted learners. Additional studies could focus on systems that have limited amount of technology as compared to those who have a one-to-one technology program.</p>

<p> This quantitative, ex post facto study examined the impact a districtwide high school one-to-one mobile technology initiative had on the number of 10^th grade students in the Forney Independent School District (ISD) (Texas) who passed their standardized TAKS tests during the 2010 academic year. The research study used annual public Forney ISD (Texas) data obtained from the Texas Education Agency (TEA) website. The study compared the 2009 academic year when 10^th grade students (n=520) did not have one-to-one mobile technology and the 2010 academic year when 10^th grade students (n=530) were able to use one-to-one mobile technology as their personal school and home device. Findings from the study determined if there was a statistically significant relationship between one-to-one mobile technology and the number of 10^th grade students who passed their standardized TAKS tests during the 2010 academic year. With a chi-square critical value of 3.84 the results of the study showed a statistically significant relationship between the number of 10^th grade students who passed their TAKS tests in 2010 with one-to-one mobile technology. In 2010, the number of 10^th grade students who passed the English Language Arts test increased by 5% (92% to 97%) with a chi-square statistic of 12.86. The number of students who passed the Math test increased by 18% (65% to 83%) with a chi-square statistic of 44.39. The number of students who passed the Science test increased by 12% (70% to 82%) with a chi-square statistic of 21.04. The number of students who passed the Social Studies test increased by 6% (90% to 96%) with a chi-square statistic of 14.79. The number of 10^th grade students who passed all of their TAKS tests increased by 18% (57% to 75%) with a chi-square statistic of 38.67. The theoretical framework was constructed by the dual coding theory of Alan Pavio and the multiple intelligence theory of Howard Gardner.</p>

<p> Practitioner Inquiry provided the framework for teachers (participants) and the teacher as researcher to work collaboratively engaging in a continuous process of planning lessons, reflecting on practice, systematically collecting data, and problem solving as they integrated technology within literacy curriculum. Three teachers (Trio Group) met weekly to discover how teachers learn about literacy technology integration, how they apply this in their classroom instruction, and how they share their ideas about literacy/technology integration with other teachers. These teachers shared their learning with a larger group of teachers (Technology Team) who then hosted a professional development session for the entire faculty to teach them how to integrate technology within instructional practice. Data was gathered from faculty surveys, lesson plans, the Trio Group&rsquo;s blog posts, videotaped collaboration, audio recordings of all meetings, researcher&rsquo;s field journal, and the final reflections of faculty. Data was analyzed using &ldquo;in vivo coding&rdquo; (Saldana, 2009), looking at each data source independently, and then creating larger categories that led to a descriptive view of the data in themes. Key findings that positively impacted teachers&rsquo; ability to learn how to integrate technology were: acknowledging teachers&rsquo; perceptions, providing time for collaboration with colleagues, application of practice, scaffolding the learning, and job embedded reflection. Implications include considering a broader view of literacy, technology, and instructional knowledge to include digital literacy and the TPACK framework (Kohler &amp; Mishra, 2009). Implications also include re-envisioning the roles of educators as well as traditional professional development. Collaborative Inquiry Circles were suggested as an alternative to the traditional methods of professional development that could lead to meaningful and sustainable learning opportunities for teachers.</p>

<p> Advancements in technology often make life easier, make processes easier, and increase efficiency. While this is true as much in the public school system as it is in other aspects of life, technology integration initiatives often struggle in K-12 schools. In its first year of implementation, one statewide technology initiative targeting personalized learning for mathematics resulted in significantly improved proficiency in mathematics for students with high technology usage, but over 90% of students had low usage. This year, which is year two of the initiative, I went into some of the classrooms in the Junior High with the highest technology usage to better understand what facilitates successful technology integration. Data were collected from six teachers and one administrator through interviews and observations. I also looked at factors such as change management, learning environment, and student motivation in order to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.</p>

<p> As online education becomes more available for high school students, the enrollment continues to grow. Unfortunately, the attrition rate is also increasing and educators are challenged to find a better vetting process to determine if students will be successful in his or her first online high school course. Growth mindset and grit have been predictors of success in high attrition situations and in some cases demographics such as age and gender have also been predictors of success. The purpose of this study was to examine the relationships among grit, mindset, age, and gender to determine if these variables were indicators of success in a student&rsquo;s first online high school course. A survey was distributed to high school students taking their first online course. Demographic questions were asked, followed by the short version of the grit scale (Grit-S) and a mindset assessment. These items were used to measure the relationships of age, gender, grit, and mindset when compared to the student&rsquo;s end of course grade. This study was a quantitative approach to gather data and add to the literature for online education. The results of this study did not find a significant difference in student grade when organized by grit, mindset, or gender categories. However, a significant relationship between age and course grade was found to be significant at the p &lt; .05 level. Supplemental analysis showed a significantly larger drop rate in an asynchronous model than a synchronous model. The results of this study will potentially impact one school in changing their course design from asynchronous to synchronous.</p>

<p>Sociological and cultural analysts have noted the reticence of public secondary schooling to recognize and build academic activities around the participatory culture in which adolescents are so readily involved (Jenkins, Purushotma, Weigel, Clinton & Robison, 2009). Despite the Common Core State Standards having required students to demonstrate they can maximize technology to perform a range of skills involving targeted specialized research, organized writing, and visually intentional presentation (National Governors Association Center for Best Practices [NGA], Council of Chief State School Officers [CCSSO], 2010), very few classrooms have followed through. The avoidance and or failure of these educational technology integrations in secondary subject content classes raised questions. A survey of the literature showcases the many ways in which technologies were not fully matched to the tasks, expectations, or teacher skills. The mystery of epic technological classroom can be resolved if we apply the lens of Technology, Pedagogy, and Content Knowledge (Shulman, 1986; Mishra & Koehler, 2006) which speaks about the interactions and alignment tensions among these three areas. When one has applied this TPACK lens we can best understand a range of surveyed literature that speaks to disconnect among technology affordances, teacher pedagogies, and requirements of content knowledge. Among a range of TPACK research emerges a sub-set that advocates for the value of cognitive scaffolding through hard scaffolds and soft scaffolds (Saye & Brush, 2002). Previous research has suggested the hard scaffolds can offer a built pedagogy filled with student project expectations and that soft scaffolds can provide specific practices support that is customized and relevant for participants. This research study engages in design-based research to refine hard and soft scaffolds to support high school social studies students through a multi-phase oral history project. Engaging 2 sections of students at a progressive public high school, the researcher engaged in a two-iteration cycle of design activities between November 2014 and March 2015. A student work digital portfolio was turned in after students used the first iteration scaffolds. After a teacher-provided analysis of student work using the researchers provided rubric, tweaks were made to the scaffolds. A post-interview with participant teachers provided further refinement.

<p> This exploratory study seeks to investigate how a mathematical education game, <i>DragonBox12</i>+, effects students&rsquo; learning about algebra. Data for this research was collected from middle school 7^th grade students in the Northeast region of the United States of America. The interviews and classroom observations were recorded on videotape. The research results showed that the video game <i>DragonBox 12</i>+ affects students&rsquo; attitude of mathematics and learning of mathematics by the help of using game mechanics to teaching algebraic rules. </p>

<p> The purpose of this study was to identify the perceptions of Missouri public school early childhood teachers and administrators in regard to technology and current practices. If educators have not analyzed their current perceptions regarding technology, they may not use developmentally appropriate technology practices with students (Dietze &amp; Kashin, 2013). According to Anderkin (2015), the position statement from the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning offers guidance for developmentally appropriate technology practices in early childhood. Participants in this study were asked interview questions to determine their perceptions of technology in early childhood classrooms. The interview questions were also utilized to identify what teaching strategies were currently being used when implementing technology and the perceptions of early childhood educators in terms of professional development regarding technology in early childhood. High-quality professional development opportunities for early childhood educators play a role in developmentally appropriate technology integration (White, 2015). The sample group for the study included nine Missouri Preschool Program (MPP) teachers affiliated with public schools in southwest Missouri and nine administrators affiliated with public schools in southwest Missouri with a minimum of one MPP classroom. Results from this study indicated most early childhood educators are in favor of technology in the classroom in moderation. Both teachers and administrators reported a lack of professional development opportunities specific to implementation of technology in early childhood. </p>

<p> Technology should play an important role in K-12 education, according to most educators and policymakers (Hastings, 2009). However, despite numerous classroom technology initiatives, supplemental funding, increased availability, encouragement by stakeholders, and urgency to develop 21st-century skills needed for the technology age, students and teachers are not making use of technology effectively in classrooms (Hastings, 2009). In this qualitative study, the researcher detailed how perceptions of technology coaches and teachers in sixth- through eighth-grade southwest Missouri classrooms related to the best model for implementing a technology coach. The duties and qualifications perceived to be important for the position of technology coach were reviewed. Eight technology coaches and eight classroom teachers were interviewed to learn how the position of technology coach has impacted the participants and their schools. Common perceptions were found after data were reviewed. Teachers noted advantages to having a technology coach in the building included the following: troubleshooting support, professional development, research of new programs, support with incorporating technology into curriculum, and an accessible person when there is a technology need. Technology coaches reported the importance of teachers having support in classrooms as an advantage to the position. Teachers and coaches both supported the concept of a coach in the classroom modeling technology integration and working directly with teachers. Professional development was also noted as an important part of a coach&rsquo;s job duties. Conclusions from this study may help school leaders better address the job responsibilities of a technology coach.</p>

<p> Video games are more than just entertainment. In fact, video games like <i> Minecraft</i> develop &ldquo;Four Cs&rdquo; skills in young gamers. These 21st century skills include critical thinking, creativity, communication, and collaboration (National Education Association, 2010) and are considered essential skills for future employment by workforce executives (Sardone &amp; Delvin-Scherer, 2010). This study explores predictors of academic success and the 21st century skills gamers are learning through video game experiences. </p><p> This sequential mixed model study analyzed descriptive data to explore the video game experiences of 3D Modeling and Animation students enrolled at a South Texas area high school. The study analyzed data collected from 66 quantitative subjects and 4 qualitative participants. Three classes engaged in four weeks of gameplay to complete a modeling project in <i>Minecraft </i>. Data was collected during both phases of the project study through survey and case study methods.</p><p> The findings revealed that the Group Project Grades were heavily skewed indicating a significance that prior gaming experience affected the students&rsquo; academic performance. The significance was supported by the unexpected high frequency of perfect scores (65%) and the high concentration of experienced gamers. Over half (54%) reported to have played video games for over 10 years. It was also noted that gender was statistically significant with Class Rank. Females had higher class ranks overall then the males. The qualitative data analysis led to the development of five major findings: 1.) The Strategist: Accomplishing the Mission, 2.) The Creator: The Art of Gameplay, 3.) The Communicator: Building Relationships and Communities, 4.) The Hero: To Be the Hero of a Great Adventure, and 5.) I am an &ldquo;Elite&rdquo;: A Digital Native. These major findings represent trends of the gaming phenomenon, gamer traits, and 21st century skills learned through playing video games.</p><p> The findings for this study have implications on teachers&rsquo; perspectives and attitudes toward video game integration. Recommendations for future research include a longitudinal study with the four participants to provide a better understanding of applied 21st century skills over time, a content analysis of various video games, and a mixed model study exploring the reading habits, literacy skills, and genre interests of gamers.</p>