Student technology literacy is critical for success in today’s world; however, little is understood about how teachers make the decision for students to use technology for learning due to limited empirical research on the topic of teacher decision-making regarding student use of information communication technologies (ICT). The purpose of this generic qualitative study was to explore the decision-making process of kindergarten to Grade 5 (K-5) teachers regarding implementation of ICT for student use at varying levels. The framework for this study comprised the substitution augmentation modification redefinition model and the technology acceptance model. The research questions focused on how teachers have students use technology in the classroom, the influences on teacher decision-making to have students use technology, and how decision-making compared among K-5 teachers whose students use technology at varying levels of implementation. Interview data were collected from 12 teachers at a public-school district in the southern United States that were analyzed using 2 cycles of coding: a priori and emergent. Key findings were that (a) teachers have students use technology primarily at substitution and augmentation levels, (b) teacher decisions were influenced mostly by student technology readiness, and (c) teachers who used technology at redefinition levels had different factors for decision-making. The results of this study may contribute to positive social change by creating a deeper understanding of the decision-making process of teachers, which can positively affect student engagement, academic growth, and lay the foundations for technology literacy for students.

The study was aimed at revealing (1) how the instructional media of industrial electronics integrated with learning style instrument was developed, (2) the feasibility of the instructional media of industrial electronics integrated with the learning style instruments, (3) the effect of the instructional media on learning achievement, and (4) the effect of the instructional media on learning satisfaction. The study employed the Design and Development Research (DDR) model. The development procedure used the Specific Project Phases Cluster, consisting of (1) analysis, (2) design, (3) development, and (4) evaluation. The preliminary research was carried out as a part of the analysis phase. The analysis phase started with a survey of lecturers/teachers and vocational high school teachers as respondents. The prototype of the product was tested by subject matter, software, and media experts related to the teaching media as a whole, and through a small group field test among a number of students. The data were collected through questionnaires in the form of Likert scale and were analyzed descriptively quantitatively. The results of the study showed (1) the instructional media was developed through the design and development research (DDR) model with the Design & Development Tools cluster which served as a part of the Product and Tool research main cluster, (2) the instructional media was feasible to use without revision, (3) the study showed a t-value of -6.999, df = 21, and p-value of 0.000, since p < 0.01, there was a statistically significant difference in the learning achievement before and after the use of the instructional media, with the effect size of d=1.49 (d>0.8), so the effect of the media was categorized to have a large effect, and (4) the instructional media could bring positive effects on the learning satisfaction. It is shown that the aspect of material was categorized into good (81.6%), the aspect of presentation was categorized into good (76.3%), the aspect of ease and satisfaction in using the learning software was also good (65.8% and 57.9%) and the learning media as a whole was categorized into good (76.3%).:ABSTRAK i ABSTRACT ii CHAPTER I 1 INTRODUCTION 1 CHAPTER II 13 LITERATURE REVIEW 13 CHAPTER THREE 57 RESEARCH METHOD 57 CHAPTER FOUR 89 RESEARCH FINDING 89 CHAPTER FIVE 186 CONCLUSIONS AND RECOMMENDATIONS 186 A. CONCLUSIONS 186 B. RECOMMENDATION 188 C. DISSEMINATION AND FUTURE PRODUCT DEVELOPMENT 189 REFERENCES 190 APPENDICES 198

Educators are challenged with meeting the academic needs of students, particularly in the subject area of reading. School districts purchase tools such as Achieve3000 to help students improve their proficiency in reading; however, implementation of such interventions has not been explored from the educators' perspective. This study explored 3rd grade reading teachers' views on Achieve3000 as a tool for improving reading proficiency and preparedness for the Florida State Standards English Language Arts assessment. The conceptual framework included the theory of social validity and current research as it related to differentiated instruction. This study utilized a basic qualitative approach to answer these key research questions. The participants included 6 3rd grade reading teachers from 3 Florida schools. Individual face-to-face interviews and a focus group interview session were conducted to answer the research questions. Data were analyzed via open, axial, and selective coding to generate the themes. The findings revealed the 3rd grade reading teachers believed that Achieve3000 can be considered a reliable method for improving reading and preparing students for the reading portion of the Florida Standards Assessment. The findings of this study can positively affect social change by providing educators with an increased repertoire of instructional tools to assist them in meeting the needs of all learners, as well as to prepare students for a technology driven world.

Although school systems have made investments in technology with the intention of raising student scores on state and national tests, improvements in student achievement have not always followed. The purpose of this study was to investigate teacher librarians' use of interactive whiteboards to improve student literacy. This qualitative case study was guided by the theory of social constructivism, wherein individuals learn through interaction with peers and knowledgeable others. The research questions were focused on how teacher librarians integrated multi-literacies and technological skills into pedagogical goals. Data were collected from a 4-member focus group interview, a questionnaire delivered to a subset of 3 teacher librarians, and public documents of the school system. All data were color-coded and analyzed for emergent common themes. The findings indicated that although the teacher librarians used interactive whiteboard technology to teach multiple literacies and technological skills to students and fellow teachers, 2 of the 4 participants did not use all of the interactive whiteboard tools. Based upon the findings, a professional development project was designed to improve educators' technological and multi-literacies skills in the school system. Recommendations include creating a repository of technology rich lesson plans, and expanding collaboration among educators. Increasing multi-literacies and technological skills may lead to positive social change through the enhancement of students' literacy and technology skills at school and for future employment.

Prelicensure nursing students experience high anxiety as they enter the clinical setting, which can have a negative impact on learning care performance and critical thinking. Nursing faculty are faced with the challenges of limited time for clinical experiences, meeting the needs of learners who are technologically astute, and engaging students in the clinical environment to meet learning outcomes. The purpose of this pretest posttest quasi-experimental study, guided by the discovery learning theory, was to determine the effect of augmented reality (AR) 360 photosphere on prelicensure nursing students' level of anxiety as they entered a new clinical environment as compared to prelicensure nursing students' level of anxiety who did not experience AR 360 photosphere orientation. Forty-seven students completed the Spielberger's State-Trait Anxiety Inventory with 17 completing a faculty-led orientation and 30 using the AR 360 photosphere orientation method. An independent t-test revealed no difference between the two methods of orientation in prelicensure nursing students' anxiety levels in the immediate first clinical experience. Though no statistical difference was evident, the technology platform of AR 360 photosphere orientation allowed for autonomous orientation without having to overcome clinical environment variances. The findings of the study contribute to positive social change by indicating that the AR 360 photosphere demonstrated value as a consistent and efficient method of clinical orientation as students' encounter new environments and new evidence-based care that requires orientation.

Abstract U.S. middle schools are increasing offering blended learning curricula that integrates virtual and face-to-face instruction, but the effectiveness of this mode of instruction at the middle school level has not been adequately explored. This investigation provides additional data to the current body of knowledge related to blended learning as a viable option for middle school students. The theoretical framework for this investigation derives from Lev Vygotsky's social development theory and Jean Piaget's constructivist theory of knowledge. The central research question focused on the difference in achievement scores between 6th grade students participating in a virtual course as compared to the 6th grade students participating in a face-to-face course, and the difference between the overall scores of the thirty-five 6th grade students in the two respective courses as compared to the thirty 7th grade students. A causal-comparative research design was used. An ANOVA was conducted and the achievement scores of the total sample size of sixty-five 6th and 7th grade students at a charter school located in the U.S. state of Maryland were analyzed. The 6th grade students scored higher than the 7th grade students in virtual learning. In both grade levels, achievement scores were higher for students who had taken the virtual course, illustrating the merits of virtual learning for middle school students. This study provides data that may influence organizational leaders' decision making regarding whether to use a blended learning model at the middle school. This study supports virtual learning and can contribute to positive social change by supporting the creation of more blended learning middle schools in Prince George's County

With increasing student access to technology and the Internet, Texas school districts have invested in content management systems (CMS), improved technology infrastructure, and professional development with little research available about best practices and current use of class websites. Using the technological pedagogical content knowledge (TPACK) framework, this study investigated how contextual factors predicted the number of website components related to the teacher information, communication, classroom management, and teaching content section of a class website designed by a Texas high school teacher. This quantitative, predictive correlational research design included data collected from a proportional allocation of 191 Texas high school teacher websites representing 20 geographic areas, 5 content areas, 5 grade levels, Title 1 designation, campus enrollment levels, and self-reported teacher technology readiness. Multiple regressions revealed the campus' Title 1 designation was a significant predictor of the number of teacher information and teaching content components included on the class websites of Texas high school teachers. The study revealed that opportunities to access online resources through class websites were reduced for students in Title 1 designated schools. Several possibilities that positively contribute to social change were discovered. Educational decision makers and administrators may use this information to determine where expenditures should be made to ensure development of class websites that meet students' needs. Estimates show a 2-day professional development to create class websites for Texas secondary teachers would cost $93,237,200. Ensuring funds spent results in sites that provide optimal academic support to students could improve learning and bring significant social change.

Researchers have determined that concept maps serve as effective tools in the traditional science classroom. The purpose of this experimental study was to investigate concept mapping as a tool for student knowledge acquisition in 10th grade science for students in distance learning situations. Research questions were designed to investigate the influence of concept mapping on rate and quality of student knowledge acquisition and retention. This study was a pretest-posttest 2-group comparison study, constructivist in nature and based on the theory of cognitive learning. Participants included 36 students in the 10th grade at an inner-city school in the United States. Control and treatment groups participated in completing pre and posttesting to establish standards for initial understanding and knowledge acquired. Pretest scores were used in a 2-tailed t test to establish equivalence between groups at the beginning of the study. ANOVA was used with test gains to determine differences between treatment and control groups. Cronbach's alpha was conducted to test for concept map interrater reliability. A 2-tailed t test for matched groups was used with concept map scores and treatment group test gains to determine any relationship. No statistically significant relationship between the use of concept maps and distance learning was found. Recommendations for future research include a wider age range for participants and investigations of academic areas such as reading, writing, mathematics, and language acquisition, native and foreign. Implications for positive social change include research with altered parameters to identify an existing tool that may be used by students in the traditional classroom as well as in distance-learning scenarios.

Hmong high school students struggle in science courses and have difficulty using technology, leaving them behind other ethnic groups in science performance. There is lack of research regarding Hmong students' struggle in technology-focused science courses, especially regarding the experiences of Hmong students with using science technology and teachers' experiences with these students. This single case study was designed to explore how technology innovations in high school biology courses impact science learning for Hmong students based on Gu, Zhu, and Guo's technology acceptance model. Both Hmong student and science teacher interviews as well as reflective journal data were collected to better understand students' opinions regarding usefulness and ease-of-use of technology in high school biology courses. Course document data were collected to determine technology integrations in lessons. Participants selected from a public high school in the Midwestern region of the United States included 8 Hmong students and 2 teachers. Data were analyzed within unit analysis and line-by-line coding to construct codes, then through cross unit analysis to develop themes. Results indicate that technologies have a positive impact on Hmong student science learning and aligned to the technology acceptance model. Key findings included positive use of technology, usefulness of technology and ease of use, and evidence of technology integration. The results can be used by teachers to improve support to minority students who learn biology using educational and scientific technology. The use of technology contributes to positive social change to advance Hmong students' acceptance of technology and biology learning, as well as the advancement of education to support all learners.

Abstract This qualitative case study examined teachers' perceptions that contributed to a lack of technology integration in their K-8 classrooms. The purpose of the study was to determine why teachers of a K-8 and K-5 school underused or failed to integrate technology to support learning. The theoretical framework for this study was provided by Dewey's constructivist theory, Lave and Wenger's situated learning theory and communities of practice, and Kolb's experiential learning theory principles of teaching and learning. The research questions addressed teachers' perceptions of technology integration as a curriculum strategy and teachers' perceptions of how technology affected professional practices to improve student performance in Grades 3 through 8. A purposeful sample of 8 certified teachers who used technology in their classrooms was selected to participate in the study. The participants represented a range of grades in 2 schools located in an economically disadvantaged sector of an urban school district. Qualitative data were collected through one-on-one interviews, classroom observations, and use of technology questionnaires. Data were transcribed, coded, and grouped into categories and themes focused on: (a) progressive technology usage, (b) competency in technology education, and (c) assertiveness towards computer techniques. Participants articulated the need for technical acuity, collaboration, and continuous professional growth activities to integrate technology as a curriculum element. Findings from this study were used to establish a 3 day professional development plan to provide training on technology integration to local K-8 teachers. Social change can be achieved by increasing the level of technology integration to enhance K-8 instruction.