This dissertation centers on competencies for K-12 online and blended teaching. Article 1, published in Distance Education, is the literature review, which compares K-12 online and blended teaching competencies. We found that online and blended teaching share personalization as the most salient competency, but that blended teaching competencies emphasize pedagogical skill sets and online teaching competencies emphasize managing the online course. Article 2, published in the Journal of Online Learning Research, is an analysis of selected literature from Article 1, which analyzes the modality in which competencies occur (online or digital context, face-to-face context, generic, or blended). Over half of the competencies analyzed were deemed generic, or not specific enough to denote which modality in which they occur, and 30% of competencies were for an online or digital context, and a very few competencies were specifically for face-to-face modality, and blended competencies made up Article 3 is a description of the validation of a Blended Teaching Assessment of five competency areas associated with blended teaching: (a) technology skills, dispositions, and digital citizenship, (b) technology-mediated interactions, (c) blending online and in-person learning, (d) personalization, and (e) real-time data practices. While the confirmatory factor analysis showed minimal evidence of validity, we believe this is an important first step to building an objective assessment of blended teaching skills, and the assessment should be refined and further analyzed if it is to be used for summative purposes.

The purpose of this study was to explore the extent to which ICT (Information Communication Technology) is accepted and used in teaching in four public South African schools. The constructs of the Technology Acceptance Model (TAM) were used to generate an understanding of educators’ technology acceptance and use in their classrooms for the purpose of teaching. It is generally understood that for the model to be successfully implemented, all the pillars of this theoretical framework must be present and operational in the classroom. This study followed a qualitative research approach and focused on multiple case studies. The use of a multiple-case study, which involved four schools in Pretoria, Gauteng, South Africa within a limited time, allowed the researcher to detect things that could be hidden or go undetected in a large-scale, broader, longitudinal study. Semi-structured interviews allowed the researcher to investigate individuals' opinions, their experiences, beliefs and/or possible motives on certain subjects. This instrument for collecting information allowed for more open-ended questions and is less structured. Data was also collected through field notes, observation and document analysis. The researcher opted to use the Atlas.ti programme to prepare and organise the data for analysis. It can be concluded from the findings that the educators perceived educational technology to be useful. There was a positive consensus among the participants that the technologies received are not difficult to use, and have in fact, reduced their workload. Further, there is a positive attitude from both learners and educators towards the technology. / Dissertation (MEd)--University of Pretoria, 2019. / Science, Mathematics and Technology Education / MEd / Unrestricted

The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobile tablets. This study was a qualitative multiple case study involving the interview special education teachers before and after lessons during which they integrated mobile devices into their classroom. These interviews and curriculum artifacts were analyzed using thematic inductive analysis. Results identified that all the teachers were generally in favor of integrating mobile tablets and believed they were integrating them successfully. However, the teachers who believed in their personal ability to utilize mobile devices in their classrooms were able to navigate multiple issues and integrate them more effectively. The level of integration was also influenced by the usability, functionality and accessibility of the technologies. Additionally, all teachers related their ability to integrate technology successfully with the type and quality of professional development they received. Understanding how special education teachers successfully integrate innovative technologies has the potential to support special needs learners for their future success in the 21st century workplace.

DEd (Curriculum Studies) / Department of Curriculum Studies / See the attached abstract below

The 21st century is now in the second decade and the need for 21st century skills is discussed at all levels of education as necessary for student success in the future. Federal, state, and districts are addressing this need and have written technology plans to address 21st century skills needed. the purpose of this dissertation is to contribute to the knowledge of 21st century educational technology. the data includes seven recorded interviews from two separate research projects covering two models of education as teachers discuss teaching, learning, and technology. the data studied determines how educational technology perceived in the school environments has been integrated into the classrooms. the initial scripting of video interviews from two research projects began the analysis of data. Particular themes emerged in response to questions established by the two separate research projects focused on classroom, school, and district environmental arrangements that examined; teaching responsibilities and practices; student learning opportunities; and how technology is woven throughout instruction. Further exploration of themes stemmed from analysis conducted with the qualitative software program, NVivo 9. the themes discussed in this paper relate to instructor perceptions of teaching, learning, classroom procedures, and the role technology plays in each. Also noted are the factors beyond the teacher’s responsibility and set rules that include the school environment, district expectations, and supported teaching strategies for the schools. the teachers expressed their view that technology is an important support for learning and that they used technology to accomplish many of the tasks related to supporting teaching and learning. As perceived by the teachers, a major component that surfaced as a result of the analysis was children’s technology use was most drastically influenced by the expectations of the instructional leader to develop and the need to foster 21st century learning strategies such as critical thinking skills, self-assessment, and problem solving. Therefore, the school environment and expectations of the administrative level of management in the school systems, made the most impact on the learning opportunities the students were afforded where technology was an appropriate tool for learning.

The purpose of this study was to determine the overall effectiveness of Turkey's technology integration initiative on teachers' attitudes and examine the moderating effects of related study characteristics. The 22 studies in this meta-analysis, carried out between the years 2010 and 2017, investigated the effects of Turkey's technology integration initiative on teachers' attitudes and met the inclusion criteria. This study followed a traditional meta-analysis research approach utilizing Hedge's g effect size to combine studies. The effect size was calculated using Comprehensive Meta-Analysis (CMA) software. The result (g = .31) indicates that Turkey's technology integration initiative had a moderate but significant influence on teacher attitudes. In addition to teacher attitudes, barriers that could contribute to some K–12 teachers' lack of integration training were identified. Based on the results it is recommended that future professional development and training for teachers include assessments of teacher technology usage by administrators, an increase in time for collaborative planning among teachers, and more just-in-time technology support for technology integration.

Although the University of Cape Town has implemented various education technology projects in the last two decades, the disruptions experienced during the #FeesMustFall movement and the COVID-19 pandemic point to challenges with integrating technology successfully, highlighting the need to better understand technology integration in higher education. Based in the Engineering Faculty, I adopted a Cultural Historical Activity Theory (CHAT) perspective to understand the experiences of engineering educators with regards to education technology integration in a department. A qualitative case study with semi-structured interviews was conducted with engineering educators. The data was analysed according to the categories in CHAT. Individual educator analyses were presented as activity systems. These were then synthesised to a departmental level understanding. I found that all educators integrated education technology to varying degrees. These included the university's learning management system, Microsoft PowerPoint, document cameras, and various engineering technologies. Educators integrated education technology to improve the practical demonstration of engineering concepts, prepare students for the workplace, and improve the efficiency of certain tasks. Their integration efforts were mediated mainly by the university's infrastructure and their access to institutional technologies. Nondirective approach by the departmental and faculty leadership provided educators with the freedom to integrate education technology, although, some educators expressed a desire for increased leadership intervention. Technical and pedagogical support services from the university provided resources and support for integration. The technologies integrated by the educators were informed by their preference for teaching resources that visualised theory. Educators were concerned with the impact of lecture recording on attendance, highlighting sustainability issues of this technology. As all participants integrated education technology independently, future studies may benefit from understanding less active users' experiences, the contribution of support services, and the role of departmental leadership.

Many elementary students struggle to meet expectations on mathematics assessments despite an increase in science, technology, engineering, and math instructional strategies. The purpose of this qualitative case study was to explore elementary math teachers' technology integration self-efficacy, their level of technology adoption, and their actual technology integration behavior. The conceptual framework used in this study included Bandura's social cognitive theory, which is often used in the investigation of self-efficacy. Additionally, the International Society for Technology Education Classroom Tool, which is in alignment with the National Educational Standards for Teachers, was used to gauge the level of technology integration in the classroom. Nine volunteer teachers in Grades 3-5 participated in surveys, observations, and follow-up interviews. Data were analyzed using open coding to identify themes and patterns. The findings from this study indicated that the teachers' perceptions were positive as they believed technology could have positive implications for the teaching and learning process. However, findings also indicated that not all the teachers in the study felt confident with using technology in their practice. These teachers indicated that there was a need for onsite support, peer mentoring and professional development geared towards effectively aligning content, pedagogy, and technology. The information from this study may add more to the body of knowledge on information and communications technologies adoption and integration. The social change potential in this study is that through confident teachers in mathematics, and technology integration, students may improve their skills to be competitive for employment and opportunities in a global marketplace.

The district under study performed in the lowest academic growth percentage of the state for 5 consecutive years. Although the district received funding for technology resources, effective technology use in the classroom continued to be lacking. The purpose of this case study was to explore the perceptions of teachers at the middle and high school under study in integrating and enhancing instructional technology practices in a 1-to-1 classroom through professional development. In the 1-to-1 classroom, each student was assigned an individual laptop. The framework guiding the study was constructivist instructional methods that promoted best practices for student-centered technology integrated classrooms. Data were collected from interviews with 8 teachers and 4 nonteaching staff and 8 classroom observations. Data were analyzed using thematic coding to explore and compare teachers' perceptions of technology integration, technology professional development, and technology use. Findings revealed that the teachers believed that professional development played a key role in their positive attitude toward a laptop technology integration and willingness to provide constructivist instructional practices in the classroom. Findings indicated that some teachers continued to show deficiency in effective technology integration after the implementation by regularly demonstrating traditional practices in the classroom opposed to constructivist practices. Technology professional development can transform teaching practices and effective technology integration that can serve as the stimulus for social change through improved quality of education and evolution of instructional practices, not only for the district but also for the local economy.

Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogical, and content knowledge (TPACK). The relationship between LBD, TPACK, and technology integration in the classroom was examined. The assumption was made that LBD and TPACK predict technology integration, and that TPACK mediates the relationship between LBD and technology integration. A correlational study was carried out with a sample of N = 109 in-service, secondary, mathematics teachers from an inner city school. The data were collected using a previously validated questionnaire survey and initially analyzed by multiple regression analysis. However, the measured variables displayed nonlinear relationships, suggesting that, while TPACK partially mediates the LBD-TI relationship as hypothesized, technological knowledge had a saturation effect on TI, and thus high scores of both LBD and TPACK decreased TI. The study shows at a theoretical level how teachers can benefit from LBD experiences resulting in TPACK and how likely they combine technology with teaching. For the practice of teacher leadership, this study will suggest effective forms of professional development, thus improving teaching quality and enabling positive social change.