Administrators in a rural K-5 school district provided leadership, technical assistance, and technology resources to increase teachers' use of technology to improve student achievement. Despite these efforts, teachers incorporated technology on a limited basis and some teachers reported they were unprepared to integrate technology. The purpose of this qualitative bounded case study was to examine teaching practices and teachers' perceptions of technology integration in their daily lessons. The conceptual framework for this study included technology integration and constructivism, a theory based on observation and scientific study about how people learn. A purposeful sample of 10 K-5 teachers who integrated technology in instruction volunteered to participate in interviews and classroom observations, and provided lesson plans for document review. Qualitative data were analyzed using open coding to identify patterns and themes. Based on the findings, teachers used instructional videos and PowerPoint-guided lessons in daily instruction, and they used technology to monitor student progress weekly or biweekly. Teachers expressed a need for ongoing professional development in technology integration to enhance instruction, and they requested more time to collaborate with colleagues to develop technology-integrated lessons. It is recommended that K-5 teachers receive easily accessible onsite professional development to learn strategies and methods to integrate technology in the classroom. These endeavors may contribute to positive social change by restructuring the current district technology-based professional development models to support teachers' integration of technology to improve student instruction.

Demands of the workplace and society have made 21st-century knowledge and skills critical elements for success. As a result, the role of teachers in adequately preparing students to meet these demands continues to grow. National and state standards also call for increased attention to multimodal reading and writing. Today’s teachers must have the skills to effectively integrate technology into teaching and learning, supporting student development of digital reading and writing skills. Unfortunately, many teachers do not feel adequately prepared to do this (Hutchison & Reinking, 2011). Teacher education preparation programs must intentionally design programs to prepare teacher candidates for this challenging task (Starkey & Yates, 2020). The purpose of this study was to determine teacher candidates’ perceptions of technology integration and to understand their preparedness to integrate technology into a disciplinary literacy lesson. The conceptual framework for this study consisted of 4 interwoven theoretical perspectives. Social Cognitive Theory (Bandura, 1986) was used as the overarching foundational framework, with the New Literacy Perspective (Leu et al., 2004), the SAMR Model (Puentedura, 2006), and the Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) as additional lenses for interpretation of the findings. This qualitative case study examined 11 Elementary Education teacher candidates as they planned for and created a disciplinary literacy lesson plan. A variety of data sources were collected, including pre- and post-technology surveys, documents, verbal protocols, and semi-structured interviews. First and second-cycle coding was applied to the data to determine themes. The data revealed that participants’ technology integration was generally inconsistent across the SAMR levels. Often, participants’ thinking processes revealed a deeper level of technology integration than their actual integration in lesson plans did. Additionally, 4 participant profiles emerged as a result of the levels of technology integration in participants’ disciplinary literacy lesson plans: (a) Minimal Integrators, (b) Inconsistent Integrators, (c) Consistent Integrators, and (d) Insightful Integrators.

Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated in an online survey. Data were analyzed using multivariate analysis of variance (MANOVA), the level of technology implementation (LoTi) framework, and Pearson's correlation coefficient test. The results showed significant differences in student achievement between technology and nontechnology schools. However, the LoTi framework results indicated a low level of technology implementation in classroom instruction and no significant relationship between teachers' technology integration and student performance. Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it. This study is resource material for stakeholders in education to ascertain the technology that worked best, teachers' professional development, and other infrastructures, prior to the deployment of technology interventions. The results could be useful for increasing teachers' technology integration and improving student performance, thereby leading to positive social change.