Data collection included the following primary data streams: large group and small group class discussions, electronic submissions of personal reflections, answers to teacherresearcher- generated questions and questions and answers to student-generated questions posted to a Yahoo Discussion Group, a Character Analysis document using Powerpoint, and an audiotape of a whole class discussion. Also included in the data streams was an excerpt of an audiotaped session of a whole class discussion of a segment of the novel. All of the above activities were based on the novel, Life is So Good, by George Dawson and Richard Glaubman. Data collection also included audio-tapes of interviews of the focal students. Preliminary analysis of data streams for the focal students revealed the emergence of six themes based on participants' perceptions of the impact of technology integration in a Developmental Reading Course: participants perceived the advantages of using technology to enhance learning in, and beyond, their Developmental Reading Course; participants perceived the difficulties/disadvantages regarding the use of technology in the course; students expressed a gradual development or increase in competence and comfort with the use of technology through the course; students expressed a general preference for the use of computers rather than pen and paper in completion of course assignments; students valued their technology experience enough to express a need for extending policy throughout the University; and, students expressed increased motivation regarding completion of course assignments when using technology. Moreover, two meta-themes emerged based on a re-analysis of the data: technology motivated participants to perform in ways that they never had before; and technology engaged participants through computer-based assignments to the extent that they exhibited characteristics associated with active learning styles. Results showed that participants generally exhibited limited participation in regular classroom discussions and activities, but exhibited active and engaged participation in completing computer-based, content-driven course assignments and activities throughout the course of the study.

This study examines Levels of Technology Implementation (LoTi) teacher selfratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The LoTi instrument is explained comprehensively in the study. Using a series of survey questions about classroom instruction and technology use, the instrument measures a teacher's level of technology implementation in terms of that teacher's perception of classroom practices. The study assesses the relationship between LoTi ratings and TAKS scores of 9th, 10th, and 11th grade students as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. The study determined the degree to which teacher LoTi ratings were a predictor of success on TAKS exam scores as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. In addition, the study ascertained the existence of differences among the variable of student economic status. For the purposes of this study, school and student performance analysis included only Alamo Heights High School in the Alamo Heights Independent School District (AHISD). The student data in the study came from approximately 359 9th graders, 372 10th graders, and 309 11th graders (1040 total students). A total of 11 English teachers, 14 math teachers, 9 science teachers, and 10 social studies teachers (44 total teachers) from this campus made up the population under study. The research findings of this study included: 1. A positive relationship exists between the level of technology implementation in the classroom and student performance on the TAKS test in math, English Language Arts/Reading, science, and social studies. 2. Further, the findings showed that this relationship impacts economically disadvantaged students the most in English Language Arts/Reading and math.

Doctor of Education / Department of Educational Leadership / Kakali Bhattacharya / David C. Thompson / Information and communication technology is becoming more affordable and available to schools. In response to the emerging need to produce students with academic skills appropriate for 21st-century learners, many schools are investing large sums of money into this technology in an effort to create learning environments where students have a 1:1 ratio with access to tools such as laptops, tablets, or other types of portable devices. While there is evidence demonstrating that 1:1 student device adoptions can influence instruction and student learning, there is an ever-present, evolving need for scholarship concerning the experiences of teachers participating in such initiatives. The premise of this study is that teachers can provide valuable understanding concerning 1:1 computer adoptions, as they are one of the primary instruments in its success. The purpose of this study was to explore how two middle school teachers in a Midwestern city described the effects of ubiquitous computer access for students on their instructional practices and overall student learning as they participated in a district-wide 1:1 computer initiative. Participants for this qualitative case study were selected through purposeful- and criterion-based sampling. The participants were chosen from a pool of classroom teachers participating in the early phase of their district’s 1:1 initiative. Additionally, the participants’ eagerness to participate in the study as well as their comfort level with technology played a role in selection. Symbolic interactionism provided the lens through which to analyze the participants’ meaning making and the framework of TPACK afforded the substantive lens for discussing their experiences. Many of the individual aspects of the findings of this study are not new or particularly insightful by themselves and largely confirm existing findings in the scholarship. However, the significance of this study lies not in the corroboration of existing scholarship, but instead in illustration of the anatomy of change. In the end, this study investigating ICT integration wasn’t about technology at all. It was about the experience of transition. This study, with rich detail and context, shows the anatomy of transition for the two participants’ pedagogical practices and beliefs from the start of the process to the end. It provides insight into how things come to be and the way in which they come to be. It provides insight into how and why participants moved back and forth across the TPACK domains as they assimilated their fundamental beliefs with their lived experiences. The outcomes of this research suggest avenues for policy makers, administrators, teachers, and professional development organizers to increase the influence of 1:1 initiatives. It is necessary for all involved stakeholders to understand the importance of professional development in affecting technology-related change and to include training in any 1:1 adoption plan. It is equally important for teachers to understand that they will need to leverage formal and informal avenues of professional development to further their professional learning. Professional development organizers need to be cognizant of the needs of the staff and provide targeted, content-specific training in a timely manner. Last, district and building leaders should be aware of their organizational culture and the underlying goals for their 1:1 initiative and keep these in mind as they lead their staff through the change process.

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Technology has become a part of the very fabric of society today. Technology's infiltration into business, industries, the medical field, and entertainment has accounted for huge advances. However, in the field of education the impact technology has had is regarded as less impressive. Muller, Wood, Wiloughby, Ross, and Specht (2008) stated "…it is critical to understand teachers' perspectives regarding computer integration in the classrooms" (p.1523). With the Improving America's Schools Act of 1994 (Public Law 103-382) the integration of technology in schools should be strongly evident. Currently, twenty years after the commitment to develop technologically literate students, technology integration should be well defined, seamless in its usefulness within the learning environment, a part of the very fabric of the educational setting, and consist of a proven track record verifying the positive results for utilization in student learning and achievements. However, a review of the relevant literature revealed the goal has not been achieved and the same issues related to the integration of technology into education are still being discussed, researched, and questioned today as they were in its infancy (Anthony, 2011; Bauer & Kenton, 2005; Roschelle, Pea, Hoadley, Gordin, & Means, 2000). Allowing teachers to voice what integration meant to them in both practice and definition and the barriers encountered, could shed light on the underutilization of use discovered in literature. New insights provided from teachers could also be utilized by administration and policymakers towards the development of new policies and mandates. Taking a qualitative, investigative approach, two individual and two focus group (n=6, n=8) interviews from four elementary schools in Brevard County were conducted which focused on understanding the practices and experiences of teachers. Results found time, support structures provided by administration, and specific professional development and training's were challenges that hampered successful implementation.

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.

Technology integration is a national initiative; however, some teachers are still unwilling or unable to use computers in the classroom. Attitude has been identified as a factor inhibiting teachers. Therefore, this study attempted to use recommended design principles to create a professional development product to improve attitudes of non-users by informing these teachers about the importance of technology, providing solutions to common barriers, and offering step-by-step suggestions for sample projects incorporating technology to address specific curricular concerns. The study, however, was challenged by the current organization and leadership of area schools. The approach to the study changed and progress was made. After four weeks of access to the product, quantitative data indicate that the product produced some significant changes. A summary of barriers, conclusions, and implications is included. / Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology / "July 2005."

Integrating digital pedagogy into instruction in a manner that promotes critical thinking and drives increased student achievement and engagement in all classrooms is a goal of many campuses and districts that invest heavily in hardware, software, and professional development on an annual basis. Digital pedagogy goals tend to center around preparing students for the 21st century workforce, promoting instruction that is more engaging, and providing deeper learning for all students; however, achieving these goals is not possible without teachers willing and able to effectively implement instructional technology into the content they are teaching. The conceptual framework consists of digital leadership, teacher engagement, and resources and supports. This case study focused on the district-wide integration of technology into instruction through the elements found in the conceptual framework. Educators, from kindergarten through twelfth grade were surveyed about their attitudes, self-efficacy perceptions and willingness to integrate digital pedagogies into their current teaching practices. The online survey that utilized Likert-like scales to gather demographic information as well educator perceptions on digital integration, teaching philosophy, digital self-efficacy, and leadership's focus and expectations regarding instructional technology. Additional data, from a variety of district documents, was also gathered on leadership, professional development, and infrastructure supports utilized to implement instructional technology.

Throughout the last 30 years, there has been a movement to use computer technology in schools to enhance teaching and learning. In recent years, the No Child Left Behind Act of 2001 has mandated that states have a long range strategic educational technology plan that describes the many facets of their technology integration efforts (2002). However, at this time research indicates that technology integration in classrooms is still low tech and infrequent (Cuban, 2001; NCES, 2005a). The purpose of this quantitative study was to gain insight into a teacher's use of computer technology with students in K-5 general education public school classrooms across the state of Virginia. Eleven independent variables (e.g., teaching philosophy, professional development, hardware proficiency, software proficiency) and 2 dependent variables (i.e., frequency and application of technology integration) were selected based on a review of literature and input from educators. A questionnaire, designed to measure variables, was field tested for validity and reliability then administrated to teachers. The population of the study was approximately 16,500 K-5 general education public school teachers from the state of Virginia with active e-mail addresses in the Market Data Retrieval (MDR) database. A systematic sample of 1,400 K-5 teachers was selected from the MDR database. Teachers' responses rendered 313 usable questionnaires. Analysis of the data revealed that the majority of independent variables (8), with the exception of 3 independent variables (i.e., technical support, student to computer ratio, technology integration support), yielded significant correlations with the dependent variable frequency of technology integration. Whereas, all independent variables (10), with the exception of technical support, yielded significant correlations with the dependent variable application of technology integration. Multiple linear regression analysis was conducted to determine whether the 11 independent variables were significant predictors of variation in the dependent variables (frequency and application of integration). The results of both regression analyses rendered significant models for the prediction of variation in frequency and application of integration (R2= .16, R2=.39), respectively. The researcher concluded that the predicted variance (R2= .16) of regression model 1 was too small to be considered a viable model for the predication of variation in frequency. Whereas, regression model 2 predicted a greater level of variance (R2=.39), thus it was considered a good predictor of variation in the application of technology integration. Three of the 11 independent variables (i.e., software availability, teaching philosophy, and software proficiency) were among the variables that were significant predictors of variance in the application of technology integration. The strongest predictor was software availability followed by teaching philosophy and software proficiency. Teachers who reported moderate to low variety in the application of technology integration also reported moderate access to software, moderately low software proficiency, and use of instructional practices that were consistent with constructivism. / Ph. D.

In an attempt to promote the transfer of technology integration knowledge and skills in preservice teachers, studies have attempted to identify effective instructional technology integration practices on the part of the teacher education program, as well as exemplary programs themselves (Hofer, 2005; Mergendoller et al., 1994; Strudler & Wetzler, 1999). A significant number of studies focus on examining various components of technology integration plans within teacher education programs, but few have extended this examination to determine if transfer is evidenced in the practices of graduates. The purpose of this study, therefore, was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. This study employed a two-phase, sequential explanatory strategy, where quantitative data were collected via an online survey during the first phase and then interview data were collected during the second phase. The targeted sample population for this research study consisted of male and female early career teachers who had completed a graduate level teacher education program through the School of Education (SOE) at a large, research university located in the Southeast. Overall, these early career teachers assessed themselves as being proficient users of instructional technologies and feeling comfortable with their level of technology integration in the classroom. Out of nine qualities demonstrated in literature to promote learning transfer of technology integration knowledge and skills, the early career teachers reported the top three factors found in the study institution to be: the modeling of effective uses of technology integration by faculty in content-specific areas; opportunities to reflect upon technology integration practices in the classroom; and opportunities to practice and experiment with instructional technologies. The early career teachers reported the three top barriers inhibiting technology integration in their classrooms as being: too much content to cover; lack of time to design and implement technology-enhanced lessons; and a lack of software resources. Although a majority of the early career teachers reported that the teacher education program overall prepared them to integrate technology into the classroom, they also reported that opportunities to practice technology integration and having access to expert guidance during their field experiences were lacking. Several suggestions were made by study respondents and these included: providing more opportunities to experiment and play with instructional technologies like SmartBoards; faculty support with regards to implementing and practicing with technology integration in field experiences; and technology courses that focus on up-to-date instructional technology tools within each of the content areas. Findings from this study might be useful to teacher educators and researchers because it provides naturalistic recommendations (Stake, 1995) on how to improve their programs that are corroborated by the literature, and it offers an adapted survey that can be utilized to investigate technology integration transfer from the teacher education period to the early classroom practice period of new teachers. / Ph. D.