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."

Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual framework to guide the study. This study focused on exploration of current teacher practice in regard to technology integration and the perceived support they currently receive to do so. A case study research design was used, and data collection included interviews and classroom observations of 10 middle school teachers to determine current technology integration practices and explore the barriers for integration and teachers' perceived support in this endeavor. The 10 participants were chosen based on content area, grade level, and years of experience. The data were analyzed using thematic coding followed by an open coding process based on the TPACK framework constructs. Teachers are using technology in their instruction at varying levels. Overall, the case showed a strong indication of TCK and lower results in the area of student technology use. The results provided information for administrators in the district regarding additional training for teachers based on their current technology integration and perceived barriers of implementation in the classroom. Social change implications for this study involve an increased awareness of technology integration for teachers and administrators. Classroom teachers in this local district as well as districts across the nation could benefit from improved practice using technology to be able to learn and work in the complex school and work environments.

The purpose of this dissertation was to explore the perceived and demonstrated technological pedagogical content knowledge (TPACK) of practicing elementary teachers in an urban charter school setting. Contextual factors that influence teachers' abilities to apply technology integration knowledge were also identified. A qualitative research design with multiple case study strategy was used to study practicing teachers in a charter school setting in two phases. The first phase of the study included nine participants and used the Teachers' Knowledge of Teaching and Technology Survey to garner insight on teachers' perceived technological pedagogical content knowledge. Descriptive statistical procedures were used to calculate a mean score for each subscale of the TPACK components. Of the nine teachers, two teachers volunteered to participate in the second phase of the study in addition to two administrators. Data collection methods included document collection, observations, and interviews. Within-analysis procedures were used to specify each participant as an individual case. Interviews with school administrators provided insight into contextual factors at the school. Lastly, cross-case analysis procedures were used to construct the final narrative. The findings from Phase I indicated teacher scores related to statements concerning technology-related components: technology knowledge (Mean = 3.67, SD =.62), technological content knowledge (Mean = 3.67, SD=.45), technological pedagogical knowledge (Mean = 3.74, SD=.68), and technological pedagogical content knowledge (Mean = 3.6, SD=.94) were neutral. Findings from the within-analysis and cross-case analysis revealed that both teachers used all of the components in practice with limited to no use of technological content knowledge. The findings from the within-analysis and cross-case analysis revealed that teachers: (a) had a solid foundation of technology knowledge, (b) had limited knowledge of technological content knowledge, (c) supported pedagogical goals, and (d) addressed student learning needs. In addition, the findings revealed that contextual factors related to the teachers' use of technology integration knowledge were resource-related. The discussion and implications highlighted the need for professional development and up-to-date resources for teachers in urban charter schools.

Technology has become pervasive in society and classrooms today. However, studies show that most teachers are not yet comfortable integrating technology into their repertoire of instructional strategies (Education Week, 2005). National reports and standards documents have recognized that technology proficiency is essential for all students (International Society for Technology in Education, 2000; No Child Left Behind, 2002; U.S. Department of Education, 2004). Teacher instruction is a critical factor in maximizing the potential that educational technology has to impact student achievement. The purpose of this study was to determine how an exemplary elementary teacher uses technology to improve student learning and why she has chosen to integrate technology into her classroom instruction in the ways she has. A single-case design was used in this qualitative study. The researcher was the instrument used in the collection of data. Purposeful sampling was used in the selection of the study's participant, an exemplary elementary teacher who utilizes technology in her classroom. The participant in this research study was a certified elementary teacher. Her elementary principal and a school district administrator were also interviewed to provide additional perspectives to the case study. Personal interviews, observations, and document analysis were used to collect data. The findings of this study included examples of how the participating teacher used technology in her classroom. These findings included ways that she integrated technology into daily activities across of wide variety of curriculum content areas, and ways the classroom environment was designed to encourage interaction, communication, and cooperation as students worked on instructional activities that incorporated technology. The barriers of professional development, access, support, and time did not hamper the participating teacher's ability to integrate technology. Technology was used daily in the participating teacher's classroom for enhancing student work, easing the teacher's management and planning tasks, and communicating with parents and other faculty members. Additionally, I found that the participating teacher was motivated to use technology by several factors. Administrative support, the teacher's personal use of technology, and student engagement and motivation served as factors as to why the participating teacher integrated technology into her daily classroom instruction. Recommendations included: (a) incorporating educational technology into a variety of undergraduate teacher education courses, (b) including a variety of instructional strategies for integrating technology in methods courses of preservice teacher education programs, (c) studying further how to effectively reduce the most-noted barriers to technology integration - lack of professional development, access, support, and time, (d) requiring candidates in educational administration graduate programs to take an educational technology course, and (e) conducted further study to determine the link between the use of technology in a teacher's personal life and any increased classroom technology integration.