The purpose of this study was to determine if educational technologies, including LCD projectors, interactive whiteboards, tablets, document cameras, and student response systems, modify instructional delivery and student learning. This case study was researched in four classrooms, including an English, math, science and social studies classroom at a freshman academy in a progressive school district in the Upstate of South Carolina. The phenomenon was examined from the lenses of teachers and students. The study involved teacher participants, as identified by the freshman academy principal, who regularly combine the previously mentioned instructional technologies with research-based instructional strategies, such as: essential questions, summarization, graphic organizers and vocabulary study. Each teacher identified three total students: one who is an above average achieving student, one who is an average achieving student and one student who is below average in terms of academic achievement.
The study found that teachers who participated in this study believe that educational technologies do modify instructional delivery Student participants identified the LCD projector and the interactive whiteboards as the technologies most capable of increasing their learning levels. Both groups of participants helped the researcher to identify science and social studies as the core subjects most capable of modifying
instruction and learning. Deeper levels of integration and application are possible when teachers are able to possess their individual technological equipment because of the increased ability to practice with the equipment. Teachers need systemic equipment
","abstract_html":"<p>The purpose of this study was to determine if educational technologies, including LCD projectors, interactive whiteboards, tablets, document cameras, and student response systems, modify instructional delivery and student learning. This case study was researched in four classrooms, including an English, math, science and social studies classroom at a freshman academy in a progressive school district in the Upstate of South Carolina. The phenomenon was examined from the lenses of teachers and students. The study involved teacher participants, as identified by the freshman academy principal, who regularly combine the previously mentioned instructional technologies with research-based instructional strategies, such as: essential questions, summarization, graphic organizers and vocabulary study. Each teacher identified three total students: one who is an above average achieving student, one who is an average achieving student and one student who is below average in terms of academic achievement.</p> <p> The study found that teachers who participated in this study believe that educational technologies do modify instructional delivery Student participants identified the LCD projector and the interactive whiteboards as the technologies most capable of increasing their learning levels. Both groups of participants helped the researcher to identify science and social studies as the core subjects most capable of modifying </p> <p> instruction and learning. Deeper levels of integration and application are possible when teachers are able to possess their individual technological equipment because of the increased ability to practice with the equipment. Teachers need systemic equipment</p>","abstract_has_math":false,"creators":["Rogers, Jeffrey R."],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Lynn Harrill","Zach Kelehear"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T04:38:07Z","subjects":["Education","Educational Administration and Supervision","Instructional Strategies","Interactive Whiteboards","LCD Projectors","Professional Development","Technology"],"languages":[],"rights":["© 2012, Jeffrey R. Rogers"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/1005","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lynn Harrill","Zach Kelehear"]},{"key":"dc:creator","label":"Author","values":["Rogers, Jeffrey R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Administration and Supervision","Instructional Strategies","Interactive Whiteboards","LCD Projectors","Professional Development","Technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2012, Jeffrey R. Rogers"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/1005"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine if educational technologies, including LCD projectors, interactive whiteboards, tablets, document cameras, and student response systems, modify instructional delivery and student learning. This case study was researched in four classrooms, including an English, math, science and social studies classroom at a freshman academy in a progressive school district in the Upstate of South Carolina. The phenomenon was examined from the lenses of teachers and students. The study involved teacher participants, as identified by the freshman academy principal, who regularly combine the previously mentioned instructional technologies with research-based instructional strategies, such as: essential questions, summarization, graphic organizers and vocabulary study. Each teacher identified three total students: one who is an above average achieving student, one who is an average achieving student and one student who is below average in terms of academic achievement.
The study found that teachers who participated in this study believe that educational technologies do modify instructional delivery Student participants identified the LCD projector and the interactive whiteboards as the technologies most capable of increasing their learning levels. Both groups of participants helped the researcher to identify science and social studies as the core subjects most capable of modifying
instruction and learning. Deeper levels of integration and application are possible when teachers are able to possess their individual technological equipment because of the increased ability to practice with the equipment. Teachers need systemic equipment
"]},{"key":"dc:title","label":"Title","values":["Modification of Instructional Delivery and Student Learning With the Use of Educational Technologies"]}]}],"canonical_facts":{"dc:contributor":["Lynn Harrill","Zach Kelehear"],"dc:creator":["Rogers, Jeffrey R."],"dc:description.abstract":["The purpose of this study was to determine if educational technologies, including LCD projectors, interactive whiteboards, tablets, document cameras, and student response systems, modify instructional delivery and student learning. This case study was researched in four classrooms, including an English, math, science and social studies classroom at a freshman academy in a progressive school district in the Upstate of South Carolina. The phenomenon was examined from the lenses of teachers and students. The study involved teacher participants, as identified by the freshman academy principal, who regularly combine the previously mentioned instructional technologies with research-based instructional strategies, such as: essential questions, summarization, graphic organizers and vocabulary study. Each teacher identified three total students: one who is an above average achieving student, one who is an average achieving student and one student who is below average in terms of academic achievement.
The study found that teachers who participated in this study believe that educational technologies do modify instructional delivery Student participants identified the LCD projector and the interactive whiteboards as the technologies most capable of increasing their learning levels. Both groups of participants helped the researcher to identify science and social studies as the core subjects most capable of modifying
instruction and learning. Deeper levels of integration and application are possible when teachers are able to possess their individual technological equipment because of the increased ability to practice with the equipment. Teachers need systemic equipment
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/1005"],"dc:rights":["© 2012, Jeffrey R. Rogers"],"dc:subject":["Education","Educational Administration and Supervision","Instructional Strategies","Interactive Whiteboards","LCD Projectors","Professional Development","Technology"],"dc:title":["Modification of Instructional Delivery and Student Learning With the Use of Educational Technologies"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:38:07Z"}