Technology in high school classrooms : a multiple case study of three secondary teachers.

K–12 education has continually made changes to meet society's needs. The changes require teachers to find new teaching methods to use evolving technology. Educators can integrate technology in the content areas to provide students with a 21st-century education that includes critical thinking, communication, collaboration, and creativity and prepare students for college and careers. There are various models for technology integration in educational spaces, including Technological Pedagogical Content Knowledge (TPACK) and the Substitution Augmentation Modification Redefinition (SAMR) model. When there is a plan for using technology in conjunction with content and pedagogy, the result is that students benefit by gaining needed 21st-century skills. Educators can share their experiences with technology integration to support others as they make the same attempts. The purpose of this multiple case study was to explore and understand the present and past experiences of three high school teachers at two Long Island high schools concerning technology integration in their classrooms. This case study aimed to inform school administrators and teachers about teachers' experiences with technology integration, including both the challenges and successes they experience. Ultimately, this research intended to provide educators and administrators with examples of how teachers use technology as a tool for teaching, the successes and challenges they face, and the resources they embrace to integrate technology in instruction. District knowledge of technology frameworks can support technology integration methods in high school classrooms and help administrators and teachers. The findings suggested little to no consideration for technology integration frameworks when district administrators chose which technology to purchase or teachers decided which technology to include in their lessons. Administrators need more awareness of technology integration frameworks when buying and implementing new technology. Teachers would also benefit from learning about technology integration frameworks to prepare their lessons to include technology. It was also evident that there was a need for content-specific technology integration professional development for teachers. Teachers would also benefit from introducing a coaching model to strengthen how they use technology when teaching.

Author dc:creator

• Fulton, Reanna L., 1979-

Contributors dc:contributor

• Blevins, Brooke E.

• TPACK.
• SAMR.
• Technology.
• High school.
• Secondary education.
• Integration.
• Professional development.
• Coaching.

Statement dc:rights

• Worldwide access
• Baylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/12003

OAI identifier oai:identifier

oai:tdl-ir.tdl.org:2104/12003