An evaluation for how the innovator, innovation, and context affect technology innovations in a K-5 setting
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Duncan, Paul.
An evaluation for how the innovator, innovation, and context affect technology innovations in a K-5 setting. Retrieved from
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TitleAn evaluation for how the innovator, innovation, and context affect technology innovations in a K-5 setting
Date Created2015
Other Date2015-10 (degree)
Extent1 online resource (x, 192 p. : ill.)
DescriptionThere are a variety of factors that can facilitate or constrain technology use in classrooms (Hew & Brush, 2006). Using a modified version of the framework for Conditions for Classroom Technology Innovations (Zhao et al., 2002), this study explored how the innovator, innovation, and context impact technology use in four K-5 elementary schools. The TPACK framework was used to analyze teacher knowledge and support structures (Mishra & Koehler, 2006). Research has called for more contextualized studies in schools, that include stakeholders like teachers and administrators, and that focus on supports like vision, access to technology, training, collaboration, and technical support. Of particular importance is not just the availability of these supports but how well they flexibly and responsively meet the needs of teachers (Granger et al., 2002; Rutkowski et al., 2011). Therefore, the purpose of this study was to conduct a program evaluation to determine the needs of teachers using the framework so the district could improve context supports to better meet teacher needs and improve teaching practices. Study participants included fifty-eight teachers who participated in a survey—twenty of whom also participated in focus groups. Other relevant stakeholders included technology coaches, principals, tech support personnel, and central office administrators who participated in interviews or focus groups. The findings established a wide variety of needs that could benefit from greater responsiveness from the supports the district has established. The innovators demonstrated a need for more ongoing, detailed training for basic technical knowledge before widespread integration at the level of TPACK could be established. With increased access to a variety of technologies, “easy and efficient” use is needed if teachers are going to be able to properly integrate the number of tools that are becoming available to them due to decreased costs for new technology. Also important were underlying beliefs that were hindering greater technology integration, particularly with decentralizing the classroom for more student-centered practices. Teachers had a variety of “distances” between themselves and technology, and between the desired technology practices and their current practices. The implications call for the district to more purposely use teachers’ needs to drive the flexible supports it already has in place. This includes articulating a short-term vision and improving the coordination of support structures to help all teachers meet the vision. Those supports would involve ongoing discussions about teacher pedagogical beliefs, increased coaching during the school day, structured collaboration to meet the vision, and more ongoing training for basic technical knowledge. This study shows the importance of using all relevant stakeholders to evaluate a program for improved practices and to use teacher needs to coordinate improved context supports.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Paul Duncan
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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