There 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.
Subject (authority = RUETD)
Topic
Educational Leadership
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6584
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (x, 192 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Educational technology
Subject (authority = ETD-LCSH)
Topic
Technological innovations
Note (type = statement of responsibility)
by Paul Duncan
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.