Dissertations / Theses on the topic 'Education educational technology'

The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.

This correlational-predictive study investigated the relationship between teacher perceptions of technology use and observed classroom technology integration level using the Technology Uses and Perceptions Survey (TUPS) and the Technology Integration Matrix- Observation (TIM-O) instruments, developed by the Florida Center for Instructional Technology (FCIT) at USF. Anonymized data were obtained from FCIT that included 51 teachers from a Florida school district who completed the TUPS and were observed using the TIM-O. Linear regression was used to determine the overall relationship between perceptions and technology integration, as well as the overall predictive value of teacher perceptions on technology integration level. Both were found to be statistically significant; a low-moderate relationship existed between the TUPS and the TIM-O, and the TUPS was found to be a predictor of the TIM-O level. In addition, multiple regression was used to determine the relationship between each of the seven areas of the TUPS and the TIM-O level, as well as the predictive ability of each of the TUPS domains on the TIM-O level. Although none of the domains had a statistically significant relationship or predictive value, several subgroups had significant findings in the domains of confidence and comfort, and skills and usefulness. This study supports previous research in teacher perceptions and beliefs and furthers the research by including predictive relationships. Administrators, professional developers, and support staff can use these findings to target teacher professional learning opportunities in technology integration.

This study was conducted in order to understand the types of music technologies band educators in the state of Arkansas were using, their attitudes towards technology, and the implications training, during undergraduate and through professional development, had on the frequency of use. Arkansas Music Educators (n = 64) completed an online questionnaire containing demographic information, selection of music technologies, agreeability/disagreeability to statements about music technology, frequency of use, descriptions of technologies, and description of how they felt music technology should be used for the purpose of learning. Regarding training in undergraduate professional development for music technology use, there appeared to be no difference between the increase of music technology usage and the increase of more training. Results suggest that participants have an overall “good” attitude towards technology with the stipulation that it should be considered a tool, students and teachers receive appropriate training, and it should be used efficiently.

Educational technology can be a powerful tool and the advantages of using it in instruction are abundant. However, it is important that instructors use technology effectively. Recent rapid changes in technology have coincided with rapid growth in online learning. Since the 1990s, learning management systems (LMS) have been adopted in higher education as a means for providing instructors with educational technology tools to manage and facilitate their higher education classes. LMS tools play a significant role in the facilitation of online learning. The changes in educational technology and the growth in online learning have led educators in higher education to examine best practices for integrating technology in online learning. Retention is a major focus of higher education administrators. Thus, student satisfaction in online courses is a concern in order to decrease attrition and improve student persistence in online education. This study examines the relationships between student perception of the usefulness of LMS tools and student online course satisfaction in higher education.

The student affairs profession is at a crossroads (Torres & Walbert, 2010) given digital technology’s growth and the academy’s administrative expansion (Bowen, 2013). Student affairs administrators must simultaneously respond to digital technology’s implications in students’ lives (Kirschner & Karpinski, 2010) and to new state and federal compliance mandates connected to their expanding campus roles (Dungy & Gordon, 2010). Student affairs leaders acknowledge that these competing priorities demand more nimble responses (Manning, Kinzie, & Schuh, 2013; McClennan & Stringer, 2009). Significant research (Barr, McClennan, & Sandeen, 2014; Elkins, 2015; Dungy & Gordon, 2010; Junco, 2014; Kuk, 2012; Torres & Walbert, 2010) highlights that student affairs administrator‘s digital technology use can augment traditional in-person co-curricular student experiences; yet, minimal research exists on how student affairs administrators utilize digital technology.

This qualitative, historical, interpretive study analyzed student affairs administrators’ digital technology use from 2005 to 2015. Three research questions and three sub-questions framed the research design, which utilized three data sources. The researcher conducted (N=16) interviews with student affairs professionals and educators. Elite interviews (N=5) were conducted with some of the earlier student affairs digital technology adopters, while (N=11) key informant interviews were conducted with administrators who started their professional careers in 2005. (N=206) documents, including conference presentations and publications, were collected through the Student Affairs Administrators in Higher Education (NASPA) and College Student Educators International (ACPA)’s websites. Data were analyzed in-case and across cases to highlight overall themes and a progressive timeline of how student affairs professionals used digital technology throughout their work. Using the futurology lens, the researcher envisioned how student affairs should use technology over the next ten years.

Analysis revealed that since 2005, student affairs administrators utilized digital technology to build capacity in their campus work, augment existing engagement efforts with students, faculty, and staff, and inspire change within and outside of their institution. Additionally, a historic timeline described how NASPA and ACPA provided limited, yet progressive, digital technology professional development education.

Student affairs administrators, professional organizations, and academy leaders leading digital technology implementation efforts might utilize the researcher’s recommendations as a starting point to catalyze the academy’s ongoing evolution.

Teachers need training to integrate technology into classroom curriculum, activities, and pedagogy. The adoption of the Common Core State Standards and statewide computer based assessments, coupled with technology’s rapid rate of innovation and change, has only increased the need to help support teachers’ development of these necessary skills. The purpose of this project was to create an online-based e-learning professional development training module for teachers to develop their technological, pedagogical, and content knowledge (TPACK) and skills. The design of the training module incorporated e-learning design principles, adult learning principles, and current research on developing teachers’ TPACK. To provide feedback on the design, teachers from two middle schools in Southern California were invited to use the training module, and were surveyed regarding their experiences. Results of the survey indicate participants gained knowledge and skills for using their school computer lab, integrating technology into their classroom instruction, and overall, were pleased with the e-learning training module.

In an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate an environment in which a growing list of student performance standards and standardized tests determine their success in teacher evaluations (Crawford, 2015; Terehoff, 2002). In this same pursuit, many administrators are challenged in their efforts to provide meaningful professional development to support teachers (Terehoff, 2002). The goal of this study is to gain insight into which TPD delivery types and which levels of student presence create the most meaningful and applicable learning for educators and to provide insight and guidance to administrators and TPD planners who are seeking ways to provide quality TPD.

The study data was gathered through qualitative methods, including participant observation, surveys, interviews, and focus groups. The data was exlored through the SPLT model. The major findings of the study suggest that higher model levels—which included student physical presence—led to an increased application of teacher-learning in the classroom and an increased confidence in attempting to apply newly learned techniques and tools. Teachers also suggested that these in-classroom session were more valuable when a pre- or post-discussion accompanied the session. The results demonstrated that learning at all model levels had value for different intended learning purposes. They also suggested that the TPD learning could be more effective when lower model level sessions are followed up with higher-level SPLT model sessions that occur in the classroom during instructional time with students physically present.

This research study focused on how technology-based tools have changed the 21^st century education arena in elementary school mathematics classes. The research highlighted the inner city schools where many students in the class are achieving below state standards set for third grade level. The research question asked to what extent do students have a higher level of engagement in math classes in which iPads and other technologies are used? Technology continued to advance in 21^st century classrooms where students are daily participants in teaching and learning with acquired experience using technology tools to accelerate their learning experience. Children are technology users with a passion for texting, web surfing, playing interactive games, social media, and more. The research methodology was data collection of achievement levels, using a quantitative method. The quantitative process for the research project supplemented the greater understanding of student achievement growth from integrated iPads in a third-grade math class in inner city schools in Chicago. The test was completed by the students, and the scores were automatically updated on the public website. The students had two hours to complete the test, and the students’ information was kept confidential. The students that were taught using technology outscored the students that were not taught using technology. The recommendation was to implement technology in all schools and create a challenging curriculum. The final recommendation for teaching with technology included the beneficial factors.

The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM. This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources. The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology. The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.

Effectively integrating technology into the educational system is paramount to the continued success of the U.S. educational system. Not meeting the needs of students can be detrimental to the continued growth and competitiveness of the United States. Educational systems must reflect the rapid changes in society and the way students communicate, socialize, and think. K-12 educational leaders have an increasing interest in understanding how to equip students with 21st-century skills designed to enhance their ability and willingness to become productive and knowledgeable citizens. This qualitative descriptive case study examined the perceptions of a purposive sample of middle school educators to determine what skills and competencies influenced their use and promotion of technology in education. The following three research questions guided this study: How do rural Virginia middle school educators describe the use of technology in middle school education? What challenges do rural Virginia middle school educators face when attempting to integrate technology in education? How do rural Virginia middle school educators prepare for and view effective integration of technology in education? The theory of constructivism provided the conceptual framework for examining how the participants in this study used and promoted technology in their educational settings. Data were collected by conducting in-depth interviews of 10 rural Virginia middle school educators. The anecdotal responses of the participants provided insight into their perceptions and practices. Four major themes emerged in this study: motivations for using technology, obstacles, training, and technology perceptions.

Prior research has explored many facets of innovation, provided models of governance maturity, and analyzed the impact of corporate decision-making on innovation. However, there is little research on IT governance maturity in higher education or on IT innovation in organizations outside of the IT industry. Findings from previous research were ambiguous regarding whether a mature IT governance process helps or hinders innovation. This study fills a gap in existing knowledge by reviewing the literature and examining the interaction of IT governance and information technology innovation at five major U.S. universities. It provides insights into the structures and processes necessary for IT governance to facilitate technology innovation and the factors required for effective IT governance in higher education.

Highly effective IT governance processes focused on collaboration and communication were associated with greater integration of radical innovation into institutional processes than effective IT governance processes that focused primarily on the prioritization of large enterprise projects. Incremental technology innovations were pervasive among all schools studied. IT governance was found to be more effective under a delegated model of decision-making authority that empowers IT governance bodies than under a CIO-centric model. The inclusion of a faculty, students and business units in IT governance committees was associated with a stronger innovation culture.

Student achievement has acted as the metric for school accountability and transparency. Administrators are becoming more innovative as they examine methods that will increase student achievement. However, research has shown little achievement gains in student achievement with regard to technology applications in schools. The theoretical framework of the digital divide guided this study. The original divide separated those who had technology and those who did not. The purpose of this study was to examine the differences in achievement scores between students who participated in a one-to-one technology program and students who participated in a traditional high school. The data generated for this study was from the New England Common Assessment Program (NECAP). This study examined 428 scores in mathematics and 429 scores each in reading and writing. To determine whether the one-to-one students outperformed the traditional students in mathematics, reading, and writing, the researcher conducted a t test. The t test indicated that no statistically significant difference existed between the achievement scores of the one-to-one students and those of the traditional student.

Limited research exists on the factors that influence an instructor’s choice to use a learning management system. The purpose of the current study is to explore how task technology fit constructs relate to the other constructs that comprise Davis’ Technology Acceptance mode. The technology acceptance model is widely used as an indicator of actual use of a technology system. A sample of 284 instructors completed a survey consisting of demographic questions, open ended questions about their reasons for choosing to choose to utilize a learning management system, and Likert scale questions about six constructs of the research model including task technology fit, ease of use, usefulness, attitude, intent to use, and actual use. The relationships between TAM model constructs and Task Technology Fit were analyzed using a partial least squares structural equation model method with SMART- PLS. The relationship between task technology fit and actual use was mediated by ease of use, usefulness, attitude, and intent to use. To evaluate the constructs in the model, an exploratory factor analysis was conducted and the factor structure for online and face-to-face instructors were different. Two models were developed, one for face-to-face instructors, and one for online instructors to account for this difference. The research models were evaluated for face-to-face instructors and online instructors. The study found significant relationships between all the TAM constructs and Task Technology Fit for face-to-face instructors. The relationship between attitude and intent to use was not significant for online instructors. This research supports the need for more research into the differences between online and face-to-face instructor’s perceptions of technology use. The differing instructional needs of face-to-face and online instructors have implications on the training and support an institution should provide to increase usage of learning management systems.

Preparing students for 21st-century learning is a great responsibility and a challenge for many school districts across the country. A large body of research suggests that a school district’s level of awareness with regards to education technology and particularly those technologies that are on a positive trend correlates with a successful technology implementation program. District Administrators that lead the charge of developing technology policies and oversee the various aspect of the technology implementation must possess a solid awareness of modern education technologies and their interplays with curriculum and pedagogy. In addition, district Administrators must have the technological skill to overcome network infrastructure capabilities constraints as well as the leadership skill to prioritize technology.

This study used a survey as its main method of data collection; the survey was guided by three research questions that helped gain valuable insight about California K12 school district Administrators’ familiarity with most relevant modern technologies and strategies for educating students in the 21st-century, knowledge of intermediation between (technology, pedagogy, curriculum), as well as what Administrators perceive as constraints that impede effective technology implementation. The data shows that majority of district Administrators reported to having insufficient knowledge of modern and emerging technologies or digital strategies that are most reliant on technology, in addition, the data suggest that district Administrators are finding funding, training, and infrastructure as main factors that impede implementation of technology appropriate for a 21st-century education. The results of this study propose recommendations that have implications for K12 school districts’ technology awareness, knowledge acquisition for technology preparedness, district technology plan, and minimum technology readiness requirement for school district Administrator positions for the 21st-century.

Professional Development for technology integration into the elementary curriculum has been a costly and frequently ineffective endeavor. The idea for the Tech Buddy model came from this frustration. Teaming a teacher who had high comfort and self-efficacy levels with technology, however who still had much to learn, together with a teacher who was willing to learn, but had low comfort and self-efficacy levels seemed natural.

The study consisted of 13 educators and one Administrative Intern from the school of study. The study paired a mentor who had a high level of comfort and self-efficacy with ICT integration with a mentee who had a low level of comfort and self-efficacy with ICT integration as measured by a pre-study self-assessment. The pairs were formed using three types; two were same grade level pairs, two were adjacent grade level pairs, and two were nonadjacent grade level pairs. All participants attended one half-day release time per quarter, one two-hour planning time per quarter and one evening stipend time per semester. Three of the six pairs began the study using iPads. Three of the six pairs began the study using Chromebooks. Midway through the study, the pairs all switched in order to use the other devices. The researcher also conducted interviews of each participant midway and at the end of the study. At the conclusion of the study, each participant again took the self-assessment in an effort to determine if the study was affective in increasing comfort and self-efficacy levels with ICT integration into the curriculum. The conclusion of the self-assessment indicated an increase in comfort level and self-efficacy in all participants except one pairing. The results were mostly positive and expected, however, one of the pairing did not show anticipated growth in all areas of self-assessment.

The conclusion of the study indicated the Tech Buddy program is a viable option for increasing comfort and self-efficacy levels of ICT integration into the elementary curriculum. The use of one particular device over another did not seem of concern. Application of the model should pay particular attention to how each mentor perceives his or her role as mentor.

As online education becomes more available for high school students, the enrollment continues to grow. Unfortunately, the attrition rate is also increasing and educators are challenged to find a better vetting process to determine if students will be successful in his or her first online high school course. Growth mindset and grit have been predictors of success in high attrition situations and in some cases demographics such as age and gender have also been predictors of success. The purpose of this study was to examine the relationships among grit, mindset, age, and gender to determine if these variables were indicators of success in a student’s first online high school course. A survey was distributed to high school students taking their first online course. Demographic questions were asked, followed by the short version of the grit scale (Grit-S) and a mindset assessment. These items were used to measure the relationships of age, gender, grit, and mindset when compared to the student’s end of course grade. This study was a quantitative approach to gather data and add to the literature for online education. The results of this study did not find a significant difference in student grade when organized by grit, mindset, or gender categories. However, a significant relationship between age and course grade was found to be significant at the p < .05 level. Supplemental analysis showed a significantly larger drop rate in an asynchronous model than a synchronous model. The results of this study will potentially impact one school in changing their course design from asynchronous to synchronous.

The purpose of this quantitative retrospective causal-comparative study was to determine to what extent the form of professional development (face-to-face or online) or the level of instruction (elementary or high school) has on classroom teaching practices as measured by student learning outcomes. The first research question sought to determine to what extent the form of professional development affects classroom teaching practices as measured by student learning outcomes. The second research questions sought to determine to what extent the level of instruction affects classroom teaching practices as measured by student learning outcomes. The sample was 432 Ohio teachers who participated in the Ohio Performance Assessment Pilot Project. There were 105 teachers who engaged in face-to-face professional development and 327 teachers who engaged in online professional development. There were 216 elementary teachers and 216 high school teachers. An independent samples t-test with a probability level of p = 0.05 was used to determine the differences in student learning outcomes by form of professional development and level of instruction. This study found there is no statistically significant difference between teachers who engaged in face-to-face professional development (M = 0.519) or online (M = .467) or teachers who taught elementary (M = 0.524) or high school ( M = 0.493). These findings suggest when the content of professional development is comparable, the form of professional development and the level of instruction have minimal effect on student learning outcomes.

Information technology is not new to academia. Numerous educators and research scholars studying the usefulness of digital technologies in the classroom seek to determine whether the underlying pedagogies effectively bridge the gap between quality of instruction, student engagement, and eventual acceptance of the technology tool in use. With the increase and sophistication in the delivery of online courses in colleges across the country, we now see the recent emergence of an online course structure called Massive Open Online Courses, MOOCs (Sandeen, 2014). MOOCs have intensified the interest and desire for students and universities to become engaged in educational opportunities by thinking of new and advanced systems for content delivery. The purpose of this study was (1) to explore student perceptions of the MOOC Virtual Learning Environment Scale or MVLE, characteristics including general systems, pedagogy, social presence, individual characteristics and satisfaction, (2) to examine the interrelationships between theorized MOOC virtual learning environment technology constructs, (3) to develop a conceptual model of the MVLE to create and validate a MOOC Virtual Learning scale, and (4) to understand administrator’s perceptions of the characteristics of MOOCs and their futuristic views of MOOCs. The major findings for this study are: (1) the MVLE model is an appropriate scale to measure MOOC design, implementation and evaluation, (2) the creation of a more “learner focused” approach to MOOCs that includes a definition of the MOOC learner is important to understanding MOOC course designs and their impact within a virtual learning environment, and (3) the characteristics of higher education leaders as it relates to MOOC development must be transformational with a shared vision among university stakeholders, staff, faculty, and the community that must be sustained through ongoing support both academically and financially.

Hybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18–20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life’s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.

The purpose of this quantitative correlational study was to examine the relationship between six factors of student satisfaction and intent to continue with online education in a sample of older adult learners. Participants were chosen using a stratified random sampling of students enrolled at Mercer University and South University online programs to ensure a proportional mix of qualifying learners. The randomly selected qualifying online students received an email inviting them to participate in the study. An online survey adapted from the technology acceptance model (TAM), the Student e-learning Satisfaction Instrument (SESI), along with demographic questions were used to gather the data. The data were analyzed using logistic regression. This study involved the investigation of the relationships between the perceived satisfaction of older adults with online technologies in an educational setting, as measured by the SESI instrument with the criterion variable of intent to continue online learning. Overall, mean scores for the six predictor variables were somewhat stable across the variables, ranging from the lowest for Personalization (M=3.65, SD=0.61) to the highest for Learner Interface (M=3.81, SD=0.77). Results of binomial logistic regression analysis indicated that the variable of e-learning satisfaction is a statistically significant predictor of the odds that older adult learners intend to continue online learning (β=1.205, p=0.006). None of the perceived satisfaction scores averaged below 3, indicating that a majority of the participants affirmed that they were satisfied with technology. The practical recommendations suggest that to ensure the success of older adult learners in the online environment, learners must be able to adopt new techniques for effective teaching and learning in an online environment. The online teaching instructor should also design the programs based on the needs of the leaners. Future research recommendations include a qualitative analysis of the research problem could produce results that substantiate the findings of the current study.

This qualitative case study was designed to utilize theoretical frameworks based in the field of human performance technology as a means for understanding high school four-year graduation rate improvement. The literature recognizes theories based in the field of human performance technology as effective in improving performance in organizations across different industries. The literature also recognizes that some methods of human performance technology have been used in school improvement processes, but these methods are not yet widely adopted in kindergarten through Grade 12 education. The main research question that this study was designed to answer was, How does a high school principal specifically hired to improve the rate of which students graduate in four years, also called a turnaround principal, influence and manage such improvement? Three subquestions for this study included (a) how does an effective turnaround principal influence the sustainment of improved results? (b) how does an effective turnaround principal manage change during the improvement process? and (c) how do support staff, including vice-principals, school district officials, school counselors, and teachers, view the role of a turnaround principal in improving four-year graduation rates? This study also indirectly functions as a means for documenting a case study in which human performance technology methods were utilized to better understand school improvement. A two-step qualitative methodology was utilized in this case study. First, a qualitative survey was sent out to a school staff with the goal of identifying cases of success within the school. Using an impact model as a screening tool, survey participants were then selected to participate in one-on-one in-person interviews. The survey and interview data were transcribed and analyzed utilizing ATLAS.ti software. The case study sample for the surveys and interviews were inclusive of teachers, support staff, building principals, vice-principals, and district-level leaders in a school located in a rural community in the United States. The results of the study showed that a strong use of data and feedback, relationship building, and interrogation of systems of support within the school were effective processes utilized in the case study. The study results also indicated that the principal is a critical component to managing change throughout school improvement processes and that the staff perceived the principal as a critical part of the school improvement process. The study further indicated that sustaining improved results and future improvement are also careful considerations for principals leading school improvement.

Technology in the classroom is becoming an additional part of the school day in many classrooms amongst the United States. 21st century skills surround us through schools, future careers, and communication. The goal of this study is to determine the advantages and disadvantages of one-to-one technology in the classroom. In addition, the experiences students go through while using a device is important. The findings of this study were based on one sixth grade classroom in a suburban community through observations, surveys, and interviews.

This qualitative explanatory case study documented instructional methods used and environmental conditions experienced by standard classroom teachers attempting to integrate instructional technology to support a differentiated curriculum for gifted learners. This research method was chosen as it allows for a teacher’s understanding of educating gifted learners in the classroom as well as the effectiveness of curriculum differentiation for the gifted learner through the use of instructional technology. With minimal guidance how to successfully challenge a gifted learner in the regular classroom along with preconceived assumptions about the concept of giftedness, teachers can be overwhelmed when faced with typical gifted learners. Through the perspectives of standard classroom teachers who are attempting to use instructional technology to support the differentiated learning needs of their gifted learners, the study has the potential to support teachers who strive to ensure their gifted learners study something new every day. The study focused on two fourth- through sixth-grade schools using a qualitative explanatory case study through patterns in teacher interviews, teacher observations, and analysis of student technology work. Data sources included in-depth interviews with sixteen tenured teachers at two public fourth- through sixth-grade schools, an analysis of 183 student work samples, and nine classroom observations. Data were analyzed and coded to identify instructional technology practices standard classroom teachers use for curriculum differentiation with gifted learners. Recommendations based on the findings included school system’s technology departments support teacher’s efforts to appropriately challenge gifted learners through enlisting the help of the developers of sites such as MobyMax or Kahoot, classroom teachers making use of gifted education specialists expertise as well as the specialist monitoring the gifted learners in order to better support the classroom teachers, and effective professional development using teachers who successfully use instructional technology as a differentiation technique for gifted learners as well as ones who establish a cohesive classroom community. Recommendations for future research included similar studies conducted in other districts not only on the same grades but also middle and high school level gifted learners. Additional studies could focus on systems that have limited amount of technology as compared to those who have a one-to-one technology program.