Date of Award

Spring 2018

Document Type

Dissertation Restricted

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Heather Schugar, Ph.D.

Committee Member

Merry L. Staulters, Ph.D.

Committee Member

Tammi Florio, Ed.D.

Abstract

The influx of technology in schools over the last several decades has changed the focus of the K-12 educational landscape from instruction to assessment. Although local, state, and federal government policymakers encourage technology integration, the process is complex and requires the examination of technology in broad terms. Principals and teachers are two of the most important stakeholders related to student achievement and school culture and educational leaders need effective ways to determine where each teacher is on the continuum of instructional technology integration. This qualitative, multiple case study sought to determine the potential of using Donnelly, McGarr, and O’Reilly’s (2011) Teacher ICT Integration Model as the foundation for understanding an elementary teachers’ instructional technology decision-making in order to help school leaders navigate change and transform the educational environment for all students. Each case identified first and second order barriers (e.g., ease, access, training, etc.) to integration despite being in a tech-rich environment. The extent to which each case allowed the barrier to limit technology integration varied. Time, a focus on assessment, and required content objectives emerged as important decision-making factors for all cases.

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