Book Description

The purpose of this study is to measure factors that may lead to adaptations by teachers in their instructional practices as they relate to technology integration in a 1:1 laptop environment in a Western Pennsylvania school district. Much has been done around the concept of technology integration in schools and the impact or lack of impact on student achievement. Most of the literature on technology use in schools centers around availability and access to technology in the classroom setting. This study looks at the actual integration of technology through instructional delivery in the classroom. Teacher perceptions with regard to their own instructional practices were gathered using the Technological Pedagogical Content Knowledge (TPACK) Framework and measured next to classroom observational practices as gathered by building administrators throughout the school year. If teacher perceptions using TPACK correlate with instructional technology delivery as measured by classroom observation using SAMR and the Charlotte Danielson Framework, then districts may be able to ensure their investment in technology by focusing on factors that increase likelihood of actual use in the classroom. Participants in this study reported above average comfort with regard to technology as related to technology knowledge and technology pedagogy knowledge which may be attributed to the time and investment in teaching staff by the district through ongoing professional development activities. In addition, teachers were observed implementing technology in their classrooms, in some cases at a higher level of implementation on the SAMR scale, as observed through walkthrough observations. Finally, the district in this study saw tremendous gains by first time test takers on state the mandated standardized test since the inception of the 1:1 initiative which might be attributed to the above mentioned professional development activities focused on technology, technology content creation, and instructional technology delivery.