Elementary Teacher Experiences Regarding Use of
Technology in the Western Pacific Islands
Section 1: The Problem
Rapid technological advances in the field of education have influenced teaching,
learning, district policies, classroom expectations, school infrastructures, as well as
progressive professional development (Beriswill et al., 2016; Koehler et al., 2013; O’Neal
et al., 2017). The Western Pacific Islands School District (pseudonym: WPISD) has
invested millions of dollars to equip classrooms with projectors, iPads, Laptops, smart
TVs, and online programs and curriculum to improve instruction and students’ learning.
However, the school district has not adopted a curriculum or technology standards for
elementary schools since 2008 (WPISD Instructional Technology Director, personal
communication, February 19, 2020). The rapid influences of technology have forced
school districts to ensure that technology is up to date in order to aim digital
competencies, which are highly demanded for up-and-coming professions (Starkey,
2020).
The Local Problem
Advancements in technology have led to changes in teacher expectations, lesson
delivery, and district policies (O'Neal et al., 2017). School districts furnish classrooms
with the latest educational technology, which has evolved since 2018, and provide
training for teachers to better equip students with 21st century skills (Beriswill et al.,
2016). Teachers practice their teaching skills in highly complex and dynamic classroom
conditions, which prompt school districts to continually shift and evolve their
understanding of effective teaching and learning with technology (Koehler et al., 2013).
School districts should provide significant support to teachers from different disciplines
and consistent adoption of technology frameworks for programs to meet district goals
(Nelson et al., 2019). This support can include investing in new technology, providing
professional development, and consistent updates of technology standards to ensure that
students are prepared for the 21st century. The school district for this study is located in
the Pacific. The WPI consists of three islands that are under one government. In the
WPISD, the problem is that teachers are expected to use the latest educational
technology, but technology standards are not current for preparing students for the 21st
century workforce.
The problem at the Western Pacific Islands (WPI) is that technology standards
were adopted in 2008 and have not been updated. Without a plan to adopt updated
technology standards and a curriculum in place, technology is not maximized to support
teaching and learning. Additionally, the WPISD uses standards adopted in 2008 and does
not follow International Society for Technology in Education (ISTE) standards, which are
regularly updated.
The school district’s mission is to provide optimum curriculum and instruction so
that students become productive and contributing members to the global world. In order
to address this mission, all classrooms are equipped with the latest technology, and
teachers are provided necessary professional development. A digital citizenship and
learning curriculum are needed to provide students with the proper skillsets to participate
and excel in the digital world.
A strategic goal of the WPISD is to provide ongoing support systems so all staff
will have the tools and skills to provide high-quality education. In order to meet this goal,
each student should be given the opportunity to develop positive social and emotional
skills in caring, safe, and technology-enriched learning environments. About 75-100
elementary teachers (K-5) from nine elementary schools in the WPISD have completed
the educational technology program. This program is currently on its tenth cohort of
teachers who committed a year of professional training to gain the latest skills,
knowledge, and educational technology trends. Although the WPISD provides training,
students are using and encountering technology in unprecedented ways which involve
targeting skills that are necessary for our future workforce.
There is a plethora of technology available to enhance teaching and learning. Baek
and Sung (2020) said through a mixed-methods study, that preservice teachers’
perceptions viewed their current technology courses and training as insufficient and not
meeting their technology competency level. The training was insufficient because it did
not provide teachers opportunities to improve teaching technology skills. Baek and Sung
(2020) said consistency in terms of updating teacher education curricula and providing
better opportunities for teachers to effectively teach using technology are significantly
necessary. Gomez (2020) said participating K-12 Urban teachers’ level of confidence in
terms of using and applying instructional technology was a key implication that positively
influenced teacher efficacy with technology integration. Teachers need clear guidance
and training regarding how to integrate technology to meet technology standards.
Rationale
The rationale for exploring this research problem is to generate rich, accurate, and
descriptive data that would be analyzed to explore WPISD elementary school teachers’
experiences with how they use educational technology with outdated technology
standards as they help prepare students for the 21st century workforce. Teachers are
significant factors in terms of how technology is used and delivered in classrooms to
benefit student achievement. This study can lead to insights regarding challenges and
barriers that hinder WPISDs efforts to prepare students for the 21st century workforce.
Evidence of the Problem at the Local Level
In education, stakeholders are held accountable for ensuring that standards are
introduced and addressed so that students have skill sets to succeed in the next level of
their learning (Taubman, 2010). However, current technology standards in the WPISD
are outdated and do not provide significant guidance for teachers to prepare students for
the 21st century workforce. Rapid technology advancement affects standard development
as fast as it impacts society (Jiang et al., 2018).
The WPISD has invested millions in federal funding to procure technology
devices and improve school infrastructure while proper plans and curriculum are not in
place. WPISD leaders formed a team of district leaders and school administrators to
address a district priority standard that addresses the need to develop an updated
curriculum to effectively teach technology to students. In addition to ensuring that
schools have the latest technology, the school district has also invested in educational
technology certification programs, which are offered annually to all public and private
schools throughout the WPISD. This certification program is a highly competitive
opportunity for educators to improve their teaching practice with technology skills. At the
end of the certification program, the expectation was that WPI teachers would employ
practices learned in the program to implement technology use in their classrooms. The
goal of this certification program is significant because digital learners are intuitive
learners because they grew up with technological jargon and quickly adapted to
technological advances.
Evidence of the Problem from the Professional Literature
The ISTE affirmed that technology has strongly transformed what is necessary for
students to learn and how lessons are planned and delivered in educational settings
throughout the world (Trust, 2018). ISTE developed National Education Technology
Standards (NETS) to serve as a framework for technology’s role in learning, teaching,
and leading. NETS are widely known for supporting integrating technology in teaching
and learning practices and have consistently been adopted worldwide as fundamental
principles for exemplary technology-based instruction (Trust, 2018). During the
development of education in the digital age, district leaders of education systems
worldwide are challenged to revisit or rediscover learning institutions’ purpose without
society (Neimann et al., 2021). Additionally, critical pedagogical spaces are supported
and motivated, where technology empowers strong delivery of quality learning, and all
students learn necessary skills, social-emotional learning, and digital skills (Neimann et
al., 2021).
Failure to provide and implement practices that support effective use of
technology in teaching and learning practices within educational institutions may cause
an increased loss and shortfall related to preparing students for the 21st century
workforce. The 21st century learner has gained significant attention for changes needed
in schools to meet demands of the rapid changes that education and society are
experiencing (Hirschman & Wood, 2018). WPISD has not officially adopted the most
current ISTE standards, which are a tool that educational institutions can greatly benefit
from to find new ways of learning, skills, and innovative approaches to knowledge
(Hirschman & Wood, 2018). The Technological Pedagogical and Content Knowledge
(TPACK) framework was used as a guide to identify how teachers successfully integrate
technology while technology standards provided are not current for preparing students for
the 21st century workforce. The TPACK framework is a tool to help identify and analyze
experiences of elementary teachers in the WPI and how they use the latest educational
technology in their teaching.
Definition of Terms
21st Century Skills: Critical thinking, collaboration, communication, creativity
and innovation, self-direction, making global and local connections, and using technology
as a tool for learning (Wilcox et al., n.d.).
21st Century Workforce: Today’s global world of information requires students to
use and retrieve information ethically, carry out their perspectives, and make sense of
information by sharing and using it in efficient ways (Rosyidah, 2017). This ensures that
students can successfully do well in a world where change is consistently constant and
learning does not end.
Educational Technology: A dynamic system of study and moral action to specify
and provide an interactive environment for learners’ activity for their fast, easy, and
durable education and learning in harmony with their interests and characteristics
(Simonson, 2016). In this study, technology refers to educational technology tools that
teachers have access to in their classrooms. The latest educational tool refers to those that
have evolved within the past 5 years. These tools are iPads, laptops, smart TVs, and
online tools and software. Educational technology can also be defined as interrelated
components interacting together for a specific purpose (Simonson, 2016).
Educational Technology Standards: Standards used in specifying the content,
interfaces, and metadata for educational technology environments, which have become
increasingly important with developing and refining multimedia technology and elearning
(O’Dea, 2009).
Resources: Sources of supply and support (Merriam-Webster, 2003). Equipment,
training, or professional development designed to help facilitate learning and knowledge
acquisition.
Technological Pedagogical and Content Knowledge (TPACK): Framework for
stakeholders to meld pedagogy, content, and technology as they implement technology
standards with 2008 district adopted standards (Lisenbee & Ford, 2018).
Significance of the Study
Findings from the study will be presented to the WPISD commissioner, associate
commissioner, school administrators, and faculty. Findings may be significant because
the purpose of this qualitative basic inquiry is to explore how elementary teachers use
current classroom technologies to address 21st century skills as mandated by the WPISD,
despite having outdated technology standards. School district administrators could use
findings to make decisions regarding how to allocate technology resources in all 19
schools.
Findings from this study could be used by school administrators and district
leaders to determine appropriate support and professional development training to help
teachers prepare students for the 21st century workforce. This study may help develop
and highlight the need for a plan and practical updated technology curriculum so that
technology invested by the district is maximized to support teaching and learning.
Although studies have been conducted regarding teacher perceptions and barriers
with technology integration and preparing students for the 21st century workforce, this
study is unique because no study related to this topic has ever been conducted in the
WPISD. There has been no study to explore how elementary school teachers in the
Pacific Islands use educational technology and outdated technology standards to prepare
students for the 21st century workforce in the WPISD. This study will be significant for
district leaders in the WPISD to make decisions that may support continued funding for
school technology infrastructure, equipment, programs, and professional development.
This study is significant for district leaders in the WPISD. Findings from this
research may provide a general understanding of the importance of supporting elementary
students to prepare students for the 21st century workforce. Through this study, district
leaders can identify the need to improve effectiveness of using educational technology
classroom lessons and teacher delivery at the elementary level and develop an
improvement plan based on its strengths and weaknesses.
Elementary school teachers may use this to help align their teaching with the
growing demand on use of technology as well as focusing on technology standards and
how they teach them. Findings may help strengthen their lessons and help them become
more aware of the importance of including 21st century skills in their classes. This study
may also help identify strengths, weaknesses, and patterns to help district leaders
understand how to meet student and teacher needs when developing technology standards
effectively.
Research Questions
Elementary school teachers’ experiences regarding how they address 21st century
skills despite having outdated technology standards have not been examined at the
research site. The purpose of this qualitative basic inquiry was to explore how elementary
teachers use current classroom technologies to address 21st century skills as mandated by
the WPISD, despite having outdated technology standards. The following research
questions guided this doctoral project study:
RQ1: What experiences do K-5 elementary teachers report when using current
classroom technologies to address 21st century skills as mandated by WPISD, despite
having outdated technology standards?
RQ2: What do K-5 elementary teachers report they need from the school district
to effectively use current classroom technology more efficiently in terms of delivery of
their curriculum?
Review of the Literature
Technology advancement has led to constant changes, and K-12 teachers are
expected to plan lessons and equip students with 21st century skills. These skills are
significant to understand teacher perceptions about the role of technology in their
teaching and skills they need to teach their students to succeed in the 21st century
workforce. These 21st century skills involve students’ capacity to apply knowledge,
analyze, reason, and effectively communicate to solve and interpret problems in different
scenarios and situations (Joynes et al., 2019).
This literature review begins with a discussion of the conceptual framework,
followed by a review of current literature related to the broader problem. This involves
sources that confirm how teachers use educational technology and educational technology
standards to prepare students for the 21st century workforce. I focus on how teachers use
educational technology standards to plan and deliver lessons to support students’ needs.
The literature review is completed with a discussion of educational technology standards,
school policymaking challenges involving using these standards in classrooms
effectively, teaching 21st century skills, technology integration barriers, development of
digital age skills, and benefits of technology.
Conceptual Framework
The conceptual framework for this project study is the TPACK, which was
advanced by Mishra and Koehler and built on Shulman’s theory concerning the need for
teachers to draw on pedagogical content knowledge (PCK). Shulman (1986) said mere
content knowledge might be pedagogically useless as a teaching skill without
implementing technology knowledge. Teachers must have content knowledge and
teaching skills and deliver content to be practical (Shulman, 1986). Technology has
become a significant part of the education field. Mishra and Koehler (2006) included
technology knowledge and created the TPACK framework, which is used to understand
and describe the significant knowledge that a teacher needs for effective pedagogical
practice in a technology-enhanced learning environment (Mishra & Koehler, 2006).
The TPACK framework was used as a lens to analyze experiences of teachers who use
2008 adopted WPISD technology standards and how they help prepare students for the
21st century workforce. The TPACK framework is very fitting because this study
involves focusing on teacher technology, pedagogy, and content knowledge.
KaplonSchilis and Lyublinskaya (2020) said the TPACK framework assisted in
evaluating teacher preparation programs to help prepare teachers to integrate technology
in their classrooms. Additionally, Mishra and Koehler (2006) support TPACK and states
that effective use of technology in classrooms require an intricate interplay in terms of
knowledge in content and pedagogy, technology and pedagogy, and content supported
by technology.
Teacher training and professional development tend to emphasize the technical
functions of technology (Ronan, 2018). The TPACK framework helps in terms of
understanding teacher knowledge, pedagogical knowledge, and content knowledge
necessary to effectively implement technology integration in the classroom to teach
students 21st century skills. Three ways to apply the TPACK framework were to explore
teachers’ content knowledge, technology knowledge, and teachers’ pedagogical
knowledge (Gamble, 2021). This framework can inform and guide interview questions
and by identifying themes that may emerge through K-5 elementary teacher responses.
Additionally, the framework can guide the research questions involving teacher
knowledge of technology and how they integrate it into their content.
Review of the Broader Problem
Databases used to search current literature were ERIC, Education Research
Complete, Google Scholar, and SAGE Journals. Search terms used to find relevant
articles were teacher perceptions on technology use, educational technology standards,
educational technology, 21st century skills, 21st century workforce, TPACK, pedagogy,
and technology curriculum.
Teacher Perceptions
Understanding teacher perceptions regarding use of technology in the classroom is
vital because they control student learning. The practices, beliefs, and attitudes of the
21st century educator are significantly different from educators from the past because of
technology. Attitudes, beliefs, self-efficacy, and perceptions of teachers are significant
traits needed to understand technology acceptance and integration. Technology is used to
increase student engagement and improve implementation and integration of the
curriculum (Dinc, 2019). The ways in which technology has influenced education
significantly may change teacher perceptions and influence how they teach.
Li et al. (2018) said pedagogical readiness is as important as technological readiness for
teachers to integrate technology in their teaching. Understanding teaching, curriculum,
and technology standards is necessary for teachers to accept teaching technology. While
Li et al. (2018) suggested that is essential to develop programs that help teachers
understand innovative technology practices to meet digital learner needs, providing
teacher training on using technology is vital (Edannur & Arokia, 2017). Edannur and
Arokia (2017) said understanding perception can strengthen school leaders in their
understanding of teacher knowledge, self-efficacy, and needs.
Educational Technology Standards
Education standards are necessary to define skills and knowledge that students
must acquire to be prepared for schooling, college, work, and life. The No Child Left
Behind (NCLB) Act of 2001 and Every Student Succeeds (ESSA) Act of 2015 were
designed by the US federal government to ensure that schools were held accountable for
student outcomes. The most widely used technology standards by educators worldwide
are ISTE standards. The creation of ISTE technology standards serves as a guide to
learning. ISTE standards provide schools with information for designing their classrooms
to create a rich learning environment that effectively integrates technology. Educational
standards, including technology standards, play a vital role in ensuring students are
prepared for the 21st century workforce. According to current ISTE standards for
teachers, educators with skills established for the 21st century facilitate student learning,
encourage creative thinking, and design learning experiences. Teachers who use ISTE
standards provide relevance in terms of understanding the digital age and responsibilities
of digital citizens and improving their professional and leadership skills.
Rapid technological progressions and aligned changes in the learning environment
is the continuous challenge that stakeholders’ face when confronted about providing an
effective e-learning environment (Choudhury & Pattnaik, 2020). In elearning
environments, teaching and learning with technology offer various educational
technologies to enhance students' learning (Lever-Duffy & McDonald, 2017).
Additionally, a well-designed framework can reconcile different stakeholders’ purposes
and motivate the innovation of 21st century pedagogies and set standards for teachers’
digital competence development and engage themselves to reflect on the process of
understanding their skills and professional development goals (Caena & Redecker, 2019).
Because of changes and district goals, leaders across the nation make changes at their
schools. Teacher leaders also provide support and guidance to ease these changes.
However, no matter the support provided, a framework that identifies the knowledge and
behaviors, such as technology standards, is necessary to ensure student learning is aligned
and is an empowered necessity (Crompton, 2018). School districts and stakeholders need
a practical framework to keep up with rapid technological progressions. To offer an
effective learning environment, which will also improve teacher ETSSE as discovered in
Simsek and Yazar's (2016) study, Jones (2020) discovered the importance of contributing
to teacher professional development to improve technology integration.
Technology Advancement
Educational institutions need to be prepared to face the Fourth Industrial
Revolution and its challenges (Raman et al., 2019). These challenges push district leaders
and teachers to embrace change and develop educational programs and curriculum to
cater to all digital natives (Raman et al., 2019), which forces teachers to address student
needs and seek solutions through critical thinking problem-solving approaches (Masullo,
2017). Twenty-first century teaching and learning are continuously changing and
advancing. Students in the 21st century have a vast amount of information at their
fingertips, interact and collaborate easily (Halili, 2019), use mobile technology as a
platform for learning (Suhail, 2019), and encouraged to be creative and innovative
through augmented and virtual reality (Al-Azawi et al., 2019). However, despite these
benefits of technological advancements, not all student needs are met equally.
Longitudinal research in Florida schools used descriptive statistics, internal
consistency reliability, exploratory factor analysis, and longitudinal multi-level models to
examine the trends in technology integration by socio-economic status in each school
type (elementary, middle, and high) for over 7 years (Hohfelda et al., 2017). This
research showed that Florida has improved on several indicators related to the digital
divide in 21st century learning, but some essential differences exist. Low-socioeconomic
students generally used software for computer-directed activities for drill and practice
work, while high-socioeconomic are using more student-centered software, such as
creating or communicating with technology (Hohfelda et al., 2017). This finding
concluded that access to technology is not the same for all educational institutions.
School districts must address challenges to ensure that all students benefit from
technology advancement. School districts promote technology-based teaching and
provide resources for learning opportunities that target 21st century skills because of
technology advancement. With technology advancement in schools, four early childhood
development teachers and four parents of respective classes participated in semistructured
interview surveys and highly recommended technology use in the classroom to develop
21st century skills (Pirani & Hussain, 2019). These teachers and parents go on further by
explaining that technology allows children accessibility to multiple resources, teaches
them how to multi-task, develop communication skills, connect to the world, increases
readiness to learn new concepts, provides motivation in reading through visual learning,
and help understand complex concepts and retain information for a more extended time
(Pirani & Hussain, 2019). This study provided a clear understanding of parents' and
teachers' perspectives regarding technology integration based on their teaching and
observation. The interviews and observations revealed how teachers' and parents'
firsthand experiences of children, in their early years, use and benefit from technology
(Pirani & Hussain, 2019).
Quality Learning Standards
Learning standards are concise, written descriptions of what students are expected
to know and be able to do at a specific level in their schooling (Glossary of Education
Reform, n.d). When preparing students to become globally competent and be successful
in the 21st century workforce, schools incorporate learning standards to ensure quality
learning (Mullins & Woods, 2019). In the US, the common core state standards (CCSS),
which are high-quality standards, were developed (Litkowski et al., 2020). In addition to
CCSS, ISTE Standards, which focused on using technology to support learning, creative
thinking, digital age activities and assessments, model digital citizenship, and
professional growth and leadership for teachers, were developed (Trust, 2018). With the
advances in technology and the growing access to the internet in and out of school, ISTE
had to redesign its standards to meet the changes and shift from focusing on teaching with
technology to using technology to learn, collaborate, lead, and empower students (Trust,
2018). Learning standards play a significant role in ensuring students are prepared for the
next level in education.
School districts enforce learning and technology standards and ensure that
teachers are provided professional development to deliver effective instruction. To
explore technology integration learning activities, Jones and Dexter (2018) examined
technology integrated learning activities. They collected weekly quantitative surveys for
one year and a series of three individual qualitative interviews. They found that teachers’
learning needs about technology integration were insufficiently supported through formal
learning opportunities. Hence, teachers resorted to recreating their activities with informal
and independent activities. A similar study on teacher digital competence, conducted in
Spain, surveyed 142 teachers through a questionnaire concluded that digital teaching is a
challenge, and similar to Jones' and Dexter's findings, teacher training is necessary to help
teachers teach in an innovative era (Garzon Artacho et al., 2020). Both studies confirmed
that school districts should focus on strengthening practices consistent with technology
standards by provided needed support to help teachers deliver effective instruction.
School district leaders are encouraged to provide professional development
opportunities and supportive environments that enable teachers to explore technologies
that tie within their content areas (Nelson et al., 2019). Additionally, some programs can
encourage technology integration within teacher behaviors and competencies by
promoting collaboration between technology faculty and content-specific coordinators to
ensure that teachers receive effective and proper professional development relevant to
their subjects (Nelson et al., 2019). Nelson et al. (2019) confirmed Simsek's and Yazar's
(2017) and Jones' (2020) discovery on the importance of professional development to
improve technology integration. In addition to that, a 3-year time-series survey was
conducted in K-12 public schools in the North Midwestern to investigate teacher
perceptions on barriers of technology integration, and results indicated that time was the
most stable, persistent, and consistent barrier in technology integration (Francom, 2019).
Much needed support and intentional professional development can help enforce learning
standards and significantly improve instruction. Although Simsek and Yazar (2019) and
Jones (2020) concluded that professional development is critical in technology
integration, it is also essential to understand that teachers need time to learn tools and best
practices to deliver instruction with technology (Francom, 2019) effectively.
Implementation of Educational Technologies
School districts pilot and implement educational technology and curriculum in
many different content areas. Basic computer skills, tools, and programs are necessary
skills. However, a common theme amongst school district mission statements includes
educating and preparing students for a global economy, which requires 21st century
knowledge and skills (Smith, 2020). Teachers use technology as something purposeful,
connected to student learning, and relevant to real-world situations. To be intentional,
school district stakeholders have a vested interest in providing a high-quality student
experience to succeed and gain higher education. They are expected to provide a
supportive, holistic, and coherent environment for student learning (Morgan, 2019).
However, to effectively implement technology, teachers are supported, students are
engaged, 21st century skills are acquired, and the curriculum is transformed (Huisman,
2019). Implementing technology in schools is needed to ensure that lessons are
purposeful and connected to a real-world situation.
Technology Implementation in schools includes K-12 teachers and teachers across
all content and all grade levels, such as STEM and art. In a mixed-methods study,
Strycker (2020) conducted surveys and multiple case studies with 67 K-12 art teachers, of
which 33 were elementary teachers and 34 were secondary teachers. This study revealed
that art teachers from different regions in the same southern state used technology similar
to other teachers in other studies. However, secondary art teachers were found to have
their students produce more original media and have more interest in digital portfolios.
Although K-12 teachers viewed programs as highly beneficial for their students, they
expressed that the technologies utilized were limited. In addition to art, integration of
STEM in science and math is a trend that has been growing since the 1990s. Through a
qualitative case study, two middle school teachers, two collaborating engineers, and
STEM teacher educators produced real-world design challenges in a blended community
of practice using selected digital technology assessed by tablet and mobile devices (Keir
& Khalil, 2018). The participating teachers were asked to review their technology
standards, curriculum, and pacing guides to plan and develop lessons that teachers
intentionally develop to make challenges interdisciplinary and relevant to real-world
events. The researchers found that teachers have different values on how they use and
believe the purpose of digital technologies is based on time practice to adapt to their use.
Kier and Khalil (2018) and Strycker (2020) conducted studies that show similarities in
the benefits of technology integration in art and STEM, which is the practice of students
creating digital products that are interdisciplinary. Teachers across all content areas need
to explore and be provided with research-based practices to provide students with
relevant learning opportunities.
Curriculum and Technology Challenges
Challenges in technology integration and curriculum are evident in school
districts. Technology integration can be quite challenging for teachers because many
believe that they are not fully prepared to integrate technology effectively in the
classroom due to their attitudes and beliefs towards technology, learning experience in
technology, competency of technology use, and access to the technology or tool (Farjon
et al., 2019).
To explore the relationship among teacher self-efficacy, attitude toward
instruction technology, and possible demographic variables, Ott (2017) collected data
from 9-12 teachers and administrators working with technology at Minaret high school.
He confirmed that modern-day classrooms go much deeper than merely purchasing and
providing teachers and students' hardware. Teachers must have self-efficacy and attitudes
that promote technology and support to build skills and create a vision of what
technology integration looks like in the classroom (Ott, 2017). Technology and
curriculum challenges are also evident in using early literacy technology (Voogt &
McKenny, 2017). Focus group interviews were conducted to examine five Teacher
Education Institutes (TEI) to effectively help students develop the TPACK needed to use
technology for early literacy. The researchers found that TEIs are not preparing teachers
to use technology for early literacy because teachers of TEIs claimed that they have weak
knowledge and skills and limited opportunities to improve on developing and integrating
TPACK in their curriculum (Voogt & McKenny, 2017). Voogt and McKenny's (2017)
and Ott's (2017) studies confirmed that teachers need support and training to effectively
integrate technology into their curriculum.
In addition to these challenges, teachers need a planning model and supporting
materials to help prepare students for the 21st century. During the 20th century, the
leading causes of education reform were changes in large societies that perceive the threat
to America economically, politically, and maintaining national security. Education
institutions meet the challenges and develop curricula such as STEM Education to
prepare students to meet and address the country's challenges in the coming decades
(Daugherty & Carter, 2019). The National Education Technology Plan helps prepare
teachers to move beyond isolated technology experiences and use a range of cutting-edge
technology to improve teaching and learn for all students (Office of Educational
Technology, 2017). Also, the ISTE Standards, a framework, was developed to innovate
education and help educators worldwide prepare students to thrive in the 21st century
workforce and society (Brooks-Young & International Society for Technology in
Education, 2017). In 1998, ISTE standards for students were developed and published to
help students keep up with the information super high-way (Sykora, 2015). Over the
years, the ISTE standards were revised to meet the change in learning and teaching to
ensure that educators and learners provide meaningful and impactful lessons. Technology
advancement is deeply connected with the development of standards (Jiang et al., 2018).
The constant rate of change that technology influences our society and educational
institutions, forces school leaders to keep standards updated.
Barriers in Technology Integration
Technology has significantly changed many aspects of human life, but some
barriers come with these changes. Several studies confirm the lack of knowledge and
ability to integrate technology as an obstacle for many teachers (Dinc, 2019; Farjon et al.,
2019; Ott, 2017). Fourteen educators, consisting of teachers, administrators, and
technology support, participated in a qualitative multi-case study, and provided in-depth
insights and reflections to explore how educators overcome second-order barriers (Durff
& Carter, 2019). The researchers conducted a survey and interviewed three groups of
educators. Each group consisted of two or three teachers, one administrator, and one
technology support from a rural school district. They confirmed that the team approach in
integrating and implementing technology, including administrators, technology support
personnel, and teachers resulted in the most vital technology integration (Durff & Carter,
2019). Teachers need support and training to gain skills in using technology so that they
feel comfortable and successful.
Other barriers are also comparative between bigger and smaller schools. A 3-year
time-series survey conducted in K-12 public schools to explore teachers’ perceptions of
how technology integration barriers change over time and how they may differ in small
and large school districts found that time was the most common and persistent barrier to
technology (Francom, 2020). Teachers in the bigger school districts reported that they
lack time to plan and prepare technology-enhanced lessons. In contrast, teachers from
smaller schools reported better access to technology and vital administrative support
(Francom, 2020). The researcher also discovered that access to technology has increased,
but teachers strongly stressed that training and technical support declined over time.
Durff and Carter (2019) study validated that providing appropriate professional
development and building strong support where teachers are collegial and share
knowledge, training on locating relevant resources and establishing value and support to
use technology for learning.
Administrators have a strong influence and support to encourage teachers to
integrate technology by providing professional development, offering conferences,
promoting collegial and mentorship among teachers, and allow teachers to learn and
evolve at their own pace (Durff & Carter, 2019). Raman et al. (2019) randomly sampled
and surveyed 90 principals and 645 teachers using the Principals Technology Leadership
Assessment (PTLA) and Technology Experiences survey. School principals who
participated in professional development that emphasized ICT become technology leaders
and help motivate teachers to integrate technology and prepare students for the 21st
century workforce (Raman et al., 2019). Raman et al. (2019) studies support Durff and
Carter's (2019) research by confirming that administrative support for technology
integration is recommended to provide a positive vision and recognize substance
influence on best practices that integrate technology.
Additional barriers in technology integration are connected to the lack of
knowledge and skills offered to future teachers. Researchers conducted a comprehensive
survey of 814 student teachers from 18 different universities, and four resulting
interviews were held with 20 student teachers in four other universities in Turkey
(Korucu-Kis & Ozmen, 2019). The researchers determined student teachers’ perspectives
on technology integration and found insight into barriers to using technology (KorucuKis
& Ozmen, 2019). This study strengthened the idea that student teachers were not
provided with an outstanding and meaningful technology integration experience. They
have commonly reported that they still do not traditionally see technology as part of their
class or see it as an essential tool (Korucu-Kis & Ozmen, 2019). Furthermore, universities
must prepare future teachers by equipping them with technology skills, practice, and
knowledge on how critical technology integration can enhance student learning.
Technology Standards
Student district leaders focus their goals and invest in providing students with
updated standards, research-based practices, and resources to achieve student success.
The main goal of education stakeholders is to identify problems, design, evaluate,
implement solutions, and closely monitor outcomes at each learning stage (English,
2017). Rapid technological changes have greatly influenced education, and this forces
school districts to not only on technical skills but also common knowledge (English,
2017). Stakeholders are obligated to keep up with changes to meet student needs and
ensure that they are prepared for the 21st century workforce. Standards provide
accountability and help strengthen an effective and positive learning environment.
Although, it does not guarantee compliance from stakeholders. School and district leaders
must provide support and practical guidance to assist teachers in preparing students for
the 21st century workforce.
A significant motivation for technology to be effective and meaningful in the
classroom heavily relies on teacher attitudes and practices. Zhang et al. (2020) reported
that both veterans and novice teachers need professional development to implement
curriculum standards successfully, technology standards, develop lessons to meet student
needs with IEPs, and address the learning needs. The most frequent and persistent barrier
to integrating technology even with the increase of accessibility to technology is a
significant decline in teacher training and technical support (Francom, 2020). Francom's
(2020) findings showed that access to technology has greatly improved but planning and
integrating technology in lessons is still challenging. Teachers shared that the lack of time
has played a significant role in teacher frustration when lesson planning with standards
that are not up to date and practical to prepare students for the 21st century.
Development of Digital Age Skills
The digital age has transformed the way students retain and acquire education and
the approaches and best practices that teachers use to deliver their lessons (Saykili, 2019;
Secoy & Singler, 2019; Starkey, 2020). Technology has enhanced learning experiences
and improved instructional practices. Society’s current socio-economic structures have
been drastically affected and pressured by the impact of technology (Saykili, 2019).
Technology's rapid influences in societies have affected school districts and forces
stakeholders to keep up with these constant changes. Starkey (2020) stated that digital
integration in schools aims to teach digital competencies, which are the up-andcoming
concept of professional digital competence. There is a significant need for schools to
focus on teaching skills to help learners succeed in the future workforce. For instance, in
a rural town in Virginia, a sixth grade teacher created a lesson using differentiated, digital
mini-lessons while still focusing on explicit instruction (Secoy & Singler, 2019).
Throughout this explicit instruction, Secoy and Singler (2019) designed a technology-
infused writing workshop that helped students be practical through digital modifications,
digital age skills, and digital tools while the quality of learning and teaching are not
compromised. Technology was used to enhance their understanding and provide a
different approach to learning to reach learner needs. Teachers needed to provide one-to-
one support using traditional teaching practices with digital tools integrated to entice
understanding and creativity (Secoy & Singler, 2019). District and school leaders develop
goals and invest a significant amount of funding to ensure teachers and students conform
to the digital age. Olszewski and Crompton (2020) conducted a survey completed by 335
K-12 teachers from 152 schools across 35 states and US territories to determine the
academic gap between the use of technology and building digital-age skills in schools.
They discovered that structured and consistent use of various digital tools significantly
impacted student exposure to technology and the practical application of digital age skills
(Olszewski & Crompton, 2020). In addition to that, the survey results showed that
schools with teachers that successfully instructed digital age skills provided strong
technology support.
District and school leaders should set standards that ensure best digital practices
and constant exploration of digital tools. These standards validate that school districts
should consider adopting specific technology integration frameworks such as TPACK
and ISTE standards that offer a set of coherent guidelines that can encourage significant
technology integration accountability, skills, and behaviors (Nelson et al., 2019). The
innovation of technology has become a popular tool, and research findings reveal that
technology enhances and improves learning in art, science, social studies, and math
(Olszewski & Crompton, 2020). Experts from educational institutions worldwide have
supported technology for years because it is evident that it enhances and increases
effectiveness with pedagogical practice, supports authentic learning, and improves
learning accountability and collaboration (Olszewski & Crompton, 2020).
Preparation for 21st Century Workforce
School districts and leaders are obligated to embrace the inevitable and
evertransforming digital era, where 21st century priorities prevail with innovations and
technology that must be vigorously practiced (Raman et al., 2019). For example, Atik
(2018) conducted a study in Turkey to determine if the country’s vocational colleges
meet the global economic workforce and determine if the local government has raised
efforts to improve higher education institutions. This study suggested that the rapid
changes have affected societies' development and transformation. In Atik's (2018) study,
considerable time was dedicated to examining Turkey's vocational college curriculum and
how issues and failures were addressed in their learning institutions. The country found
the need to use their learning institutions to address the needs of their people. This is an
excellent example of a learning environment that embraced technology, social media, and
artificial intelligence, which significant for enforcing 21st century skills (Raman et al.,
2019).
The 20th century educational model which continues to lead focus in many
learning institutions, introduces standardized facts and procedures to prepare learners for
the future’s workforce (Alop, 2019). Learning institutions need to be globally
competitive, develop engaged citizens, and ensure schools collaborate with 21st century
competencies and skills through learning practices. These practices include developing
critical thinking, complex problem solving, collaboration, and adding multimedia
communication into core academic subjects (Office of Educational Technology, 2017).
These skills are vital to help students succeed in the 21st century workplace, and they
need to explicitly learn design skills and habits, which means the design needs to be
included in both art and non-art classrooms (Berk, 2016).
Students must gain skills that will help them effectively study, work, and live and
obtain life-long learning skills because today's youth will face rapid and unforeseen
adjustments (Moto et al., 2018). The future jobs will focus on the ones that machines
cannot assist with, which are jobs that require more human qualities, such as creative
expression, social interaction, physical skills, empathy, and collaboration (Alop, 2019).
Additionally, the future’s workforce skills include learning and innovation skills,
information and technology skills, and life and career skills (Moto et al., 2018).
Classroom Environment
Technology has greatly influenced and transformed the classroom environment in
various aspects, such as instructional delivery, the development of student products, and
even how information is retrieved and accessed. This transformation obligates teachers to
keep up with the fast-developing technology and enforce the practice of updating
standards to meet the needs of the 21st century workforce. In the US, the development of
technology standards is focused on meeting student needs and expectations that concern
technology. Standards are vital because it gives teachers a guide for planning and
understanding what they can do, what skills they possess, how to improve on it, and most
especially, how to assist teachers in evaluating the standards (Olusola et al., 2019). This
practice ensures that teachers identify critical skills, teach basic skills, and understand
social, ethical, and human issues in improving effectiveness (Olusola et al., 2019).
Additionally, Murgia et al. (2021) conducted a study on technology tools that help
support children’s’ discovery in the classroom. This discovery is present in the classroom
when technology is present and supports critical thinking skills.
In a recent study in a Chilean school system, researchers explored how
adolescents' subjective well-being is related to how they access technology. The
researchers of this qualitative study utilized two large-scale empirical sources of
information: The 2012 National Census of Educational Computing and the 2013 National
Survey of School Well Being. The National Survey of School Well-being was used with
15-year-old adolescents from 191 schools. The National Census of Educational
Computing was used in 9095 Chilean schools. These sources were essential tools because
they comprised concepts of digital development, social well-being, school climate, and
subjective well-being (Donoso et al., 2021). The sources were empirically large, and data
were merged. A descriptive analysis was completed based on a dependent variable
Personal Well-being Index, an independent variable, School Digital Development Index,
and significant attributions that connect the schools and subjects. The researchers
confirmed that the students’ subjective well-being was closely connected with the social
well-being and school climate of the schools they attended. The relationship showed that
the students' subjective well-being, evident through the Personal Well-being Index,
displayed a positive correlation with the measurement of social well-being and school
climate and a negative correlation with age, SES, and dependence with the school
administration (Donoso et al., 2021). There was a strong correlation between the SES and
school administrative dependence with students in private schools because they came
from families in high SES compared to students in public schools (Donoso et al., 2021).
In addition to that, the researchers confirmed that the women’s present subject well-being
was lower than men's in terms of social media. Donoso et al. (2021) and Riden et al.
(2018) discovered that schools, who expose and provide students with learning
experiences tied in with technology, provided their students with an effective learning
environment with strong foundational skills. This shows that teachers can effectively
prepare students to be successful in the 21st century workforce with proper guidance and
updated technology standards. Digital learners are exposed to using technology in their
daily lives for social and entertainment purposes with no difficulties, which means that
they can successfully use technology with their learning (Tang & Chaw, 2016).
Benefits of Technology
Technology has changed teaching and learning in many significant ways. As the
world undergoes rapidly changing technology, applications and programs are developing
daily for needs other than educational purposes to meet student learning's increased
demands (Burch & Mohammed, 2019). Many researchers have focused on exploring
instructional technology and the benefits associated with technology. There are diverse
ways of learning and teaching with technology, and to fulfill students’ educational goals,
it is crucial that school districts continuously update and evaluate educational technology
(Burch & Mohammed, 2019). A literature review of 148 articles focused on a deep
understanding of teacher perceptions on teacher perceptions and acceptance of
integration. It confirmed that for faculty to understand and perceive technology tools
integration positively, appropriate technology adoption is necessary (Burch &
Mohammed, 2019). When technology integration is effective, teacher attitudes are also
affected. For example, through semi-structured interview research, seven elementary
teachers who favored using technology successfully used technology with their students
with autism (Sulaimani, 2017). The study revealed that six out of seven teachers favored
using technology and believe that it positively impacts their students' learning
experiences, particularly with enhancing peer to peer and student to teacher interactions
(Sulaimani, 2017). To be more specific, technology has helped students personalize their
learning, become independent learners, improve their communication skills, help reduce
anxiety, and improve academic study and learning skills (Tucker, 2020).
Campus (2018) focused on evaluating the benefits of technology towards
students’ performance and did this by conducting a literature review of twenty current
studies. The researcher targeted technology's research benefits in an educational setting
based on satisfaction, effectiveness, performances, and student engagement. The
researcher concluded that computerized innovation improved teaching and learning in
many ways, and the effect depended on how teachers utilize technology in the classroom
(Campus, 2018). The researcher’s findings confirmed Sulaimani's (2017) findings on how
technology helps improve communication skills, reduce anxiety, and improve academic
skills, which ultimately affirmed that human capacity can be shaped and alter students
with proper use of devices needs.
Since the integration of technology, several studies have focused on teachers and
students have been conducted. In an action research study, 16 students who were taught
English twice a week from a private University in Tunja were surveyed and interviewed
to determine if technology contributed to their English class motivation (Barreto, 2018).
Findings confirmed that information and communication technology motivated students
to work collaboratively, which enhanced their language and vocabulary skills (Barreto,
2018). In a descriptive-correlation-designed study, Hero (2019) surveyed 14 public
school social studies teachers in Valenzuela City, Philippines. Through questionnaires
and understand the impact of technology integration on social studies teachers. He
discovered six dimensions of technology integration and confirmed that productivity and
professional practice significantly improved with technology. The Hero findings
confirmed Barreto's (2018) discovery about how technology helped teachers reflect on
their practice, increasing student interest and fostering critical thinking. Ng and
Fergusson (2019) also agreed that technology had enhanced teaching and student
learning. However, there is still a need for scaffolding for many students. In a
mixedmethods approach, Ng and Fergusson (2019) investigated pedagogical involvement
in a partnership project and the perception of science teachers in Australia. Teachers
believed that innovative technology enhances teaching and learning while students were
motivated by online modules (Ng & Fergusson, 2019). These studies confirmed that
technology has helped teach and learn by enhancing creativity, collaborative work, and
teaching methods. However, teachers still need to provide additional support and
guidance with students to use technology to help them learn effectively. In the STEM
field, the robotics curriculum has been popularized in many school districts, and this
technology has promoted problem-solving skills; and similar to Barreto (2018) and
Anderson and
Putnam (2019) studies, technology has enabled teamwork (Ntemngwa & Oliver, 2018).
These recent studies confirm that technology integration has successfully influenced
teachers from different specialized fields (Anderson & Putnam, 2019; Barreto, 2018;
Ntemngwa & Oliver, 2018).
Findings from many studies related to educational technology in the classrooms
confirm that technology enhances student motivation and engagement (Dunn & Kennedy,
2019; Khan et al., 2019; Sahin & Yilmaz, 2020). Technology integration comes in many
different forms and practices in the classrooms. In a small-scale research project, Barreto
(2018) focused on technology used to motivate English use. Barreto (2018) used college
students as a target group for the project and utilized online forums, surveys, and student
artifacts. Findings revealed that collaborative work instills motivation for teachers who
involve their students in activities that caught their attention empowers the learning
process (Barreto, 2018). In another study, Dunn and Kennedy (2019) aimed to assess the
impact of emotional and cognitive-behavioral engagement with Technology Enhanced
Learning (TEL) on student grades and how motivation levels predict engagement. This
study measured engagement and usage of TEL, student motivation, and self-report
student grades of 524 undergraduate students (Dunn & Kennedy, 2019). Findings
confirmed that intrinsic motivations predict engagement, while extrinsic motivation
predicts usage (Dunn & Kennedy, 2019). Examples of technology-enhancing learning
include augmented reality, adaptive computer testing, online discussion boards, and
robotics (Douglas et al., 2020; Dunn & Kennedy, 2019; Khan et al., 2019; Sahin &
Yilmaz, 2020).
When students in the engineering field are provided with tools, such as
Augmented Reality, that allow them to visualize and interact in their classroom,
motivation towards learning is enhanced (Kaur et al., 2020). Additionally, Khan et al.
(2019) found that student attention, satisfaction, and confidence increased through the
impact of Augmented Reality. Seventy-eight science students at the University of Cape
Town participated in research to measure and understand the implications of augmented
reality on learning motivation (Kaur et al., 2020). Findings showed that augmented reality
increased student learning motivation on three factors: (1) attention, (2) satisfaction, and
(3) confidence (Kaur et al., 2020). Sahin and Yilmaz (2020) confirmed that academic
achievements and attitudes showed a positive and significant correlation as Kaur et al.
(2020), and Khan et al. (2019) findings on student motivation through Augmented
Reality. Augmented reality has been adopted in the classroom setting and is an interactive
learning tool that contributes to student motivation.
Computer adaptive testing suggests positive test-relevant motivation, engagement,
and improving student learning outcomes (Martin & Lazendic, 2018; Ross et al., 2018).
Ling et al. (2017) supported Martin and Lazendic's (2018), and Ross et al. (2018) findings
by confirming that adaptive computer testing is effective by considering the possible
effect of immediate feedback during test engagement, and it corrects test anxiety, time on
task and test performance. Research comprising 849 student participants from a higher
institution in Australia was surveyed, and student scores were collected. These students
participated in a study to examine possible relationships between adaptive quizzes and
student learning outcomes (Ross et al., 2018). The study's findings revealed that there
were challenges involved in creating adaptive quizzes. However, students perceive to
increase their motivation and engagement, which lead to improved learning outcomes
(Ross et al., 2018). This study affirmed that technology integration through computer
adaptive testing encourages student engagement and motivation. Technology boosts
lifelong learning and helps students develop their technological competence by gaining
knowledge of online tools and using them to work cooperatively and interactively with
their peers through online discussion boards (Barreto, 2018). Cooperative learning skills
have recently had a major influence on student learning and teaching through rich
interaction within online discussions, which has increased engagement between students
and their peers and instructors (Douglas et al., 2020). Barreto (2018) and Douglas et al.
(2020) both confirmed that technology has more profound insights into online teaching
and practice through personalized and guided online discussions (Yen et al., 2019). When
discussion boards include detailed and highly interactive content, it produces a strong
foundation for students to initiate and direct conversation and become confident learners
(Douglas et al., 2020).
Like online classes, school districts have adopted robotics. It has increased
student engagement as students reported that robotics encourages working with their
peers. Solving real-world problems helps them be motivated, engaged, and keeps track of
their work (Lara-Prieto et al., 2019). Additionally, teachers reported that robotics
activities, such as coding, arose the students' curiosity and attention (Aksu & Durak,
2019). Ntemngwa and Oliver’s (2018) findings showed that teachers who successfully
implemented STEM integrated robotics help students adapt to technological changes,
discover learning trends, and identify personalized learning potential.
Implications
To date, the experiences of elementary school teachers regarding using latest
educational technology with outdated technology standards have not been examined at
the research site. The data collected during this study may contribute to social change by
influencing and informing best practices to help students to be successful in the 21st
century workforce. The findings may also inform district curriculum and instruction
program managers to provide professional development to meet the district’s instructional
staff's needs. This project study may impact student learning because findings could
influence changes in the curricula. Ultimately, the findings may lead to improved
technology-integrated lessons with educational technology and best practices to prepare
students for the 21st century workforce.
The data collected for this research could lead to many projects for the WPISD. A
project would be to develop a curriculum to prepare students for the 21st century
workforce. A second possible project is to provide professional development to enhance
teacher understanding and best teach with technology integrated with their lessons. Lai
and Bower (2019) reported that many contexts, methodologies, and perspectives had been
utilized to evaluate technology use in education. A large amount of literature from
thousands of journals in educational technology has made it historically difficult to reach
an informed perspective on educational technology research and evaluation (Lai &
Bower, 2019). This study may help the school district leaders understand teacher
perceptions about how they currently use technology to help prepare students for the 21st
century workforce because of the limited studies conducted in the academic field at
WPISD. The implications to the school district may be reflected in the greater
understanding of teacher perceptions.
Summary
School and district leaders are forced to meet the digital era's constant and rapid
transformational influence while meeting 21st century skills through innovations and
technology (Raman et al., 2019). In the WPISD, teachers are expected to use the latest
educational technology in their teaching, but the technology standards provided are not
present for preparing students for the 21st century workforce.
Therefore, the purpose of this project study was to explore how elementary
teachers use current classroom technologies to address 21st century skills as mandated by
WPISD, despite having outdated technology standards.
The literature review analyzed and synthesized the conceptual framework guiding
this study and includes an analysis of studies conducted in the development and
significance of technology standards in the US and internationally. The conceptual
framework for this project study had been explored by multiple researchers who include
analyses of technology integration, standards, and curriculum. Furthermore, research
findings from reviewed literature are about technology integration, curriculum,
technology barriers, 21st century skills, stakeholder perspectives, and student preparation
for the 21st century workforce.
In Section 2, the methodology, participants, data collection, instruments, data
analysis, and limitations of the study are described. Instruments that were used for this
study are presented. The setting, sample, and methods of collecting data are explained in
detail. The plan for analyzing data is also discussed.
Section 2: The Methodology
This section of the project study contains specific details about this doctoral
study’s qualitative design and methodology. Section 2 includes a discussion of the
participant sample, access procedures, data collection, and data analysis. School district
leaders and stakeholders may use this project study’s findings to support teachers
regarding using the latest educational technology standards to prepare students for the
21st century workforce. The purpose of this project study was to explore how elementary
teachers use current classroom technologies to address 21st century skills as mandated by
the WPISD despite having outdated technology standards. In this section, I discuss the
qualitative study design that was used for this project study. I collected data regarding
teacher perspectives, ideas, experiences, and knowledge about using the latest educational
technology with outdated technology standards.
Qualitative Research Design and Approach
The purpose of this study was to explore how elementary teachers use current
classroom technologies to address 21st century skills as mandated by WPISD, despite
having outdated technology standards. Data collection regarding teacher perspectives,
ideas, experiences, and knowledge on integrating technology in lessons to prepare
students for the 21st century workforce was also conducted. K-5 elementary teachers
were asked how they use technology standards the district last adopted in 2008 to plan
and deliver their lessons.
A qualitative design was used for this project study. The research design was
derived from the study problem and two research questions. RQ1 was about how teachers
use current technology and 2008 technology standards. Information derived from this
question helped determine how teachers deliver lessons despite having outdated
technology standards. RQ2 involved teacher needs that can help with efficient delivery of
lessons using current technology. Many researchers use the qualitative design to discover
where, when, how, and what conditions cause or build on an action or behavior. The
qualitative design involves words as opposed to numbers and exploring opinions and
thoughts of respondents (Creswell, 2012). The qualitative design is appropriate for this
study in its effort to explore K-5 elementary teacher experiences in order to develop more
intuitive responses, ask follow up questions, and gain a significant understanding of
attitudes, perceptions, and motivations.
The basic qualitative methodology was used to explore how WPISD elementary
school teachers use the latest educational technology with 2008 technology standards.
Novice researchers commonly use the basic interpretive study to investigate opinions and
experiences. A basic inquiry method was appropriate for this study because participant
interviews are the study’s data source. A basic qualitative methodology is appropriate for
this study because it allowed me to relate to participants’ shared experiences and measure
attitudes, opinions, and behaviors; however, I did not use a large population sample to
gather numerical data or data that could be transformed into statistics.
For this study, four research designs were considered and explored. The first
research design was the narrative case study. Case studies focus involve chronological
narration of individuals’ experiences and stories, which was not effective for this study
because it was centralized on single narratives. I considered using an ethnographic
design; however, it was not suitable because it involves a particular group that is usually a
large population that shared the same values and beliefs through observational data that
has been collected over a long time. This design was unsuitable because I needed a large
population of participants, which meant data collection takes a long time. Grounded
theory was inappropriate for this study because I was not anticipating establishing a
theory. I considered a fourth research design, the case study, which involves a deep
understanding through multiple types of data (Creswell & Creswell, 2017). This design
was not appropriate for my study because I only used interviews as my data source.
Participants
Criteria for Selecting Participants
I used purposeful sampling of participants to explore how elementary teachers in
the WPISD use the latest educational technology in their teaching. Technology standards
were not current for preparing students for the 21st century workforce. For this study, it
was ideal to have a sample size of approximately 10-12 elementary school teachers. I
consulted with the study site principal at the elementary school to provide a list of
teachers who had at least two years of teaching experience, held a state teaching
certificate, and used technology in the classroom as measured by the Effective Learning
Environment Observation Tool (ELEOT). The ELEOT is an observation tool used to
determine if the learning environment aligns with the AdvancED standards and
indicators. The principal of the site school was the gatekeeper. The gatekeeper had the
authority to allow or deny access to participants and connections through other significant
key persons within the school district. The research site for this study was a public K-5
elementary school located in the WPI. I used a purposeful sampling to select 12
participants for the study. Purposeful sampling ensured that a mix of people were
interviewed. Additionally, purposeful sampling helped ensure that a particular group was
not overrepresented while others in the study were underrepresented.
I gave elementary teachers who met selection criteria and agreed to participate an
opportunity to be part of the study. I required teachers to have least 2 years of teaching
experience, a state teaching certificate, and experience using technology in the classroom
as measured by the ELEOT. Through email, prospective participants completed and
returned an approved consent letter.
Justification for Number of Participants
My goal in selecting participants was to obtain rich and valuable information that
significantly contributes to understanding the phenomenon. Selection criteria were critical
when collecting rich narratives involving elementary teachers’ experiences regarding
using educational technology with outdated standards to prepare students for the 21st
century workforce. My goal was to develop an in-depth examination of a central
phenomenon. The goal was to gain insight regarding elementary school teachers’
experiences related to the phenomenon of educational technology use with outdated
standards to prepare students for the 21st century workforce.
For this study, the 12 elementary school teachers from grades K-5 were
interviewed to better understand teacher experiences on the latest educational technology
with the 2008 adopted technology standards. Twelve participants provided sufficient data
saturation, which addressed the purpose of the study and research questions. Yin (2018)
stated that once data collected enabled the research to reach redundancy, the sample size
achieved is appropriate.
Procedures for Gaining Access to Participants
The process to gain access to participants involved the district Commissioner of
Education and the site administrator. They were contacted through an email which
included information on the study's purpose and the problem to be researched.
Establishing the study's purpose, respectfully requesting consent, and building rapport
with the district was intended to support the district by identifying the appropriate
participants and school sites for this study. After obtaining approval from the Walden
University IRB (Approval No. 08-26-21-0762866), purposeful sampling methods were
used to identify potential participants who met the selection criteria: a) teachers employed
in the district for at least two years, b) hold a state teaching certificate, and c) use
technology in the classroom based on the ELEOT. Teachers who meet the criteria
received an email invitation to participate in the study. The invitation explained the
study's purpose and procedures to ensure participant confidentiality and ethical
protection. Once the study is complete, a summary of the findings will be shared with the
study district, study site administrator, and participating teachers.
Establishing a Researcher-Participant Working Relationship
A trustworthy relationship with the participants who agreed to be part of this
study was established. To develop and establish a strong working relationship with the
participants, several measures were conducted. A letter of invitation was sent via email
from my Walden University email address to the teachers' WPISD email addresses
provided by the school principal. Attached to the email were an informed consent form
and directions as they participated in this study. Participants were given the option to
switch to their personal email if they chose.
The goal is to help each participant feel comfortable sharing their responses to the
interview protocol. Before the interview, participants were reminded that they could
withdraw from the study at any time with no penalty or consequence for not participating.
Participants were also be reminded that audio recordings and notes would be taken during
the interview.
Participants were briefed about the researcher's role in listening and the primary
instrument for gathering data. During the interview, the researcher was attentive to the
participants and built a comfortable rapport, so participants knew that their time and
information were valuable to the study. I made sure to show appreciation to each
participant for their commitment and participation in the study. I consistently emphasized
that their participation is purely voluntary and that their overall protection was always a
priority throughout the study.
Measures for Ethical Protection of Participants
Informed Consent
Throughout this study, ethical protection was strictly prioritized from the
beginning until the completion of the study. The ethical practice was in place to ensure
the protection of all participants' confidentiality and anonymity while obtaining informed
consent. This is important because qualitative research can anticipate ethical issues that
require managing (Creswell, 2012). I used the ethical guidelines set forth by Walden
University to address any concerns throughout the study. Research and preparation were
done to avoid and address ethical protection concerns, and approval from IRB was
obtained before conducting this study.
Informed consent forms were provided to all participants using their email
accounts. This consent form included the study's purpose, the researcher's role, their role
as a participant in the study, the preservation of their confidentiality, and the study's
voluntary grounds. The consent form also notified all participants of their right to
withdraw from the study at any time, with no explanation required. Participants signed
and returned forms using their preferred emails to ensure confidentiality.
Confidentiality
To protect each participant's identities, they were assigned an alphanumeric code.
I used the letter "T" for the teacher, followed by a corresponding number for each
interviewee to code the transcription data. For example, T1 was used for the first
participant. I am the only person who knows the identity of each participant. The
participants' identity was not in the findings or mentioned at any time to the district
administrators. Participants were informed that all data collected are consistently
protected and only used for this project study. I am the only person that has access to this
data. Alphanumeric codes will be used instead of names to keep the participants'
identities confidential (Creswell, 2012).
Protection from Harm
To protect all participants from harm, I maintained that all collected data,
informed consent forms, interview notes, audio recordings, logs, and other documentation
from the interviews were safe and secured. The interview transcripts were electronically
stored on my personal computer in an encrypted file folder at my home. Interview
transcripts and any related files during the data collection are encrypted. All non-digital
data are securely stored in a locked filing cabinet in my home office. The data collected
for this study will be secured for 5 years, as per Walden University's protocol. After 5
years, digital data will be deleted and removed from devices permanently, and hard copy
data will be shredded.
Data Collection
This basic qualitative study consisted of interviews with each participant to
explore how elementary teachers in the WPISD use the latest educational technology in
their teaching. In contrast, technology standards are not current when preparing students
for the 21st century workforce or higher education. The instruments used to collect data
are semi-structured interviews to gain personal knowledge of a situation (Clearly et al.,
2014). This study's qualitative data collection goal is to discover experiences and how the
implications are associated (Merriam, 2009).
Type of Data Collection and Justification
The data collected were conducted via qualitative interviews from a sample of
certified elementary teachers from the WPISD. Responsive interviewing techniques were
used during interviews. A responsive interview is a conversational partnership that allows
the researcher to understand experiences through the participants' words and stories
(Rubin & Rubin, 2012). In other words, a responsive interview is a conversation in which
the interviewer is both the researcher and participant and can promote insight and
reflection by contributing to the discussion (Rubin & Rubin, 2012). Through responsive
interviewing, I gathered detailed information from K-5 teachers who are knowledgeable
and provided in-depth information on how they use the latest educational technology in
their teaching, while technology standards are not current.
The face-to-face interview with each teacher participant lasted about 45-60
minutes and took place on their campus in their classrooms, and some opted to conduct
the interviews via Google Meets. Jacob and Furgerson (2012) recommended that
questions asked of participants are predetermined and open-ended questions. Interviews
were audio-recorded through Google Meets via a laptop computer with a microphone
with the participant's permission. Notes regarding body language and other items of
interest during the interview were taken. Understanding body language is important
because it is necessary to help interpret the respondents' attitudes and feelings
(Mariampolski, 2001). Additionally, researchers need to be aware of non-verbal
communication to increase rapport and control negative attitudes (Mariampolski, 2001).
Interviewing was an appropriate means of data collection for this project study because
the practice allowed me to address the research questions regarding the 2008 adopted
technology standards and explore how elementary teachers in the WPISD use the latest
educational technology in their teaching, while technology standards provided are not
current when preparing students for the 21st century workforce. These interviews allowed
participating teachers to offer their perspectives and experiences regarding the
2008 adopted technology standards.
Data Collection Instruments and Sources
The purpose of this study was to explore how elementary teachers use current
classroom technologies to address 21st century skills as mandated by WPISD, despite
having outdated technology standards. I collected data through semi-structured interviews
through basic inquiry. Interviews were the most used data collection method in
qualitative studies (Kallio et al., 2016). Interviews are the best data collection source
when researchers cannot observe behavior, feelings, or how people react to a situation
(Merriam, 2009). I focused on collecting data through interviews. The data collected
answered the research questions of this study.
Interviews
Interviews can be structured, semi-structured, or unstructured and are the
preferred method for collecting qualitative data because of the rich information it
provides (Merriam, 2009). A researcher-created interview protocol will be followed. The
interview protocol will inform participants of the questions asked during the
semistructured interviews (Lodico et al., 2010). I sought assistance from my educational
experts from my school district to review and provide feedback concerning the quality of
my interview questions in seeking answers to the research questions of this study. I used
an expert review panel, which consisted of my school district program manager of
Instructional Technology and Distance Education as well as instructors of the school
districts Educational Technology Certification Program, to review my interview protocol
to increase the content validity and reliability of the interview data (Yin, 2018).
Qualitative research uses interviews to collect information to gain insight into others'
descriptions and interpretations (Redlich-Amirav & Higginbottom, 2014; Stake, 1995).
For this study, semi-structured interviews were deemed most appropriate, and a mix of
structured and open-ended questions was used during the interview. Semi-structured
interviews are flexible and were used to gain specific data from participants through
structured and informal questions to allow for spontaneous answers that can add depth
and thickness to the data (Kvale, 2008). The answers provided a clear description of the
situation or created a story that the participant could recall. A researcher should not ask
"why" questions because they can lead to dead-end responses, which is why open-ended
questions will be used for this study so that participants can describe their experiences,
options, values, and background (Merriam, 2009).
Qualitative questions are open-ended and allow participants to define the situation
in their own words, leading them to formulate new ideas on the topic. An interview guide
will be used when asking questions (Merriam, 2009). Additional questions were asked,
which may take a hypothetical situation, ideal position, or interpretive questions to help
add in-depth data from the participant. Other questions can relate to lesson plan
preparation and delivery to further explore this study's research questions. Some
interviews were conducted on the school site and some via Google meetings for social
distancing purposes. The time and place of the interview were based on the participants'
convenience. Each of the 12 participants was interviewed for approximately 30-45
minutes. I scheduled the interviews and the classroom observation within a week upon
IRB approval.
Sufficiency of Data Collection
An interview protocol and open-ended questions aligned to the research questions
were used to collect sufficient data. The open-ended interview questions allowed each
participant to provide more information and elaborate on their experiences, feelings,
attitudes, and understanding of using the latest educational technology in their teaching.
In contrast, the technology standards provided were not current for preparing students for
the 21st century workforce. The semi-structured interview format gives the research the
flexibility to gain a deeper perspective of the participants' experiences and collect specific
data from all participants (Merriam, 2009). To further understand each participants'
experiences and seek answers for this study's research questions, I will use probing
questions throughout the interview to elicit more information or clarify participant
responses.
Process for Data Collection
Data collection from semi-structured interviews were generated, collected, and
recorded through digital audio via Google Meets. Participants were given an option to
participate in the interview face-to-face, with 6 feet social distancing and face mask
safety measures, or through virtual interviews via Google Meet. Four out of twelve
participants opted for virtual interviews. During each interview, I used digital audio
recording and note-taking procedures to record the data collected. The audio recording
and notes were used to record what was seen, heard, and experienced during each
interview. Interview data were included in addition to the digital audio recording and
notes during analysis.
System for Data Tracking
As I collected data, I simultaneously organized and kept track of data using a
research log. I ensured that all data collected for this study was safely secured. All written
transcripts and notes are securely locked in a filing cabinet at my home office. The
interview audio recordings were downloaded in a password-protected folder on my laptop
and cellphone to ensure data security. As suggested by Creswell (2012), I used
alphanumeric codes to identify participant identities to ensure protection. When I work, I
lock all my research data in my filing cabinet at my home office. I did not bring any
research data to my workplace. All data collected were only be accessed by me.
According to Walden University's policy, all data will remain locked for five years,
commencing the time I complete this research project study.
Procedures for Gaining Access to Participants
Gaining access to participants required obtaining permission from WPISDs
Commissioner of Education and the study site's school principal. The fieldwork did not
begin without properly obtaining the necessary permission to access participants and their
school sites. Identifying significant gatekeepers who are the school districts' official
leaders is important for the accountability and credibility of the study (Lodico et al.,
2010). The WPISD required a research request letter approved by the Commissioner of
Education. I emailed the commissioner requesting to meet to talk personally about my
research, and in that same email, I attached an electronic copy of the research request
letter. When I met with commissioner, I also personally hand-delivered a hard copy of the
research request letter and was prepared to answer any questions the commissioner had.
This research request letter included the location for the study, a participant pool, a
thorough description of the qualitative research plan, a description of how data will be
utilized, and an outline of potential risks that could affect participants. Additionally, a
copy of the approved proposal was attached to the letter via email.
Once the WPISD commissioner of education approved the research request, I
submitted a request to conduct a study to Walden University's Institutional Review Board
(IRB). This effort included an informed consent letter provided to the school study site's
principal. After IRB approval, I emailed and respectfully asked for permission from each
campus principal participating in the study. One school responded and agreed to be a
school study site. The participating principal was informed of the research study and was
allowed to reach out to me should they have any questions about the study. The school's
gatekeeper provided participant information necessary for this study and allocated a list
of teachers on campus that meet the criteria. The study's purpose, data collection
methods, and a complete overview of the project study were included in the request letter
addressed to the school site's principal. Once the request letter was approved and
obtained, participating teachers received an email, including a description of the research
study and an attachment of the informed consent form. Participating teachers responded
and returned via email.
Role of the Researcher
I am an elementary school principal in the WPISD. My research role is to conduct
qualitative interviews as an observer only. I made sure that this study participants did not
have a professional relationship with me or worked under my supervision. Before the
interviews, I informed, via email, participants about the research study being a part of my
doctoral program requirement. I stressed that the WPISD school district was not the
sponsor of the research. I stressed that for this study, I am a researcher and not an
administrator. Before taking part in this study, participants gave full consent.
Alphanumeric codes were used to protect the study's credibility and keep the identities of
the participants confidential. These safeguards in place minimized the threat of internal
bias throughout the study. My best interest is to work with the teachers from the specific
school site because the school has been identified as a potential Future Ready school
focusing on 21st century skills. I used peer review and member checking to validate my
research and avoid any opportunity of misinterpretation of the respondents' intent
(Merriam, 2009). I used subjective questions and made sure not to influence the
participants' responses in any way. I avoided making any facial expressions or use
different voice tones as I carefully listened to the participants' responses.
My professional role as a school administrator did not affect this study because I
only collected data in a school where I held no position. I do not hold a supervisory
position with teachers who were being interviewed. I have a strong interest in educational
technology. I have been in education for 17 years; I have 9 years of teaching experience
at the high school and elementary level, and 8 years of administrative experience. From
my experience as a teacher and administrator, I have explored learning gaps,
disconnections, and inconsistencies between schools and district offices, and students'
need not being addressed effectively. To help focus on the research process, data
collection, data analysis, and my role as a researcher, I kept a research journal to log my
thoughts and experiences throughout the study. This practice assisted me with reflecting
on my research process and avoid any biases (Orange, 2016). I included any handwritten
artifacts in this journal and ensured that all research documents were secured within five
years of completion. The practice of constant reflection will allow me to focus and avoid
biases that could influence or interfere with the interview structure, coding, interpretation,
or conclusions presented from the data collected. This study was meaningfully and
credibly conducted.
Data Analysis
Qualitative data analysis methods were used to analyze the data. Qualitative
studies require constant data collection and analysis, and data were used to interpret an
answer to the research questions (Lodico et al., 2010). Interviews were the only source of
data collection for this study. An analysis of the data collected included a summary of
codes, categories, and common themes from the findings. The purpose of qualitative
analysis was to obtain information through qualitative interviews, allowing researchers to
regenerate events that they are not familiar with (Rubin & Rubin, 2012). There are seven
steps in data analysis. These steps were transcribing and summarizing interviews; coding
excepts within interviews based on relevant concepts; coding between interviews; sorting
and comparing codes, integrating various interviews to explore a different understanding
of the data, and combining ideas and themes to generate a theory and conveying findings
(Rubin & Rubin, 2012). An analysis of the data collected was utilized to better
understand WPISDs elementary school teachers' use of the latest educational technology
with outdated technology standards to prepare students for the 21st century.
Coding Procedures
The data analysis phase began as early as the completion of the first interview. A
review of the study's purpose and research question were conducted before the
interviews. A focus on the purpose and research question was vital because it assisted in
identifying essential data that may arise in the interviews. I managed data and used open
coding to find common trends and schemes from each participants’ interview. It was
crucial to analyze data regularly because qualitative data is inductive and comparative,
and a better interpretation of the data can arise (Merriam, 2009).
In qualitative research, researchers commonly conduct data collection and
analysis simultaneously (Merriam, 2009). I organized and secured the data collection
during interviews, which included audio recordings, handwritten notes, and the audio
recording portion of virtual meetings. Effective organization of the data collection
assisted in the coding process. The coding process was conducted digitally through
Microsoft Word and Excel. During each interview, I took down notes on my audit trail to
record non-verbal cues. These notes were important because it reminded me of each
participant’s body language, facial expressions, and overall demeanor during the
interview. After each interview, I generated transcripts of the audio recordings using
Google meet. There were gaps in between interviews because of preferred schedules and
availability. During the time I waited for teacher consents and responses, I took the
opportunity to move forward and generated transcripts, reviewed transcripts, and emailed
them to participants for review and gradually began working on the summaries. All the
data were organized and transcribed using Microsoft word in preparation for the coding
process. I read all transcripts to understand each participants' response and ensured
accuracy for each interview.
During the open coding process, I read every transcript, and highlighted words
and phrases that stood out to me. During the second round of reading, I continued to
highlight words and phrases that I might have missed during the first round of reading. I
noticed words that described a phenomenon that were consistently mentioned. I found 18
codes. I used color coding and highlighting to organize the emerged keywords relevant to
my research questions. During the third pass at reading the transcripts and coding, I was
able to organize the codes into categories. I finalized the third reading with 22 codes. I
organized and categorized the codes into conceptual categories, for which there were
seven total. From these seven categories, I developed themes and categorized them based
on the research questions. The three basic themes developed were disconnect between
standards and instructional practices, teacher awareness of future development needs, and
preparation and training. Data were organized to develop any emerging, preliminary
impressions and use my coding system to identify concepts and relations (Gibbs, 2007)
quickly.
During the analysis, I used the thematic method and open and axial coding, which
was conducted using Microsoft word (Merriam, 2009). Upon completing data coding, I
organized data into meaningful groups by labeling codes relevant to the study. I examined
the codes to avoid overlapping and redundancy. After this, I collapsed the codes into
general themes, which were maintained and listed in a Word document to consistently
monitor the data analysis. I used one Excel spreadsheet to organize and sort information
based on the research questions. This allowed me to merge similar themes or delete
themes that do not have adequate data to support them. I conducted multiple spreadsheet
reviews to ensure that common themes and threads had sufficient commonality and
coherence and were distinctly organized.
I did not use any data analysis software for this study. I used Microsoft Excel only
to manually organize my data using the thematic method. I assigned codes to different
bits and pieces of data to begin constructing categories and identified ideas or themes
using keywords shared and expressed by the participants (Merriam, 2009). I used the
open coding strategy to identify ideas using key words from participants. I was
intentional about searching for repeated words or experiences related to the use of
technology, knowledge, utilization of 2008 technology standards, and training needs, all
of which were essential concepts from the study's framework. After analyzing the
interview data, I used open coding to label the data with words and schemes that made
sense (Merriam, 2009). The open coding strategy was used to code, followed by axial
coding. Twenty-two codes were discovered during the three passes of coding (see
Appendix B). I then organized the codes into common categories which narrowed it down
to seven categories. Based on the data collected from the interviews, the codes that
emerged were organized into seven categories. The seven categories are (a) Edtech, (b)
Technology Devices – iPads, Elmos, projectors, (c) programs – Smart Ants,
Achieve3000, IXL, etc., (d) no planning with 2008 Tech standards, (e) enforcement of
2008 technology standards, (f) teacher development needs, and (g) teacher
frustration/attitudes.
I used axial data to combine and group ideas to form categories while refinements
were complete to determine final categories and subcategories (Merriam, 2009). I used
the Microsoft Excel highlighters to label and identify common codes. Open and axial
coding was used in the beginning stages of data analysis to identify emerging codes and
categories. Some of the developing categories involved lack of training/enforcement of
2008 technology standards, ease of use, and utilization of technology. I then used the
descriptive method to assign themes for the emerging categories.
There were 12 participants for this study. The teacher participants consisted of
teachers from first grade (2), second grade (3), third grade (2), fourth grade (3), and fifth
grade (2). I scheduled an individual meeting with each participant according to their
desired time and date. All teachers' interviews were either conducted in their classrooms
after school, or through Google meets at their request. Each interview lasted between
3045 minutes and was audio recorded. Codes and themes emerged based on the data
analysis from interviews. I grouped initial codes into categories, and then into core
themes (Merriam, 2009). This resulted in the production of three core themes. The themes
are (a) disconnect between standards and instructional practices, (b) teacher awareness of
future development needs, and (c) preparation and training.
Evidence of Quality and Procedures to Assure Accuracy and Credibility
Accuracy and credibility of information were taken seriously and securely done through
multiple means. First, all interviews were audio-recorded, and audio from virtual
meetings was recorded. Audio recordings encourage a safe, friendly, and interactive
dialogue with participating interviewees and enhance information transparency (Creswell,
2012). Audio recordings also protect the research because it provides an unbiased and
credible narration of the interview and allows a holistic view of the interviewees'
perspective (Sullivan, 2010). Preliminary findings, audio recordings, and transcripts
underwent member-checking which was conducted via email. Member checking was
used to confirm credibility and trustworthiness (Lincoln, 1985). This practice showed that
the findings of this study are legitimate and truthful. To authenticate and validate
responses, transcripts will be emailed to each participant.
Procedures for Dealing with Discrepant Cases
In this study, discrepant cases were seriously considered. Discrepant cases are
intentionally selected to identify and modify an emerging theory not entirely dispute it
(Creswell, 2012). The discrepant cases can help the WPISD school leaders and teachers
develop a decision process regarding technology integration in instruction. In addition,
discrepant cases can help the school district's board of education create policies that can
support teachers in the WPISD.
During the interviews of some participants, it seemed that they were fearful of
being truthful about using or being knowledgeable about the 2008 technology standards.
This was evident in their body language and facial expressions. Other than that, no other
discrepant data emerged.
Trustworthiness and Credibility of Findings
In all research, credibility and accuracy of findings are two major concerns when
addressing how data were collected, analyzed, and interpreted (Merriam, 2009).
Credibility ensures that findings are real and trustworthy (Creswell, 2012). For this study,
I used purposeful sampling, member checks, and peer review to ensure the accuracy and
reliability of my data were analyzed and interpreted properly.
The school principal of the study site made sure that participants met all criteria
before being invited to participate in this study. The school principal prepared and
provided a list of teachers who met the criteria. After each audio-recorded interview and
completion of transcripts, participants received a copy of the transcripts to confirm the
accuracy of what was mentioned during the interview. After that was confirmed by the
participants, I provided each participant with a summary of my initial findings to confirm
my interpretation as member checking efforts. According to Merriam (2009), one strategy
to control a researcher's bias is to take back analysis findings to the interviewee to ensure
significant control of any misunderstanding or misinterpretation. Each participant was
given the opportunity to check the accuracy and ask any additional questions relating to
the interpretation to establish credibility and validity (Creswell, 2012). Participants were
given a week to complete member checking via mail. Participants were asked for
approval or to respond with any correction or questions within three days. This procedure
is important to avoid any possibility of interpretation of the participants' perspectives
(Merriam, 2009). To signify the accuracy of the information, my interpretation needed to
be derived from their experiences and not misrepresented. Three out of 12 participants
made changes to their summary. These changes were mostly additions. For example, one
participant wanted to emphasize the need to add additional training for technology
integration for K-2 students. All participants provided feedback and approval through
emails. Additionally, two participants called me via cellphone to clarify some questions.
Data Analysis Results
The purpose of this qualitative study was to explore how elementary teachers use
current classroom technologies to address 21st century skills as mandated by WPISD,
despite having outdated technology standards. The data were collected and analyzed to
answer the following research questions:
RQ1: What experiences do K-5 elementary teachers report in using current
classroom technologies to address 21st century skills as mandated by WPISD, despite
having outdated technology standards?
RQ2: What do K-5 elementary teachers report they need from the school district
to effectively use current classroom technology more efficiently in delivering their
curriculum?
From the interviews emerged seven categories. From these categories, I developed three
themes which are disconnect between standards and instructional practices, teacher
awareness of future development needs, and preparation and training.
RQ1
The first research question asked about the experiences of K-5 teachers with using
current classroom technologies to address 21st century skills mandated by WPISD,
despite having outdated technology standards. RQ1 was addressed and aligned with
theme 1 and theme 2. After an analysis of 12 interview responses, it is evident that the
WPISD ensures that all classrooms are equipped with current devices and apps that help
address 21st century skills. A total of eight apps and programs that help address 21st
century skills were mentioned by our participants ( see Appendix B). The top program
that teachers report with the highest commonality is Achieve 3000 and IXL. Participant
T1 has shared that he is very big on Achieve 3000 because he sees, “improvement in
student reading and writing.” Participants have shared that they implement a daily routine
using Achieve 3000, Freckle, Google Apps for Education because they believe that it
helps with student achievement. Despite the outdated technology standards, teachers are
still provided with current classroom technologies and programs that help teachers
address the 21st century skills. Additionally, 100% of the participants shared that they do
not use the 2008 technology standards.
Theme 1: Disconnect Between Standards and Instructional Practice
Theme 1 addressed RQ1 which focused the experiences of K-5 teachers with
using current classroom technologies to address 21st century skills mandated by WPISD,
despite having outdated technology standards. While all teachers report that they do not
use the outdated technology standards, five out of twelve expressed training needs on
troubleshooting devices. A disconnect between the technology standards and instructional
practices is emerged from the interviews. All participants revealed that they do not recall
or use the 2008 technology standards when planning 21st century skill lessons. This
theme encompasses 13 codes and three categories. The categories consist of Tech
Standards Enforcement, Teacher Frustration, and no planning with 2008 Technology
Standards (see Appendix B). Half of the participants recall seeing the technology
standards, however, they shared that the standards are obsolete. Participant T8 shared that
the standards are, “not relatable to her current students.” Nearly two-thirds (58%) of
participants expressed the need for an overview or training on how to use the 2008
Technology Standards. When asked about enforcement of technology standards, 75% of
teachers (N=9) expressed that there is no enforcement, memo, or mention of the need to
use the standards. Participant T4 shared that the tech standards are not included in their
school’s standard based report cards, so she does not see the need to address them. Every
participant indicated they do not use the 2008 technology standards; however, teachers
still integrate technology in their classroom using the devices and programs that the
school district procures for all schools. All participants reported integrating and
addressing 21st century skills in the classrooms, but the 2008 technology standards were
not utilized in planning and lesson delivery according to participants.
The findings confirmed that current technologies such as iPads, Elmos, and
projectors are provided by the school district. Furnishing classrooms with these devices
help teachers address 21st century skills, however, 47% of teachers report that they need
training on how to troubleshoot and use these devices. Half of the participants reported
that the 2008 technology standards are obsolete and 100% admit that they do not recall or
use the standards in their planning.
Theme 2: Teacher Awareness of Future Development Needs
Theme 2 addresses RQ1 with the experiences of K-5 teachers with using current
classroom technologies to address 21st century skills mandated by WPISD, despite
having outdated technology standards. Teacher participants from Grades 1, 2, and 3, all
shared the need for training on how to operate the devices provided to them, as well as
how to troubleshoot when common issues come about when using the devices.
Seventyfive percent of teachers shared that the 2008 technology standards are not
enforced, which is why they do not use them. Teachers use current classroom technology
to address 21st century skills through the top-rated apps, which are Achieve3000 (83%),
IXL (83%), and Renaissance (75%). This theme is made up of 10 codes and 3 categories
(see Appendix B). The categories consist of teacher development needs, enforcement of
tech standards, and teacher frustration. A majority of the participants (83%) have
completed the district EdTech program and found it to be very helpful with the efforts
with technology integration, however, this program is centralized on tools and apps and
minimal time on how to operate iPads and Chromebooks. Participants who participated in
the EdTech program confirmed that technology integration is an important educational
innovation to improve their teaching and how students learn 21st century skills. This
confirmed that WPISDs EdTech program provides training on technology integration for
teachers and at the same time gains motivation for educational innovations. In a similar
study, Ahmad et al. (2020) study findings confirmed that teachers needed to be given
training and motivation to promote and increase digital literacy to improve skills in using
the most current technology.
During the interviews, all participants realized that they either have not seen or
not used the 2008 technology standards when planning their lessons. Nine of them shared
that using the standards is not enforced, and 58% of the participants are hoping to get an
overview or training on how to use the 2008 Technology Standards. However, while all
mentioned needing training, half of the participants (N=6) mentioned that the 2008
standards are obsolete. This confirmed English’s (2017) findings of how rapid
technological changes have greatly influenced education, and this obligates school
districts stakeholders to keep up with changes to ensure meet student needs meet 21st
century workforce. Standards hold accountability and help improve learning; however, it
does not guarantee compliance from stakeholders.
The findings confirmed that although the school district is great at providing
devices and programs to help address 21st century skills, 67% of participant expresses
that there is a lack of training on troubleshooting devices. Additionally, Francom (2020)
certified that access to technology has enhanced over the years, but the challenge is still
in the planning and integrating technology. He also adds that the lack of time has added
to teacher frustration when planning with standards that are not up to date to assist in
planning lessons that address the 21st century (Francom, 2020). Nine out of 12 teachers
claimed that the 2008 technology standards are not enforced and 100% of teachers claim
that they do not use the 2008 technology standards to address the 21st century skills.
Eight out of 12 teachers express that they would need and can greatly benefit from
training on understanding and using the 2008 technology standards.
RQ2
RQ2 was about what teachers need from the school district to effectively use
current classroom technology to efficiently deliver the curriculum. RQ2 was aligned with
parts of theme 2 and theme 3. All 12 participants were appreciative of the district’s effort
in providing current technology devices and programs for all classrooms. Additionally,
all participants have shared that the school districts do an excellent job in providing
training on how to use the apps and programs that are provided to them. Examples of
these trainings are focused on Renaissance, Achieve 3000, IXL, Freckle, etc. However,
teachers have shown frustration in terms of using the device and troubleshooting. The
district has invested a large number of federal funds to provide devices, however, 47% of
participants mentioned that they need training on how to effectively use these devices.
Theme 2: Teacher Awareness of Future Development Needs
Theme 2 also addresses RQ2 which asked about what teachers need from the
school district to effectively use current classroom technology to efficiently deliver the
curriculum. While 83% of participants shared that their participation in the district’s
EdTech program jump started their efforts in technology integrations, 25% of participants
expressed training needs on how to use technology with younger learners. Fifty-eight
percent of teachers need training on the 2008 technology standards, and 67% express the
need for training on troubleshooting devices.
Theme 2 is made up of 10 codes and three categories (see Appendix B). The
categories consist of teacher development needs, enforcement of tech standards, and
teacher frustration. A majority of the participants (83%) have completed the district
EdTech program and found it to be very helpful with the efforts with technology
integration, however, this program is centralized on tools and apps and minimal time on
how to operate iPads and Chromebooks. Participants who participated in the EdTech
program confirmed that technology integration is an important educational innovation to
improve their teaching and how students learn 21st century skills. This confirmed that
WPISDs EdTech program provides training on technology integration for teachers and at
the same time gains motivation for educational innovations. In a similar study, Ahmad et
al. (2020) study findings confirmed that teachers needed to be given training and
motivation to promote and increase digital literacy to improve skills in using the most
current technology.
The findings confirmed that although the school district is great at providing
devices and programs to help address 21st century skills, 67% of participant expresses
that there is a lack of training on trouble shooting devices. Additionally, Francom (2020)
certified that access to technology has enhanced over the years, but the challenge is still
in the planning and integrating technology. He also adds that the lack of time has added
to teacher frustration when planning with standards that are not up to date to assist in
planning lessons that address the 21st century (Francom, 2020). Nine out of 12 teachers
claimed that the 2008 technology standards are not enforced and 100% of teachers claim
that they do not use the 2008 technology standards to address the 21st century skills.
Eight out of 12 teachers express that they would need and can greatly benefit from a
training on understanding and using the 2008 technology standards.
Theme 3: Preparation and Training
Theme 3 addressed RQ2 which asked about the teacher needs to help efficiently
use current technology and deliver effective lessons. After an analysis of 12 interview
responses, it is evident that the WPISD ensures that all classrooms are equipped with
current devices and apps that help address 21st century skills. Despite the outdated
technology standards, teachers are still provided with current classroom technologies and
programs that help teachers address the 21st century skills. RQ2 asked about what
teachers need from the school district to effectively use current classroom technology to
efficiently deliver the curriculum. The district has invested a large amount of federal
funds to provide device, however, 47% of participants mentioned that they need training
on how to effectively use these devices.
The analysis of interview data revealed that the participants are fully equipped
with current technology and apps that help them address 21st century skills despite
having outdated technology standards. This theme is made up of 15 codes and three
categories (see Appendix B). The categories are Apps/Programs that address 21st century
skills, Teacher Development needs, and EdTech. The codes include all the different apps
mentioned by participants, such as Achieve 3000, IXL, Freckle, etc. Other codes include
training on the 2008 Technology Standards and needed training on troubleshooting and
strategies for using technology with younger learners. This theme also includes codes that
inform how helpful EdTech was for the participants. All participants expressed that the
school district provides training on how to use apps and programs. However, participants
T4, T11, and T12 expressed the need for training on how to use the devices provided to
them. Eight out of twelve, or 67% of participants shared that they would like training on
how to address tech issues with devices. Many of them have shared that they had to
depend on teaching themselves or reaching out to other teachers to get help on how to use
the devices. Participants T4, T11, and T12 have mentioned that they would like training
on how to integrate technology with younger students who are in grades K-2. Similar
findings were found in Taghizadeh and Hasani Yourdshahi’s (2020) study, which
revealed that a large number of teachers were not offered training courses on how to use
technology with younger learners, but they were motivated and willing to enroll in
technology-based professional development and training. T12, a first grade teacher,
shared:
I am a very outdoor type of teacher, so transitioning from physical tangible
teaching into technology usage, sometimes makes me feel nervous. I don’t know
where to go, what to do, or how to do it…basically, I need help with
troubleshooting.
Seven out of twelve (58%) participants mentioned that they do not use the
technology standards adopted in 2008 and would like an overview or training on how to
use them. When asked to describe how the 2008 technology standards are used in
planning lessons to teach 21st century skills, participant T3 shared, “I remember seeing it.
I think I have a copy in my email. But to be honest, I don’t use it to plan my lessons.”
Similarly, participant T5, with 14 years of teaching experience in the same school district,
shared she has not seen the 2008 technology standards and has not seen a memo that
mandates teachers to use these standards.
Out of 12 participants, 2 teachers have not enrolled in the EdTech Program. Ten
out of twelve (83%) participants completed the WPISD EdTech program. Eight
participants shared that EdTech helped them get started with integrating technology in
their classrooms and 25% of participants shared that they learned many great tools from
this program. Participant T3 shared that the EdTech program was a “big one” for her
because she learned so many great tools that she uses until today.
The findings confirmed that K-5 teachers in the WPISD use current technologies
to address 21st century skills. Teachers are provided with research-based apps and
programs, and training on how to use these apps and programs is provided by the school
district. The latest technology devices are also provided by the school district. However,
teachers do not use the 2008 technology standards to guide their lessons. In fact, they do
not use any technology standards when planning their lessons. Seven out of 12 teachers
reported that they would need training on understanding and using the 2008 technology
standards, and 67% reported that they need training on troubleshooting devices so they
can effectively use current technology more efficiently. Teachers reported needing
training, however, 100% of participants appreciate the training that the school district
provides on the apps and programs procured by the district.
The 2008 Technology Standards are the only current technology standards that
WPISD has in place to provide teachers with guidance on how to plan and integrate
technology in their lessons. For this study, the TPACK framework was used because this
study focuses on teacher technology, pedagogy, and content knowledge. From the
TPACK framework, this study focused on the categories that have to do with technology
(TK, TPK, TCK, TPACK) and pedagogy and content knowledge that tie into the 21st
century skills and the 2008 technology standards (PK, CK, PCK). Participants express
frustration with 58% of participants stating that they need training on how the 2008
technology standards, and the lack of enforcement. Zhang et al. (2020) reported that both
veterans and novice teachers need professional development to implement curriculum
standards successfully, technology standards, prepare lessons that meet learning needs.
The TPACK framework can assist in evaluating teacher trainings to help teachers
integrate technology in their classrooms using the 2008 technology standards.
Conclusion
The purpose of this qualitative study was to explore how elementary teachers use
current classroom technologies to address 21st century skills as mandated by WPISD,
despite having outdated technology standards. The participants included teachers from a
K-5 elementary school. The primary form of data collection came from semi-structured
interviews. I conducted interview of teachers via face to face or virtually through google
meet, both of which were audio recorded. All audio recordings were transcribed and a
summary narrative was sent to all participants for validity and confirmation. Furthermore,
the data collected were used to develop a project, which could be used to inform the
WPISD Commissioner of Education and Key Management to revisit and update the 2008
technology standards to help guide teachers as they address 21st century skills. Section 3
includes a description of the project, goals, rationale for selection, and how the problem
was addressed, a literature review, a project evaluation plan and project implications.
Additionally, this section includes how the findings of the study have been used to create
a project which will give stakeholders at WPISD the perspectives and experiences of our
elementary teachers when planning lessons to prepare student for the 21st century
workforce. The white paper also includes recommendations for future steps based on
findings.
Section 3: The Project
Introduction
I explored how elementary teachers used current classroom technologies to
address 21st century skills as mandated by the WPISD, despite having outdated
technology standards. According to study results, teachers at the WPISD would benefit
from updated technology standards, adoption of ISTE standards, and implementation of
PLCs for consistent support.
To respond to the findings of this study, I created a white paper (see Appendix A)
that describes three recommendations to help the WPISD update its technology standards
with ISTE standards and provide support for teachers to address 21st century skills
successfully. Recommendations include updated standards by adopting ISTE standards,
providing training to use these standards successfully, and developing professional
learning communities during implementation. The findings and literature review provide
the basis for recommendations to address outdated standards and needed training and
support for teachers.
Description and Goals
With this white paper project, I aimed to provide findings for WPISD stakeholders
to update 2008 adopted technology standards with ISTE standards and provide support
and training for teachers to assist with implementation. A white paper involves giving a
solution to a problem and helping key decision-makers justify and implement solutions
(Stelzner, 2010). The project is designed to inform WPISD stakeholder feedback and
perceptions and propose recommendations for updated technology standards and
improved practices. Findings from two research questions were used to understand
teacher experiences using current classroom technologies to address 21st century skills,
despite having outdated technology standards. A clear description of the problem and
recommendations will be provided in the white paper. The white paper contains feedback
from teachers who participated in one-on-one interviews which I compiled, coded, and
grouped into themes. It includes a summary of data to review and discuss
recommendations in order to decide if they would like to implement them. Limitations of
the white paper include the narrow scope of the research because the investigation was
conducted in one site. The white paper consists of an introduction, background,
methodology, findings, recommendations, and a conclusion.
Rationale
White papers combine expert knowledge and research into a document that
provides a specific solution or recommendation (Gotschall, 2016). The white paper
provides specific recommendations based on my research findings that should augment
and enhance the WPISD 2008 technology standards. I discovered that 2008 technology
standards are not enforced through data analysis, and teachers do not recall or use
standards when developing lesson plans. However, teachers are using current technology
and district-provided apps and programs.
Based on findings from interviews, I believe teachers would benefit from updated
technology standards by adopting ISTE standards, training, and PLCs to help with
implementation. Interview data confirmed that teachers were provided training with
school district apps and programs. However, 67% of teachers shared they would like
more training regarding addressing tech issues with district-provided devices. Also, seven
out of 12 (58%) participants mentioned that they did not use 2008 technology standards
because they need an overview or training on how to use them. These findings suggest
that training regarding troubleshooting devices and updated technology standards would
be helpful for teachers.
All participants disclosed they did not recall or use 2008 technology standards
when planning 21st century skills. Over half (58%) of participants expressed the need for
an overview or training using 2008 technology standards. Half of participants reported
that 2008 technology standards are obsolete, and 100% admitted they did not recall or use
standards in their planning. These findings show that 2008 technology standards need to
be updated, and adoption of ISTE standards would be appropriate for WPISD teachers.
ISTE standards are excellent because they are consistently updated, and training and
conferences are provided.
Nine participants (75%) shared that using 2008 standards is not enforced, and
58% of participants hoped to receive training regarding how to use standards. However,
while all mentioned needing training, half of participants (N = 6) said that 2008 standards
are obsolete and do not relate to their students’ current curricula. Findings also confirm
that while the district is excellent at providing devices and training for district-approved
apps and programs, professional development regarding troubleshooting devices is
needed.
Review of the Literature
A review of the literature obtained by searching for scholarly and peer-reviewed
articles from the Walden Library database, ProQuest, and Google Scholar. The research
site for this study is not located in the US; therefore, research from other international
countries similar to the research site was included in this review. Keywords used to
search for literature for this study were: white paper, implementing ISTE standards,
teacher barriers in technology integration, professional development, technology
integration, and professional learning communities.
White Paper
In a white paper, authors present research findings on an issue and provide
recommendations for an appropriate audience. A White paper is appropriate for this
project because it informs district stakeholders about a specific problem and provide
recommendations to support a solution. Findings and results of this study are presented in
the white paper (see Appendix A). After data were collected and analyzed, the
construction of the white paper began. A white paper strictly follows a specific format to
help inform readers. I reviewed other white papers to better understand the format and
purpose of the document. Reviewing these white papers also helped me realize that using
a white paper to make recommendations for this project is the best way to support my
study. The white paper contains an introduction, summary of the local problem,
methodology, and findings. Additionally, it includes three recommendations and a
conclusion.
Implementing ISTE Standards
Teachers need clear guidance and training on integrating technology to meet
technology standards. There is a lack of research on technology standards in the WPISD.
2008 technology standards are currently in place for teachers to use as a guide to integrate
technology in their classrooms. Implementing technology standards or initiatives in
schools may require teacher buy-in and support. Hodges and Cullen (2020) said including
teachers in the planning of innovative technology initiatives might significantly increase
staff buy-in and support of the initiatives. Training related to new initiatives could help
develop teachers’ ideas regarding staff supporting initiatives
(Hodges & Cullen, 2020).
In the US and some other parts of the world, 2016 ISTE Standards are currently
being used as a guide to plan lessons as teachers integrate technology (ISTE, 2019). The
US Department of Education (2017) found almost half of all educators cannot use
technology consistently and effectively in their planning and delivery. While studies have
shown the impact of technology in improving student achievement, it is still essential to
identify specific strategies on technology and pedagogy to complement technology
integration (Grabau & Ma, 2017). According to ISTE (2019), the standards are a
framework that allows educators to rethink education and make state-of-the-art learning
spaces. The 2016 ISTE Standards for Students provides a framework for reflection,
student choice, and personalized learning opportunities for digital-age learners (Fuller,
2020). Additionally, the ISTE standards offer opportunities for all stakeholders to rethink
traditional teaching pedagogies to help improve teaching and learning at the local,
national, and international levels (Fuller, 2020). Lastly, ISTE offers programs that
encourage students and teachers to continue improving their learning and practices with
technology. For example, ISTE Standards for educators provide a framework that
acknowledges rethinking education, adapting to a constantly changing landscape in
education, and, more importantly, preparing students to succeed in learning in an
interconnected global economy (McPherson & Sykora, 2019).
The ISTE student standards are diverse and have been used by many countries,
especially in research and development (Yang, 2020). Yang (2020) investigated on the
current situation of information-based learning based on the ISTE student standards. The
researcher surveyed 330 primary and secondary students and discovered that the
information learning ability of both primary and secondary students have greatly
improved, especially in the use of technology, obtaining information, using
communication tools, and thinking critically (Yang, 2020). Additionally, a study in China
conducted by Rui (2018) consisted of a review of the ISTE standards for students
determined that the standards have emphasized the seven roles for future learners and
provided standards with four core concepts. The standards strongly emphasize pedagogy
and not tools, which confirms the validity, practicality, and applicability of the standards
(Rui, 2018). Students showed significant improvement in their learning, and teachers
noticed the framework's benefits in their pedagogy. ISTE standards target core indicators,
and one indicator is the Digital Citizenship standards. Aldosari et al. (2020) conducted a
study to gauge the availability of the ISTE Digital Citizenship standards among
secondary students in Saudi Arabia. Through a quantitative survey, 394 surveys were
administered and collected. Findings revealed that students showed a high level of digital
citizenship and a high level of internet self-efficacy, and it was also recommended that
more emphasis should be focused on raising awareness, property rights, online bullying,
identity theft, and proper interaction with others on the internet (Adosari et al., 2020).
Although many planning and implementation procedures need to be planned out and
presented to all school stakeholders for the ISTE standards to roll out successfully, many
districts, both nationally and internationally, have shown great student and teacher
improvement with the guidance of the ISTE Standards. Yang, Rui, and Adosari et al.
conducted research that support the use of ISTE standards to enhance pedagogical
practices and student learning. These studies support the implementation of ISTE
standards to help school districts address 21st century skills.
Teacher Barriers in Technology Integration
Much research has been conducted to study learning patterns that show not all
teachers effectively integrate technology or address 21st century skills due to lack of
knowledge, skills, training, self-efficacy, limited devices, and inadequate infrastructure
(Francom, 2020; Jones, 2020; Suparian, 2021). Francom's (2020) research finding
identified that time was the most common and stable barrier in technology integration. He
further discovered that while access to technology tools and resources has increased,
teacher attitude, professional development, and technical support has declined (Francom,
2020). The study also indicated that teachers from smaller school districts stated that they
receive more access to technology tools, resources, and administrative support than
teachers from larger school districts (Francom, 2020). Another qualitative study
conducted by Emre (2019) surveyed 76 preservice teachers and revealed positive
perceptions of technology integration such as increased student engagement and effective
use of technology. However, external and internal barriers to technology integration were
shared. The participants expressed frustration with the lack of budget, equipment,
knowledge, and time (Emre, 2019). The literature in this paragraph supports the findings
and of this study. Participants of this study shared the lack of knowledge with the
standards as well as trouble shooting needs. Administrative support is needed to address
these barriers.
Many researchers have carried out studies on teacher barriers to integrating
technology. To achieve effective technology integration, teacher knowledge, skills,
attitudes, and perceptions towards integration must be identified after removing external
barriers (Durff & Carter, 2019). The process of integrating technology in the classrooms
should be perceived as accepting and changing it into a culture rather than just a
mechanical process (Durff & Carter, 2019). In a mixed-methods study that used
semistructured interviews, findings revealed that preservice elementary teachers'
technology integration self-efficacy (TISE) increased after participating in a teaching
practice course (Unal et al., 2017). The courses these teachers attended provided them
with opportunities to gain experience in technology integration, which positively changed
their beliefs about integrating technology. This study confirmed that mastery experiences
are the most effective way to achieve self-efficacy (Unal et al., 2017). Teacher beliefs are
one of many factors that affect teachers' integration of technology into the classroom.
Vongkulluksn et al.(2018) examined how teachers value their beliefs on technology, their
feelings towards technology access, and the administrative support they receive in
support of first-order barriers. The authors learned that direct modeling and multilevel
path modeling contributed to teachers' beliefs and perceptions (Vongkulluksn et al.,
2018). These studies confirm that when teachers are confident with their skills and
guidance through modeling, their perceptions and efforts become a positive experience.
Resources, the allotted time for planning, and support are common barriers that most
teachers report when expressing their experiences with integrating technology in their
classrooms (Sharpton, 2021). Teachers need effective professional development with
support from school leaders to provide devices and allotted time for planning. Sharpton
(2021) conducted a descriptive research study to describe teachers' skills and confidence
in using technology and their perception of barriers in their efforts to integrate
technology. Through a series of quantitative measures, which included surveys, lesson
plan review, and class observations, 12 core teachers perceived that lack of technology
resources, time for planning, and support were barriers they faced. In another study,
Walker (2019) carried out a qualitative phenomenological study to investigate and
understand how early elementary teachers feel about technology and technology
integration. This was done by collecting qualitative data from a total of 10 K-3 teachers
in Louisiana. This study suggested that while teachers had an interest in integrating
technology, they still struggled due to barriers such as lack of professional development,
devices, time, support, and stress. The literature in this paragraph supports the
recommendation to provide professional development and professional learning
communities to help teachers successfully implement the ISTE standards.
Professional Development and Technology Integration
Effective professional development needs to be designed to help teachers gain
greater knowledge, engage in rigorously applying new knowledge, and include multiple
opportunities to integrate an understanding of the latest knowledge in their classroom
(Canaran & Mirici, 2020). Researchers Canaran and Mirici (2020) conducted a
qualitative case study in Turkey that proposed a new team-teaching model as professional
development. Findings suggested that teacher reflections from the beginning and end
showed a gradual shift from negative to positive views. This goes against the traditional
professional development framework, which usually follows a one-size-fits-all approach,
frequently fails to consider teachers' specific needs, pedagogical knowledge, and
experiences with integrating technology (Ciampa et al., 2017).
Professional development with technology integration with clear support,
guidance, and goals focuses on student achievement. Lee et al. (2017) conducted a study
to investigate how teacher learning beliefs in a 2-year technology professional
development impacted student achievement. The authors found that teachers'
technological skills and Internet Communication Technology (ICT) capabilities
significantly improved and increased each year. The ongoing teacher training positively
impacted teacher learning and beliefs about technology, impacting student achievement
(Lee et al., 2017). Dilshad et al. (2019) investigated 700 teachers’ engagement in
continued professional development (CPD) using a self-developed questionnaire in a
similar study. The researchers discovered that the most effective professional
development is designed for teachers to gain guidance as they develop their technology
knowledge and skills over time.
Professional development models that support teachers with technology
integration are often short and taught in isolation. However, the Technology Integration
Planning Cycle (TIPC) Model of Professional Development states that effective teacher
training should include whole-group professional development sessions, long-range
planning, access to instructional coaches, professional learning communities, digital tool
resources, observations with reflections, and a comprehensive project website (Hutchison,
2018). Designing professional development with the elements of the TIPC model may
contribute to teachers improving their professional practices and gaining a successful
experience may improve student achievement. Hutchison and Woodward (2018)
conducted a mixed-methods study collecting pre-posttests, interviews, observations, and
field notes. They discovered that selective exposure to digital tools, professional learning
communities, and opportunities for reflection was the most effective and significant
elements of the TIPC Model. Professional development that allows teachers to work
collaboratively and reflect on what they learned during the training played a significant
role in enhancing instructional technology skills. Canaran and Mirici (2020) conducted a
study using semi-structured interviews and archival data to investigate successful
elements of teacher professional development that support collaboration and reflection.
The study revealed that professional development that provides collaborative work and
reflection resulted from an encouraging practice on technology integration (Canaran &
Mirici, 2020).
Providing a progressive approach to professional development affects teacher
attitudes with technology integration. Gurevich et al. (2017) shared three stages of
professional development during their study of new teachers’ attitudes toward the use of
technology. Using a questionnaire collected for five successive years, they discovered
that teacher attitudes on the value of technology integration had gradually changed over
time because of experience, consistent training, and constructive feedback. In another
study, Liao et al. (2017) discovered that more personalized and sustained professional
development improved the perception of technology integration. Both studies prove that
consistent professional development, progressive assistance, and immediate feedback
significantly impact teacher attitudes towards technology integration.
Studies on successful technology integration reveal that effective, meaningful
professional development, administrative support, and a curriculum framework play
significant roles in productive technology integration in the classrooms. Spencer (2019)
investigated teachers' technology integration barriers from grades Pre-K through fourth
grade. She did this through a quantitative study using a cross-sectional survey, which was
electronically distributed to 75 certified elementary level teachers in one school district.
Survey results revealed a significant need for effective and meaningful professional
development to help teachers integrate technology. Data showed that teachers need
instructional support with campus infrastructure and coaching support to enhance their
integration practices and skills. Another study explored the factors that led to teachers'
unwillingness and desire to embrace and accept technology in their teaching (Yenal,
2021). Through a qualitative case study, the researcher revealed strategies for teachers to
overcome obstacles that prevented them from using technology in their teaching design.
This was done by semi-structured interviews document review from 10 purposefully
selected teachers. The data showed that the main requirements for teachers to be more at
ease with technology is by providing professional development and administrative and
district support. Lastly, a phenomenological research design showed that teachers highly
believed that technology is significantly essential to prepare their students for future
professions. They did not have a curriculum framework on consistent technology
integration practices that helped them with their efforts (Maynard,
2020). Data were collected using semi-structured interviews and social media posts made
by teachers through their school website and Twitter accounts. All three studies stress the
importance of meaningful and consistent professional development, support by school
administrators, and curriculum guidance to achieve effective technology integration. The
literature reviewed under professional development fully support the need to provide
additional support when training teachers. Time for collaboration, reflection, and practice
helps with successful implementation.
Professional Learning Communities
DuFour and DuFour (2009) are credited with much of the pioneering work in
Professional Learning Community (PLC), which considered core values by collaborative
teacher teams that targeted a goal focused on all students learning at high levels.
Additionally, PLCs are collaborative teams that dedicate time for meetings to maintain
and focus on results to make data-driven results (Flavin-Williams, 2017). Some districts
are still unaware of how PLCs can be organized and utilized; however, those who
practice PLCs in their district see improvements in teacher practices because the learning
is driven by teachers themselves, which is connected to Knowles’ (1985) adult learning
theory.
Much study on the effectiveness of PLCs depends on school administrator
support, guidance, and shared focus. Thornton and Cherington (2019) reported findings
from research in sustaining PLCs in New Zealand's early childhood program. The
researchers found that to maintain an effective PLC; it must have clear guidelines on
membership and induction of new members, shared focus and commitment, practice
research for improvement, clear guidelines on roles, provide opportunities for dialogue,
and freely practice sharing ideas and giving feedback (Thornton & Cherington, 2019).
These findings are connected with results from a case study conducted by Bouchamma
and April (2020), who wanted to explore the experience of one principal who willingly
wanted training on how to integrate PLCs in his school. This was explored through
observations of a series of school activities focused on PLC integration. The findings of
this study revealed that school leaders should be responsible for monitoring the PLCs
progress and effectiveness. Additional support, including financial support and simple
logistical needs such as allotting time for PLCs to meet, can significantly benefit teachers.
This confirms Thornton and Cherington's (2019) findings that shared focus, clear
direction, and providing feedback help PLCs be an effective practice. An allotted time for
planning built into the school schedule allows teachers to share information and
participate in rich collaborative planning and reflection (Alsarawi, 2019).
PLCs supported by school administrators empower teachers and are mostly
preferred over traditional professional development training. Another study that focused
on school administrators' perception of PLCs was conducted by Woodlon (2021). The
researcher conducted qualitative research on school administrators' perceptions of PLCs
replacing traditional professional development. Through purposeful sampling, Woodlon
(2021) conducted semi-structured interviews with four school administrators and four
teachers. The study revealed that administrators and teachers prefer PLCs over traditional
professional development training and support the change. The school administrators
believe that PLCs positively influence teachers' practice and enhance school culture.
Towle (2021) conducted a qualitative case study using a questionnaire, teacher
interviews, and PLC meeting observations to address the lack of a successful framework
implementation and lack of time through the implementation of PLC at public and private
schools in the northeastern United States. Towle’s (2021) findings confirms Woodlon's
study, revealing that the PLC model supports the change and empowers teachers towards
optimal learning and away from isolation.
Professional learning communities are also a reliable source of social-emotional
learning opportunities for teachers and promote excellent teacher efficacy and school
culture. In an action research study, Strong (2021) explored the effects of implementing
PLCs as a part of an eighth-grade advisory program on teacher confidence toward SEL
and perceptions of school climate. Using a mixed-methods research design, the study
revealed the following three key results: a) promoted teacher competence and
commitment toward SEL, (b) increased SEL professionalism, and c) increased
camaraderie among advisory teachers (Strong, 2021). These findings contributed to the
existing research on PD for SEL on school climate and teacher efficacy. In another study,
Mory (2019) conducted a nonexperimental, quantitative research design and explored
teacher leaders' perceptions of the strengths and weaknesses of PLCs in the middle school
setting. She invited 380 participants, and 127 responded to the Professional Learning
Communities Assessment-Revised (PLCA-R) survey. There were no significant findings
from the survey; however, descriptive statistics for responses indicated that supportive
conditions-relationship had the most effective value with teachers.
Professional learning communities improve and enhance teacher practices and
ultimately reach student achievement. Professional learning communities are a form of
professional development because they improve teaching and learning and encourage
successful student outcomes (Carpenter, 2017). If organized and lead effectively, PLCs
can provide rich dialogue and collaboration where teachers can assess their practice and
their effectiveness on student learning. In Valckx et al. (2018) study, they discovered that
PLC participants have evidence of collective responsibility when teachers participate in
PLCs and perceptions of teachers feeling that they individually are capable of growing
and learning professionally (Osmond-Johnson, 2017). This means teachers can work with
other teachers to achieve an individual or shared goal (Ghedin & Aquario, 2020), which
will help members of a PLC stay focused on their target, while guidelines and agreements
will ensure the work is being carried out (Easton, 2017).
Elementary teachers in the WPISD need clear guidance and training with
integrating technology. The ISTE standards used in many school districts provide
guidance, updated technology standards, and programs that encourage students and
teachers to improve teaching and learning with technology. Teachers need effective
training and support from school leaders to successfully implement the ISTE standards
and overcome teacher barriers in technology integration. In addition to training, teachers
can benefit from PLCs because it provides clear guidelines, shared focus, best practices,
and opportunities for teachers to network by sharing ideas and providing feedback.
Project Description
The data analysis from this project study indicated a need to update the 2008
technology standards by adopting the ISTE standards and support implementation
through training and PLCs. The analysis of interviews showed the need for additional
training to support teachers. In order to make strong, research-supported
recommendations for change, a white paper with recommendations was chosen for this
project based on study. White papers are an effective way to provide an improved
solution to a problem that targets a specific audience.
The local problem this study addressed was the technology standards were
adopted in 2008 and have not been updated. There are three recommendations for this
project. The first recommendation is to update the 2008 technology standards by adopting
the ISTE Standards. The second recommendation is to provide training on implementing
and utilizing the ISTE standards successfully. Lastly, the third recommendation is to
develop PLCs during the implementation of ISTE Standards.
The white paper includes data analysis findings to inform the district about the
three themes that emerged from the semi-structured interviews. The themes for this
project study are preparation and training, disconnect between standards and instructional
practices, and teacher awareness of future development needs. Two out of three
recommendations were developed to help teachers implement the ISTE standards. My
recommendations are based on the elementary teachers' perspectives on using current
classroom technologies to address 21st century skills.
The only potential barrier to following through with the recommendations in the
white paper would be the time commitment. The meetings, planning, implementation,
and debriefing required in the process will require a substantial amount of time from both
district and school leaders. Effectively carrying out the planning and implementation
process can take hours and may take an entire workday to complete. This is followed by
two to three-hour blocks of time with school leaders sharing the implementation process
with their teachers. Much time will also be needed to appoint a PLC leader and organize
members from each school. The PLC will play a significant factor in the success of the
implementation because strong PLCs consistently generate higher student performance
and allow teachers to collaborate and communicate effectively (Woodlon, 2021). No
barriers regarding the adoption of ISTE standards or training of the ISTE standards will
arise because the district has district leaders and an educational technology team
knowledgeable and skilled to train the ISTE standards.
The WPISD currently has most of the materials, needed resources, and support to
implement the recommendations outlined in the white paper summary report. A small
amount of funding will be associated with printing the white paper for presentation
purposes. The cost will include printing and binding. I am committed to allotting time and
effort in sharing the white paper with the Commissioner of Education and Senior
Directors of the district and, if approved by the full Board of Education, the ultimate
decision-maker for the district. The proposed recommendations require time investment
for teachers and administrators. Adopting the 2008 Technology Standards took quite
some time with researching and organizing. However, no professional development was
provided. With the adoption of ISTE Standards, not much time and effort will be needed
for research or organizing because the ISTE Standards are already set and used by many
school districts. The WPISD Director of Instructional Technology has attended numerous
ISTE conferences and webinars, which gives him much credibility and knowledge in
proceeding with the adoption and implementation with the school district. The district has
a team of Education Technology experts who are also knowledgeable and skilled to lead
and train to implement the ISTE Standards. Less funding will be necessary for trainers
because the district can already train. Additionally, WPISD also has PLCs currently in
place. Professional communities such as ELA, math, science, social studies, and health
are active. Creating and leading a new professional community dedicated to assisting
teachers with implementing the ISTE standards will not be too costly. Most of the
recommendations proposed in the evaluation report can be made without additional
financial investment.
Based on what I learned from teachers in WPISD, I recommend district leaders
consider updating the 2008 technology standards by adopting the most updated ISTE
standards. ISTE is an excellent update for the district because they stay up to date and
provide training and conference for teachers and school leaders. Once district leaders
receive BOE approval to adopt the ISTE technology standards, district training on
overview and implementation of the standards should be conducted and enforcement
policies put in place. A professional learning community will be organized for all schools
to support the implementation of the ISTE standards once this is in place. Each school
will have a dedicated member to the PLC who will then share updates, training, and other
support to their colleagues. This will ensure collaboration and consistent support for
teachers.
The implementation of recommendations provided in the white paper summary
report would begin when I share the report with the district commissioner of education
and the senior directors. At a time and date that is good for everyone, a one-hour meeting
will be scheduled with the commissioner of education and the three senior directors to
review the white paper. For the initial district review, the commissioner of education and
the senior directors will have two weeks to review the white paper, which will be
accompanied by an executive summary of the research (upon request) to help prepare any
questions, comments, or concerns that they may have with the recommendations stated in
the white paper. The executive summary of the research will be available to all district
leaders and board members before I meet with them if they request it. If the
commissioner of education and the senior directors would like to set up a meeting to
discuss their feedback, an additional 1-hour meeting will be scheduled before sharing the
white paper summary report with all the members of the board of education. Another
1hour meeting will be given to the district commissioner of education and senior directors
to discuss recommendations and implementation steps, if any collaboratively. If given the
approval to share with the board of education, a one-hour meeting will be provided to
share the recommendations of the white paper with the board. The board will be allowed
to review the white paper for a week and may ask questions regarding the study, data
collection, and recommendations. When the board provides approval, the commissioner
of education and the senior directors will have one month to do a deeper review of the
white paper and prepare any feedback they may want to share.
Conducting the study and sharing the white paper summary report with the
WPISD leaders and board of education were my primary roles in this project. Upon
delivery of the white paper and a two to three-page executive summary of the study (if
requested), the district leaders will make recommendations. Based on those
recommendations in the white paper, I will assume the role of a consultant if the
leadership team needs clarification regarding the position shown in the white paper. The
district leaders, the commissioner of education, and senior directors will advise the
following steps to follow the schools.
Project Evaluation Plan
The project for this study is a white paper summary report in which the research
and project are presented in an objective-based summative evaluation manner. The white
paper was used because it allowed me to assess if the results and recommendations met
the goals of this study. The data collected included thoughts, experiences, and
perspectives of elementary teachers. Collecting the summative data helped identify the
everyday experiences, ideas, and concerns that need to improve.
The district commissioner of education and senior directors will determine
whether the recommendations in the white paper summary report are purposeful,
meaningful, and valuable enough to warrant a presentation to the board of education.
Should the district leaders decide to use the white paper summary as a foundation,
members of the board of education will review and make recommendations. Based on the
findings of this project, the board of education may choose to move forward with a plan
to implement all, some, or none of the recommendations provided in the white paper
summary. Additionally, after reviewing the report, the board of education may have
further recommendations or questions. My role as the researcher would be to answer
questions and clarify recommendations or findings.
The commissioner of education, senior directors, and the board of education are
the decision-makers. They may decide that specific study components and
recommendations made in the white paper may require additional, more extensive
research or evaluative processes. Suppose the decision-makers implement all or some of
the recommendations in the white paper summary. In that case, an outcomes-based
evaluation could be used to determine the effectiveness of the implemented
recommendations. One evaluation method could be a cover letter discussed with all
decision-makers and attached to the white paper. Stakeholders could use this to document
informal comments, suggestions, and feedback. Another method could be a survey to
gather stakeholder feedback. If approved by the commissioner of education, the survey
could be online and presented to the board of education.
Project Implications
Technology standards are meant to guide and improve the teaching and learning
process specifically to help students succeed in the 21st century and positively impact
social change within the school district. While the district does have 2008 adopted
technology standards, it is not up to date. The data analysis supports the need to update
the technology standards and provide necessary professional development training to help
teachers prepare students for the 21st century workforce.
The findings of this study may provide district leaders, the board of education,
school administrators, and teachers a clear summary of how adopting the ISTE standards
can benefit the organization. The findings indicate that implementing the updated ISTE
Standards have the potential to improve teaching, student learning, instructional core, and
initiate conversation and collaborative work amongst teachers for enhanced student
learning.
This study has the potential to influence the teaching and learning process at the
neighboring islands and private schools by adopting the most updated ISTE standards.
Successful adoption and implementation of the ISTE standards may lead to improved
planning, aligned teaching, increased communication and collaboration, and ultimately
enhanced student learning with technology integration. Teaching and learning practices
with technology will significantly improve and a unified practice will guide student
achievement.
The findings of this study may reach beyond the scope of the WPISD schools.
The implementation of the ISTE standards, based on the findings, is likely to benefit
administrators, teachers, students, and the overall teaching and learning process at all
educational institutions in the Western Pacific Islands. The findings from this study may
also impact public schools, charter schools, and community colleges.
The WPISD has invested millions of federal funding in ensuring that all
classrooms are equipped with the latest technology and tools to help prepare students for
the 21st century, yet the technology standards are outdated. Teachers are not utilizing the
2008 technology standards, which are not enforced. One of the WPISDs goals as a district
is to help students be career-ready and prepared for the 21st century workforce. It is only
fitting to ensure that the latest technology standards are provided to teachers to have
proper guidance on how to plan and deliver their lessons to fulfill this goal. White papers
are becoming a helpful tool for researchers to share information, problems, and solutions
to decision-makers in education. This white paper will give stakeholders at WPISD the
perspectives and experiences of our elementary teachers when planning lessons to
prepare students for the 21st century workforce. The white paper also includes
recommendations for future steps based on findings. In Section 4 of this study, the
reflections and conclusions of the capstone are presented. The strengths of the project and
the weaknesses and recommendations are provided to make a social impact.
Section 4: Reflections and Conclusions
Introduction
In Section 4, strengths and limitations of this basic qualitative study which
explored how elementary teachers used current classroom technologies to address 21st
century skills despite having outdated technology standards are presented. Section 4 also
includes an analysis of myself as a scholar and developer of the project. Additionally, my
experiences with project development, scholarship and leadership are shared in this
section. Finally, my reflections regarding the significance of what I learned, importance
of the process, and any further or future research are included in Section 4.
Project Strengths and Limitations
A white paper that recommends updating 2008 technology standards by adopting
ISTE standards and providing support through professional development and PLCs is part
of this project. Through the ISTE, target district leaders can engage in current
professional development training, best practices, and the latest technology standards that
are constantly updated and revisited to ensure student achievement. Recommendations
presented in the white paper will help the target district meet its goal of producing college
and career ready students to be competitive in the 21st century workforce.
Elementary teachers within the target school site had a voice in this basic qualitative
study. Semi-structured one-on-one interviews and data analysis were used to provide
qualitative viewpoints and information to generate appropriate recommendations.
A summary will be shared with decision-makers of the target school district.
The study helped me determine needs and technology experiences of WPISD
elementary teachers. Findings of the study helped discover common themes that were
used to support recommendations. In the white paper, I provide three recommendations.
The target school district can benefit from updating their technology standards by
adopting ISTE standards, provide training on how to use these standards successfully, and
develop PLCs during implementation.
Implementation of current ISTE standards will help meet the needs of 21st
century learners by providing skills for learning and teaching in the digital age and
providing information to use technology effectively. In addition, ISTE standards are
recognized and adopted worldwide and adopted in all 50 US states and many educational
institutes. ISTE standards are consistently revisited and revised to ensure teachers and
learners are up to date with current best practices involving technology.
This qualitative basic inquiry project study was initially intended to explore how
elementary teachers use current classroom technologies to address 21st century skills as
mandated by the WPISD, despite having outdated technology standards. Data suggested
that teachers do not know or use technology standards when planning or teaching lessons.
Teachers shared that although the district provides technology devices and apps for their
classrooms, training regarding using devices is needed. Teachers need effective
professional development with support from school leaders and allotted time for planning
(Sharpton, 2021). This type of support increases their skills and confidence in their efforts
to integrate technology.
This study was focused on one elementary school target site. Twelve teachers
from the target site consented to participate in this study. Recruitment challenges that
impact research studies include demographics and researcher characteristics (Patel et al.,
2003). Techniques used to recruit study participants include financial incentives, and
assertive tracking (Patel et al., 2003). Schools in the target district traditionally
experience low turnout for non-compensated activities; however, I was still able to get 12
teachers to commit. Future research may recommend recruiting participants from middle
and high schools in the target district.
Recommendations for Alternative Approaches
A basic inquiry study design was necessary to explore how elementary teachers
address 21st century skills despite having outdated technology standards. The school
principal of the school site approved participation in this study and notified teachers who
met study qualifications. Semi-structured interviews were arranged with consenting
teachers from the target school site. Purposeful sampling ensured that teachers met
criteria to qualify for participation.
An alternative approach I could have taken to address the problem was to address
how school administrators enforce and monitor 2008 adopted technology standards. The
majority of participants shared that they do not use standards or have not seen them
because those standards are not enforced. A white paper with recommendations based on
the study findings could benefit school administrators in terms of their efforts to prepare
students to be college and career-ready.
Another approach would be to provide professional development regarding 2008
technology standards. Participants expressed that they did not recall or use standards.
Professional development regarding ISTE standards would be a way for teachers to see
difference between the 2008 technology standards and the ISTE standards. This could
also help teachers realize 2008 technology standards need updating.
Additionally, participants shared it is difficult to use technology with students
from grades K-1 because they have little exposure to technology at home. Another
alternative to address the problem would be to include middle school and high school
teachers in the study. Gaining secondary teacher perspectives regarding using 2008
adopted technology standards may have added data. Comparing primary and secondary
teacher perspectives would be an addition to data collection.
Scholarship, Project Development, and Leadership Change
The work I put into this doctoral program has taught me about conducting
effective and authentic research. Before this project study, I did not know what a true
scholar was or the work involved with being a scholar. This project study has fostered a
deeper level of determination in terms of meeting my professional goals, strengthened
work ethic, advancing my knowledge and skills, and making a difference in education,
which is a strong passion of mine. This process has pushed me to grow as a scholar.
Reading and exploring peer-reviewed articles, dissertations, project studies, and scholarly
books is a common practice and skill to have as a school leader. The process of acquiring
a Doctorate in Education has greatly impacted my research skills and my desire to use
data to solve problems. I use practices and skills I learned from this doctoral journey to
improve my leadership skills and implement professional development, content, and
curriculum needs.
Weekly assignments and discussions regarding coursework helped prepare me for
the demands of the capstone project. I learned to set realistic goals, meet deadlines, and
network with other educators from various parts of the world.
The Doctor of Education program has advanced my ability to be unbiased,
reflective, and purposeful. I used skills and practices I learned throughout coursework,
residencies, and the project study process in my personal and professional life. As a
school principal, I can say this process has taught me a new appreciation for research and
significantly improved my leadership skills.
The desire to make a difference in my school district has led me to take on this
challenging doctoral journey. As a principal of the largest elementary school in my school
district, I felt confident and comfortable in my ability to lead a school. I believe things
were just as they should be, and my teachers, staff, students, and community were
collaborative and motivated. I since seen disconnects and challenges within the schools
and school district, and I would not have had the confidence to address these challenges
before the Ed.D. experience. I can confidently say that this doctoral experience has
strengthened my skills as a scholar and as an instructional leader.
Researching and completing a project study on a problem within my school
district has allowed me to demonstrate my growth as a leader to all stakeholders within
the school system. Developing and providing the school district with a white paper
signifies my desire to improve our practices to meet 21st century teaching and learning.
This experience has improved my annual evaluation as a distinguished change agent
leader who can problem solve and gain stakeholder buy-in.
The Doctor of Education program has increased my confidence in addressing
problems within our school system. Before this program, I did not have much confidence
to do such practices. This program has provided me with a skill set that has developed me
into a change agent within the school district rather than just within the walls of my own
school. I am also an integral member of the Educational Technology team and the
effective and efficient school personnel planning group at the district level. I am now able
to take a lead role in the different district committees I am a member of and help set goals
for assigned groups, propose initiatives, ensure evaluation, and assessment are taking
place after having experienced the process of conducting research, and recommending
solutions.
This doctoral program has shown me the value systematic inquiry. I can assist the
school district by informing and improving effective, constant data collection, analysis of
these data, and decisions driven by data. As a district Educational Technology team
member, I am now helping build a better understanding of teacher experiences with the
outdated standards, and I can provide recommendations to help the district. As a project
developer, I look forward to making changes and contributing positive social change
within my school district and region.
My doctoral research journey has taught me that being a change agent is a
challenging role. Research studies, which focuses on change, are consistently conducted
in the education field, where change is inevitable. A great deal of dedication, time,
consistency, and commitment to research and analysis is necessary with the change. I
have learned that all decision-makers and stakeholders will always have opinions, and
sometimes, a debate is provided. I have realized that not everyone holds the same passion
for social change. It takes a courageous leader who takes risks to make change happen.
Conducting this project study has edified the value of data and research to support
change. I have strengthened my problem-solving skills and understand the significance of
finding logical solutions to problems. This doctoral research experience has helped me
become more intentional with my research efforts, become a better listener, and a become
better at analyzing qualitative data. I have learned that research should positively
influence a community or organization’s operation in making decisions. Exploratory
research investigates problems and I have learned that it is important to understand the
research problem before making a hypothesis. Determining whether the topic is worth
investigating is also a part of the process.
Reflection on Importance of Work
The Ed.D. program has taught me a great deal about myself as a researcher,
scholar, practitioner, and project developer. Each step was challenging, and I learned so
much through each step. I learned to reflect on my project, the outcomes, and my skills as
a scholar.
Completing this project study has improved the way I interact and use data in my
professional capacity. I find myself looking deeper into data, finding common codes,
categories, and themes. A professional example would be how I recently gathered and
analyzed our annual teacher and student survey. Normally, I would collect surveys from
both teachers and students. The goal is to get as many surveys back from students as
possible because the Covid-19 pandemic caused the district schools to continue remote
learning. Then, after collection, we submit our data to our district Accountability
Research Evaluation office which is normally the last time I see the survey. The district
does not summarize the data or share any findings with school leadership. However, after
my experience with the project study, I have grown curious and had the urge to analyze
and understand the data from these surveys, which is why this year I gathered all the
surveys. With the help of my office staff, we were able to analyze the data from the
surveys and determine common responses. With the data organized and collected, I
looked deeper into the data. I began to compare the student responses with the teacher
responses. Several answers align, and a few stood out. In one case, I identified a large
discrepancy between how teachers and students viewed school safety. We created and
sent out another open-ended question to get a more detailed explanation as to participant
answers, because of my new found interest in data. We discovered that there was a
cyberbullying issue. I called a leadership meeting and we discussed ways to address the
issue. Before conducting this project study, I would likely have moved forward with and
the usual process and not been as determined to take the time to analyze and review the
data. I have developed a deeper understanding of how essential data is and necessary to
hear from all our stakeholders. The Ed.D. process at Walden has changed my awareness
and desire to get a clearer picture through data.
Research has become a frequent practice in my career as a school administrator. I
tend to always desire answers to questions, and also question why things are the way they
are and how we can change them. I believe that I am a more critical thinker and look to
research to answer issues or questions. The skill I gained by looking through peer-edited
journals and credible resources has helped me appreciate reliable and valid data that
support findings.
My writing skills have improved throughout this doctoral journey. It was a
challenging part of the whole journey. I had to teach myself to take the habit of using
research-based evidence to support my ideas. It has been quite difficult when research
seems to go against what I believe in, but I appreciate that it has helped me reflect on my
thoughts and ideas. Although I do take pride in the fact that I am tech savvy, I would have
to say that I am now more purposeful with the apps and resources I find online. I also pay
close attention to my writing form and style to make my scholarly voice compelling.
In the past, I have found it difficult to ask for help. I want to solve my problems
independently. However, I have learned through this process to let go of pride and not
hesitate to reach out to my committee, student advisor, and colleagues for support. As a
school leader, I often think that my ideas are decisions were better than anyone else's.
However, I now see a need for more guidance and reflection on my thoughts and ideas
before making decisions. I take full responsibility for myself and my journey as a learner,
and my professionalism has improved throughout this study.
In 2018, I decided to embark on this doctoral degree for personal fulfillment.
However, as the years have gone by and experiences I have endured, I can say that
personal fulfillment is no longer the reason for this journey. I now desire to use the skills
that I have gained throughout this degree program to positively affect my school district,
especially for the students and staff I serve under my leadership.
Throughout the years on this doctoral journey, I can say that I have developed
significant skills in reflecting, looking deeper into data, and being sensitive and aware of
everyone's differences. I have learned to become a better listener. This is extremely
important during the interview and data collection part of the study. I found myself
empathizing and reflecting on everyone's point of view and relating to their experiences
and perspectives. As a doctoral student, I have learned to appreciate the hard work, effort,
and perseverance displayed by my staff, faculty, colleagues, and even with my husband
and children.
It is now a normal practice in my life to analyze what is going on around me and
try to find reasonable solutions to issues and problems. Being a change agent has become
a strong role that I pursue in my professional capacity, and at home when I am parenting
and giving advice to my teenagers. It helps to provide evidence or data to prove your
point to teenagers.
My role as a project developer was challenging. As a school principal, who puts
students, teachers, staff, parents, and the community first, I found it challenging to
balance my time with work and my role as a mother and wife. Juggling these two worlds
and being an Ed.D. student, especially during this pandemic. My husband and children
have been very understanding and supportive of my desire to pursue this degree, so they
have given me time to sit and write with no distraction. I also learned to delegate and give
my vice principal and other teacher leaders distinct roles to help lessen my load and
improve their leadership capacity.
Distance learning was also challenging. All my degrees and certification were
earned at traditional learning environments where the teacher provides face-to-face
instruction. This degree at Walden University forced me to be disciplined with time and
seek assistance using other resources such as colleagues, committee, student advisor,
library, etc. There was a point in my third year of pursuing this degree when I felt like
quitting. However, with the help of my student advisor, library services, and the writing
center, I was able to get more support to push through. I also learned that I needed to stop
being so shy and ask my chair for support and guidance when required. My committee
chairperson was candid with me and made sure not to sugarcoat anything. She helped
push through each stage of the project. This project study had significantly developed my
skills as a project developer, which has given me the confidence to take on additional
leadership roles and committees within my district.
Implications, Applications, and Directions for Future Research
This study involved exploring elementary teachers; experiences, behaviors, and
opinions to assess how teachers develop lesson plans to address 21st century skills. This
basic inquiry qualitative study did not find evidence suggesting that elementary teachers
were provided with guidance through technology standards or curriculum. However, the
study concluded recommendations on how to address the outdated technology standards
and the need to provide training and professional learning communities to help teachers
with implementation.
All the schools from the target district can benefit from basic inquiry study and
project development by exploring how elementary teachers use current classroom
technologies to address 21st century skills despite having outdated technology standards.
This study should be a step into exploring an updated curriculum that can help the school
district improve 21st century teaching and learning. As the district pursues the
recommendations of this study's white paper, they should identify teacher and student
needs to assure continued growth and improvement with the district's efforts to produce
college and career ready students who are prepared for the 21st century workforce.
This basic inquiry study began as an exploration of elementary teachers' experiences as
they use the current technology to address 21st century skills. The study confirmed that
the problem is elementary teachers are not using the district's technology standards
because it is outdated, obsolete, not enforced, or they just do not recall seeing them. In
contrast, the district technology standards are outdated. Teachers have been integrating
technology without guidance for educational standards and claimed that they lack training
on using the standards and integrating it with their lessons. However, the study results did
discover that the school district is excellent at providing technological needs for the
classrooms. The elementary teachers just lack training on how to use the devices.
Recommendations based on the data collected were made and included in the white
paper. This project study provides significant findings and white paper that recommends
the WPISD to update their current technology standards with the ISTE standards, provide
training and PLCs for a successful implementation. With these recommendations, the
WPISD will be well on its way to providing updated technology integrated lessons and
producing college and career ready students who will be ready for the 21st century
workforce.
Conclusion
As I reflect on everything that has happened in my life within the past 5 years that
I have spent pursuing my Ed.D., the best word to describe this experience is,
perseverance. I have learned to push through all the anxiety and pressure I was feeling
and reminded myself why I decided to embark on this journey in the first place, which
was personal fulfillment and to improve my skills to better serve the teachers and students
in my care as a leader.
Pursuing an Ed.D. has always been a dream goal. This process has been very
humbling and has taught me to persevere and push through to meet my goals. I have
acquired a significant level of self-confidence knowing that I was able to evaluate a
problem in my district that has impacted the teaching and learning process in our
elementary classrooms. I know I can be a change agent within my school campus and
school district.
The process of conducting this project study has been a meaningful educational
experience. This process has helped identify teacher perspectives and experiences with
the district's adopted 2008 technology standards. These perspectives and experiences
revealed some problems and teacher needs that should be addressed.
The recommendations on the white paper have the potential to provide growth
and improvement within the district. Updated technology standards can improve teaching
and learning to ensure 21st century skills are met. Additionally, providing teachers with
training and PLCs during implementation can strengthen teacher collaboration, build
efficacy, and improve practices to gain student achievement. These recommendations
have the potential to make a more significant social impact with the middle schools and
high schools within the district and the neighboring islands in the commonwealth to
improve teaching and learning.
