Date Awarded

2021

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

Steven R Staples

Committee Member

Amy C Colley

Committee Member

Leslie W Grant

Abstract

Technology-rich instruction is described an important instructional component for fostering the development of 21st century skills (U.S. Department of Education, 2017) and an effective pedagogy for teaching at-risk students (Darling-Hammond et al., 2014). The purpose of this qualitative case study program evaluation was to explore technology-rich instruction implementation at a public charter high school designed for supporting students at-risk of not graduating high school. The evaluation specifically investigated the stated, foundational curriculum, teacher knowledge and perceptions, and classroom practices. A document analysis, teacher surveys, teacher interviews, and classroom observations were used to provide about data about the alignment of the school’s curriculum, teacher knowledge and perceptions, and classroom practices to research-based technology-rich instruction. Findings from this evaluation revealed little to moderate alignment to research-based technology-rich instruction for the charter document and teacher knowledge. Classroom observations also revealed low levels of technology integration. Recommendations for programmatic improvement include engaging in the strategic planning process, providing professional development for teachers about the tenets of technology-rich instruction and providing teacher professional development regarding technology-rich instruction implementation utilizing the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006).

DOI

https://dx.doi.org/10.25774/w4-z0j3-rx28

Rights

© The Author

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