Transitioning to 21st-Century Learning: Integrating Mobile Technology in a Small Elementary School District

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-4 - The Current Landscape of Mobile Technology Integration in a Diverse County

Abstract

This purpose of the study was designed to learn about how principals and teachers experience 21st century learning initiative and how teachers are using mobile technology to support the vision. Five theoretical frameworks proved useful in the research design and data analysis for this project. These frameworks span some of the areas where the standards driven shifts must occur such as teacher roles, technology innovation, and the intersections of pedagogical and technological knowledge. The following models provided the various lenses through which the data analysis was conducted:
1. Teacher Transformation
2. Technological Pedagogical Content Knowledge
3. Innovative Teaching and Learning
4. Substitution Augmentation Modification Redefinition
5. Diffusion of Innovation

In 2012-13 this district expanded a mobile technology pilot program district-wide in an effort to foster 21st century learning environments in all schools. The expansion began during the summer of 2012 when the district distributed an iPad to every teacher, equipped every classroom with an Apple TV, and provided professional development for teachers primarily in 1:1 environments. The district invested in the infrastructure to support Internet access for the optimal use of devices in the classrooms. Individual school foundations were used to purchase iPads.

By January 2013 the program expansion had reached the classroom and student level. Nearly 50% of the students had access to devices with student to device ratios of 1:1 in 25 classrooms across the district. Beyond those 25 classrooms, however, student to device ratios varied by the number of devices each school’s foundation was able to purchase and the number of students in each school. Because of this, iPad distribution varied from school to school.

The study focused on three key research questions:
1. How do district leaders and teachers perceive the district’s vision for student acquisition of 21st century skills and content knowledge?
2. How are administrators helping teachers develop the capacity and motivation to use technology to effectively support their instruction and student learning in a 21st century learning environment?
3. How are teachers using technology to support instruction and student learning?

The study included interviews of the Assistant Superintendent and the Teacher on Special Assignment (TOSA) from the Instructional Services Team as well as each of the district’s six principals. The interviews of key district personnel were supplemented by focus groups composed of select teachers. Teachers at each of the six schools who were at the forefront of mobile technology integration were nominated by the TOSA to participate. Findings of this study suggested key insights around the following: Shared District Vision for 21st century learning environments; diversity among principal leadership styles for technology; and varying levels of teacher technology integration in the classroom, access to technology, and interest in implementing technology. This study highlights the significance of school-based leadership and professional learning systems that support a diverse teaching population to ensure equal access to quality 21st century learning for all students.

Author

• Kathryn L. Martin, University of San Diego