District and Ed.D. Student Learning About Technology Implementation in K–12 Schools

• In Event: 58.077 - District-Driven Problems of Practice: What Can Practitioner-Scholars Learn and How Do Districts Benefit?

Abstract

Objectives
The requested district objective was to provide a detailed analysis of best practices when purchasing, supporting, and implementing district-wide technology. Implementing technology in the K-12 classroom has the promise to improve student academic achievement in meaningful ways. Review of current research indicates a pedagogical shift toward student conceptual understanding when using technology to improve learning outcomes. In response to this shift, innovative classroom applications of technology are constantly being developed, changing the definition of technological competence with each new innovation. This report creates a clear organizational description of technological competence and implications for district, teacher, and student implications.

Perspectives
This review of literature investigates the necessary components of a successful K-12 technology implementation that adds value to current pedagogy and curriculum for improved student academic achievement. The report defines technological competence and includes implementation considerations for districts, teachers, and students. Common Core State Standard (2010) requirements regarding technology are addressed, in addition to barriers that can impede successful technology integration. Finally, the merits of technology implementation monitoring tools used in current research are discussed.

Methods and Data Sources

The methods utilized to conduct this literature review involved interrogating various databases and combinations of the following search terms: technology, K-12, implementation, pedagogy, computers. The first round of In Vivo coding (Miles & Huberman, 2014) used district needs assessment themes, including: digital competence, best practices, implementation, analysis tools. Emergent patterns were identified. A second round of pattern coding occurred after five emergent categories were identified, and data were lumped based on similar categorical descriptors (Saldana, 2015).

Substantiated Conclusions

A well-planned technology implementation begins with purchasing technology that enriches pedagogy and curricula. Subsequently, ongoing professional development and support must focus on adding value to student instruction through student centered lessons utilizing technology specifically chosen for the content (Voogt, Erstad, Dede, & Mishra, 2013; Warschauer, Zheng, Niiya, Cotton, & Farkas, 2014). Higher order thinking skills that are closely linked to conceptual learning do not occur when the technology is used as a reward system, to practice memorized skills, such as basic mathematical operations, or as a replacement for independent activities that isolate thinking (Hall, 2010; Hepp, Fernández, & Garcia, 2015). The greatest benefits are seen when technology is used to enhance student interaction and collaboration (Butcher, Leary, Foster, & Devaul, 2014; O’Brien & Sharber, 2008; Warschauer, et al., 2014).

Significance
This district-commissioned research project provided the opportunity for the Ed.D. students to learn about and inform two districts that were struggling with cost efficiency and conflicting opinions about technology implementation. The literature review provided the districts research-supported evidence that can inform technology purchases and professional development. As a result of this initial literature review, the Ed. D. students were able to conduct a subsequent research project for a third district regarding the efficacy of a technology grant in supporting teachers technology use and implementation. This research also had long-term impacts on the Ed.D. students, as it informed professional conference presentations and dissertation research. 

Authors

• Mary Shortino-Buck, Centennial School District

• Erin Brook Shepherd, University of Portland