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This case study investigated K-12 teachers’ instructional technology roles in teaching underserved students. The International Society for Technology in Education Standards for Educators was applied as the theoretical and analytical framework. The interview transcripts of 60 teachers from a U.S. school district were analyzed. Results reveal that teachers demonstrated low to moderate commitment to adopting the instructional technology roles. Teachers mostly adopted the analyst role, by conducting digital assessments to provide corrective feedback and re-teach as necessary. Teachers were least likely to assume the leader role for providing instructional technology training and helping colleagues with technical issues related to teaching with technology. Strategies to develop teachers’ instructional technology roles in addressing the learning needs of underserved students are discussed.