Policy and Practice: How Technology Guidelines Influence Teaching Practices and Student Engagement in Catholic Schools

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT067 (Wednesday)

Abstract

As digital technologies continue enhancing education, Catholic schools must address the role of policy in supporting innovations while safeguarding moral formation. This qualitative case study examines how technology policies influence teacher practice and student engagement in one West Virginia Catholic school, serving students in grades one through eight. Using classroom observations and interviews, the Interactive, Constructive, Active, and Passive (ICAP) framework (Chi & Wylie, 2014) was used to interpret findings. Preliminary emerging themes include diverse teacher attitudes toward technology integration, classroom management challenges associated with technology-enhanced instruction, and raised concerns about distraction and screen dependence. This research highlighted the importance of policy as an instructional framework, offering insights for Catholic teachers and a broader conversation on technology integration.

Author

• Jennifer Badzek, Marshall University