An Assessment of a Middle School Teachers' Efforts to Integrate Technology Effectively

An Assessment of Middle School Teachers’ Efforts to Integrate Technology Effectively by Plas Williams Jr. MA, Nova Southeastern University, 2007 BS, Grambling State University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Abstract This study focused on a middle school that, according to the website of its district, should be classified as Target Tech, which is the highest level of technology integration on the Texas School Technology and Readiness (STaR) chart. The middle school has failed to meet this goal in 3 out of 4 focus areas. This mixed method project study investigated how teachers at the school currently use technology to support their teaching and student learning, situations under which teachers would use more technology, and specific technology trainings teachers have taken. The theoretical framework for this project study, diffusion of innovation, was applied to the adoption of technology at the local campus. The research questions concerned teachers’ beliefs in their competence in the technology standards, their self-reported technology integration, technology training needs, and the relationship between technology usage and hours of professional development received. Data for 48 participants were retrieved from the STaR results as well as the International Society for Technology in Education’s National Educational Technology Standards (NETS-T) survey. Descriptive analysis of NETS-T data indicated an overall need for additional technology-based professional development. Pearson correlation results indicated a statistically significant relationship between teachers’ selfreported technology usage and the amount of professional development taken. Results indicated a need for additional technology-based professional development for campus teachers to increase technology integration. This project study may yield positive social change by providing research data to the local district on teachers’ technology competence and needed professional development to ultimately increase the level of technology integration and meet the STaR rating of the district.This study focused on a middle school that, according to the website of its district, should be classified as Target Tech, which is the highest level of technology integration on the Texas School Technology and Readiness (STaR) chart. The middle school has failed to meet this goal in 3 out of 4 focus areas. This mixed method project study investigated how teachers at the school currently use technology to support their teaching and student learning, situations under which teachers would use more technology, and specific technology trainings teachers have taken. The theoretical framework for this project study, diffusion of innovation, was applied to the adoption of technology at the local campus. The research questions concerned teachers’ beliefs in their competence in the technology standards, their self-reported technology integration, technology training needs, and the relationship between technology usage and hours of professional development received. Data for 48 participants were retrieved from the STaR results as well as the International Society for Technology in Education’s National Educational Technology Standards (NETS-T) survey. Descriptive analysis of NETS-T data indicated an overall need for additional technology-based professional development. Pearson correlation results indicated a statistically significant relationship between teachers’ selfreported technology usage and the amount of professional development taken. Results indicated a need for additional technology-based professional development for campus teachers to increase technology integration. This project study may yield positive social change by providing research data to the local district on teachers’ technology competence and needed professional development to ultimately increase the level of technology integration and meet the STaR rating of the district. An Assessment of a Middle School Teachers’ Efforts to Integrate Technology Effectively by Plas Williams Jr. MA, Nova Southeastern University, 2007 BS, Grambling State University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University July 2015 Dedication This dissertation is dedicated to my mother. Mom, I owe you a lot more than a simple thank you. My gratitude is beyond measure for everything that you have sacrificed for me. I would not have come as far in my life if it hadn’t been for you and the examples you set for me. I would also like to dedicate this dissertation to my amazing wife. I honestly would not have made it through this program without your unrelenting support. You have been able to set my needs ahead of your own and support me in more ways than one. I would have been lost without you. Finally, I would like to thank my loving daughters. You have been able to somehow grow up so fast and turn into young ladies who are able to conceptualize what working on a dissertation is like. I hope that though my experiences, I have taught you how not to give up and continue going forward. I love you with all my heart. You inspire me more than you could ever know. Thank you all. Acknowledgments I would like to take this opportunity to thank my chairperson, Dr. Ellen McPeek Glisan. You have been an amazing support throughout this process. More than anyone else, you know the sacrifices, frustrations, and time put into getting to this point. I always knew you were a champion behind the scenes for me. I can’t thank you enough for all that you have done for me. Finally, I would like to thank Dr. Mary Ann Wangemann and Dr. Amy White for their contributions to my success. Despite having many changes in committee members, you stepped in and kept this train moving. I really appreciate everything that all of you have done.