Date of Conferral
Doctor of Education (Ed.D.)
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' self-reported 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.
Williams Jr, Plas, "An Assessment of Middle School Teachers' Efforts to Integrate Technology Effectively" (2015). Walden Dissertations and Doctoral Studies. 1391.