Date of Conferral



Doctor of Education (Ed.D.)




Deborah Focarile


AbstractIncorporating technology into instructional practices is needed to cultivate learners who are digitally competent to function in a society in which technology keeps evolving. The problem that exists at the study site is that although technology is available, it is primarily being used to enhance learning rather than transform learning. Transforming the teaching- learning process, requires the use of technology to modify and redefine learning. Therefore, the purpose of the study was to explore the extent to which middle school mathematics teachers in a PreK–8 independent day school in Denver, Colorado use digital technology as a transformative learning tool in mathematics instruction. The substitution, augmentation, modification, and redefinition (SAMR) model of technology was used as the conceptual framework. The research questions focused on middle school mathematics teachers’ current use of technology and factors that may be keeping those teachers from using technology to transform instruction in middle school mathematics classrooms. A qualitative case study design was used to gather data from nine middle school mathematics teachers at the study site. Data were collected through interviews, observations, and document analysis. The findings indicated that the middle school mathematics teachers primarily used technology to enhance instructions. The findings indicated that training, distractions, and curriculum integration precluded the use of technology to transform instruction. Findings from the research informed the establishment of a project to address the problem at the study site. Findings from the study may also engender positive social changes by providing recommendations for system-wide changes geared toward empowering students to take ownership of their learning, become actively engaged learners, and become creative thinkers.