Date of Conferral



Doctor of Education (Ed.D.)




Shereeza Mohammed


Though today's students are considered digital natives, they lack the digital literacy skills needed to be competent and productive members of a digital society. The problem is a lack of evidence about the effectiveness of using content knowledge instruction and application experiences to develop students' digital literacy skills. The purpose of this study was to understand the relationship between content knowledge, application experiences, and knowledge and skill development for digital literacy skills. Using Marzano's art and science of teaching framework, the research questions were framed to explore the relationship between the content knowledge and application experience scores and mean growth of digital citizenship and research and information fluency skills as demonstrated on the Middle School TechLiteracy Assessment (MSTA). This correlational study used archival data from 130 eighth-grade students in Texas who were enrolled in a year-long technology applications elective class were used. Using a paired samples t test, the pre and post MSTA scores were analyzed. The Pearson correlation data analysis showed a statistically significant relationship between the content knowledge and assessment scores of digital citizenship and research and information fluency and no statistically significant difference between the means for digital citizenship and research and information fluency. Based on the study and data analysis results, it was determined that a customized professional development experience would help teachers develop capacity to integrate technology in their teaching practice. This capacity can improve the effectiveness of student digital literacy skills and can create positive social change in teaching and learning so students are better prepared to safely and efficiently live and interact in a digitally based society.