Tuesday, March 8
4:00-4:30 PM
Two Rivers

A Case Study of Teacher Instructional Technology Integration Practices

Full Paper ID: 32079
  1. LaTricia Townsend
    North Carolina State University
  2. Jessica Huff
    North Carolina State University
  3. Elizabeth Halstead
    North Carolina State University

Abstract: The need to effectively integrate instructional technology into K-12 education persists across the nation. This case study investigated the evolution teacher instructional technology integration methodologies. Teachers (n=8) across several grade levels and subject areas were followed over the course of one year to ascertain changes in instructional practices. The teachers were employed in schools participating in a grant-funded, comprehensive technology integration program being implemented in 31 schools across a southeastern state. Data from multiple classroom observations, lesson and unit plans, interviews, a demographic survey, and student achievement results were collected and analyzed. Preliminary analyses suggest the types of technology employed and the pervasiveness of use varies across subjects and grade levels. Several teachers increased their technology skills and enhanced their instructional techniques as the study progressed; while, others in the study showed little change in their overall teaching practices.

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