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Technology Integration in Context Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2017 Technology Integration in Context Joanna Marshall Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Marshall, Joanna, "Technology Integration in Context" (2017). Dissertations. 2826. https://ecommons.luc.edu/luc_diss/2826 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. Copyright © 2016 Joanna Marshall LOYOLA UNIVERSITY OF CHICAGO TECHNOLOGY INTEGRATION IN CONTEXT A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF EDUCATION IN CANDIDACY FOR THE DEGREE OF DOCTOR OF EDUCATION PROGRAM IN CURRICULUM AND INSTRUCTION BY JOANNA MARSHALL CHICAGO, ILLINOIS MAY 2017 ACKNOWLEDGMENTS I would like to thank my parents Sybil and Ed Marshall, who never censored anything I ever read. My parents provided me with the freedom growing up to explore any idea or any text without restraint. To my father who I went bookstoring with and opening up whole worlds to me simply by opening up a book. In contrast to my father, the vainest man in the world my mother always emphasized my intellect and expected nothing but excellence from me academically. They have supported all of my educational endeavors that I have embarked on since graduating high school. They helped me get to Boone N.C. while working on my masters degree at Appalachian State and my final degree at Loyola (yes RB this is my last degree program I promise!). None of this would be possible without my husband, R.B. Green. Words cannot express the gratitude I feel for your love and support. I am grateful for your uncanny ability to just listen to me vent my frustrations while cooking me dinner. You acted as my social director who always made sure I got my work done before having fun. You took on the role of editor since App State. You constantly challenged my arguments and expected me to improve. You provided me with a soundtrack for work and came into my classroom to help my students make music about Chemistry. You accepted me along with all my chaos and all my shoes. Thank you for making me think, for making me laugh and encouraging me to go further. I have to thank my Girls Gone Mild Crew, Audrey Raden, Beth Welch and Jude Baker who were there with a trip to King Spa, a poker game, a glass of wine or an ear to iii listen. I am grateful to Beth for texting me to get to work on my dissertation. I am looking forward to getting to spend more time with you all. If it wasn’t for Orit Zentuni –Sade sending me a message on social media asking me if I wanted to create role playing games for my students, this dissertation would be a lot shorter. She encouraged me to take risks in my teaching while providing me tech support and access to web designers all the way from Tel Aviv, Israel. I was able to attempt new uses of technology in my classroom while reconnecting with a dear friend. Thanks to Elaine Freidberg, editrix extraordinaire. Both RB and I owe you a debt of gratitude for reliving RB of editing duties and providing me with a fresh set of eyes and perspective. The amount of beer and pork products I own you cannot be measured. This would not be possible without my fellow teachers who volunteered to let me into their classrooms and minds. Their willingness to share their technology integration stories with me and allow me to watch them in action was generous. I learned so much from them and was inspired by their commitment to their students and to myself. Thanks to Dr. Dave Ensminger for helping me to discover that I had a qualitative researcher lurking inside me. He helped me to focus on my research questions and raised my analysis game. He encouraged me to go out on a limb and dig deeper into myself through self-study. He helped to remind me that its just a dissertation, its not Syria iv DEDICATION For Rodger Bernard Green TABLE OF CONTENTS ACKNOWLEDGMENTS……………………………………………………………… iii LIST OF FIGURES……………………………………………………………………. ix GLOSSARY……………………………………………………………………………. x ABSTRACT ……………………………………………………………………………. xii CHAPTER I. INTRODUCTION……………………………………………………………………. 1 National Context ………………………………………………………………… 1 Effective Technology Integration ………………………………………………. 3 Methods …………………………………………………………………………. 6 Research Questions …………………………………………………………….. 7 Design…………………………………………………………………………… 7 II. LITERATURE REVIEW …………………………………………………………… 11 Effective Technology Integration Defined ……………………………………... 11 Lack of Technology Integration ………………………………………………… 13 Factors That Impact Technology Integration …………………………………… 14 Teacher Beliefs …………………………………………………………………. 16 Teacher Knowledge ……………………………………………………………. 17 School Context …………………………………………………………………. 19 Self –Study ……………………………………………………………………… 24 Self –Study and Technology Integration ……………………………………….. 25 My Story ………………………………………………………………………… 26 Theoretical Framework………………………………………………………….. 28 III. METHODOLOGY…………………………………………………………………. 33 Research Questions ……………………………………………………………… 33 District Biome…………………………………………………………………… 35 School Habitat ………………………………………………………………….. 37 Participants ……………………………………………………………………… 38 Data Collection …………………………………………………………………. 39 Data Analysis …………………………………………………………………… 42 Validity ………………………………………………………………………….. 44 Limitations ……………………………………………………………………… 45 IV. CASE STUDY RESULTS ………………………………………………………… 47 Overview of Study……………………………………………………………… 47 Research Questions …………………….……………………………………... 47 Results …………………………………………………………………………. 49 The Ecosystem…………………………………………………………… 49 vi State Biosphere ……………………………………………………… 49 District Biome ………………………………………………………… 51 Building Habitat ………………………………………………………..56 Case Studies ..………………………………………………………………….58 Jeff ……………………………………………………………………...59 Gary.…………………………………………………………………….67 Carrie……………………………………………………………………75 Ann………………………………………………………………………82 V. SELF STUDY RESULTS ………………………………………………………….. 88 Overview of Study ………………………………………………………………. 88 Research Questions ……………………………………………………………… 89 State Biosphere ……………………………………………………………………91 District Biome …………………………………………………………………… 92 Building Habitat ………………………………………………………………... 96 Classroom Niche ………………………………………………………………… 99 Student Technological Knowledge...……………………………………102 TPCK……………………………………………………………………104 How does the process of studying technology integration practices of other teachers influence my own classroom decisions about technology integration? ...……………………………………………………………………107 Inter and Intraniche Interactions...………………………………………108 New TK …………………………………………………………………110 Taking Risks.……………………………………………………………110 Adapting to the ecosystem ……………………………………………112 VI. DISCUSSION ……………………………………………………………………..117 Overview …………………………………………………………………………117 Key Findings ……………………………………………………………………..117 State Biosphere ..…………………………………………………………118 District Biome……………………………………………………………119 Access and Time…………………………………………………120 TETI...……………………………………………………………121 Assessment ………………………………………………………122 Building Habitat ………………………………………………………...123 Classroom Niche...………………………………………………………128 Ability level ………………………………………………………129 TPCK ……………………………………………………………130 Social Capital……………………………………………………..132 Expanding the Definition of Effective Technology Integration ………………………………………………………….133 The Ecological Metaphor ………………………………………………………..136 Limitations ……………………………………………………………………….139 Recommendations ……………………………………………………………….140 Suggestion for Further Research …………………………………………………142 Final Thoughts……………………………………………………………………142 vii APPENDIX A: RECRUITMENT LETTER …………………………………………………………144 B: OBSERVATION PROTCOL ……………………………………………………146 C: INTERVIEW PROTOCOL ……………………………………………………..150 D: CONSENT FORM ………………………………………………………………152 REFERENCE LIST …………………………………………………………………….155 VITA ……………………………………………………………………………………161 viii LIST OF FIGURES Figure Page Figure 1. Case Study Diagram Jeff ……………………………………………………. 67 Figure 2. Case Study Diagram Gary …………………………………………………… 75 Figure 3. Case Study Diagram Carrie ………………………………………………….. 82 Figure 4. Case Study Diagram Ann …………………………………………………… 87 Figure 5. Self-Study Diagram …………………………………………………………..114 Figure 6. Lab Quest TK Feedback Loop ………………………………………………115 Figure 7. Science Raps TK Feedback Loop ……………………………………………116 ix GLOSSARY Apple TV/ Air play – this device allows teachers to project their laptop or I-pad screens on to a screen in the classroom. Students also have the ability to project their screens from the I-pad to the classroom screen. Casper Focus – allows teachers to “focus” students’ I-pad on a specific app, an I-pad classroom management tool Comic Book- an app that allows for the creation of a comic book that provides layouts, caption and text tools. Users can import or draw their own pictures, Hover cam- document camera and software that connects to the teacher laptop. Replaces the overhead projector in the classroom. Can take pictures and video. Hudl technique – an app that allows for the recording of video and slow motion video analysis. Allows for slow motion or frame by frame playback Kahoot – a free game based learning platform that allows the user to create, play or share learning games. Noteability- a note taking app for I-pads that allows students to take notes, high light notes, include drawings and audio or video Puffin – a web browser that allows websites containing Flash animations to run on apple mobile
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