Leading for educational equity in a context of accountability: Instructional technology methods and depth of knowledge.

摘要

As schools across the United States continue to earmark funds for instructional technology in the classroom we must consider how it is being used in the classroom. This qualitative research study was conducted to investigate instructional technology methods being used in sixth through eighth grade classrooms and to understand the Depth of Knowledge of those lessons. The study was grounded in Huberman's Teacher Life Cycle Theory, Constructivism Theory, and Norman Webb's Depth of Knowledge Theory. Interviews and observations were conducted to gather data about how teachers plan and deliver instructional technology methods to students in 6-8th grade classrooms. Findings from this study determined the instructional technology methods (ITMs) teachers utilize in the classroom, the perceptions teachers have about integrating technology, and instructional technology tools (ITTs) teachers used in the classroom. Discussion of the research findings revolved around how ITMs and methods teachers use in the classroom and teacher perceptions about how they integrate technology methods in the classroom to achieve depth of knowledge with their students. One implication of this study is that teachers would benefit from utilizing Puentendura's (2009) SAMR Model as a guide for ITM planning to improve ITMs and to sustain ITM use in the classroom.