From Zero to 1:1 in 30 Years The Evolution of Digital Instructional Technology in a Suburban Kansas School District, 1984 - 2014.

摘要

Digital instructional technology, those technologies used by teachers and/or students to assist with teaching and learning, continues to be an ever-changing and rapidly expanding integrated component in K-12 education in classrooms across the country. As school districts across the state and the country continue to wrestle with making fiscally-responsible decisions, there is a need to understand the influencing factors surrounding both the adoption and benefits of digital instructional technology use and the factors impacting decisions to use or not use these technologies.;This case study exploration of digital instructional technology was guided by the central question: How has digital instructional technology evolved over time in a large suburban Kansas school district and what has influenced its adoption and use/nonuse?.;The primary findings of this study were: A) The current use of digital technologies adopted by the district over thirty years are varied; B) Equity, standardization, and financial feasibility contributed to the adoption of digital instructional technologies; C) Elements of external influences were noted throughout all of the user-defined eras with respect to the selection and adoption of digital instructional technologies; D) Teachers' non-involvement with the decision-making process and their beliefs surrounding the benefits of digital instructional technologies may impact teachers' frequency of use/nonuse, and E) Digital instructional technology adopted by this district has largely targeted improving teacher instruction as guided by various stakeholder priorities.;This study contributes to the overall understanding of the evolution of digital instructional technology in one Kansas district over a defined period of time. It gives voice to the perspective of multiple stakeholders regarding the factors influencing the decision to adopt digital instructional technology. Additionally, it provides potential guidance for future district leaders with respect to making digital instructional technology selection and adoption decisions.