Violanti, R. J. (2023). The nature of technology within secondary social studies classrooms and an examination of factors which influence improved or reformed instruction as suggested by the TPACK and SAMR models of integration (Publication No. 30420957) [Doctoral dissertation, State University of New York at Buffalo]. ProQuest Dissertations and Theses Global.

Abstract:

“The purpose of this comparative, bounded, and embedded case study (Creswell & Poth, 2018) is to understand the development and implementation of district administered preparation opportunities which support technology integration in secondary social studies classrooms at Hiawatha Middle and High School, a high achieving suburban school district in Western New York. As a comparative case study, this investigation sought to analyze and synthesize new data with that previously collected from social studies teachers regarding integration of technology in secondary classrooms within the same district.

This initial qualitative pilot study explored technology integration and reformed or improved practice in the social studies classrooms at Hiawatha School District through the lens of the TPACK and SAMR foundations (Koehler & Mishra, 2009; Puentedura, 2013). Findings of the pilot study aligned to prior research and indicated that integration observed at Hiawatha primarily “maintains existing classroom practices” (Cuban, 2018; Doolittle & Hicks, 2003; Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012; Herold, 2015; Inan & Lowther, 2010; Kim, Kim, Lee, Spector, & DeMeester, 2013; Zhao & Bryant, 2006). Teachers in this district suggested that they use technology simply to “save paper, (and) just posted instead of having to make copies” and that “students would still be able to meet their learning objectives without technology” (Violanti, 2022, p.43). However, these same teachers unanimously maintained a clear understanding of the significance of technology to reach all learners and the need to create engaging lessons which speak to contemporary learners (p.45), creating a divergence between intent and practice through the lens of TPACK and SAMR. Consequently, prominent existing levels of pedagogical, technological, and content knowledge in the social studies teachers did not lead to reformative lessons generated and implemented through the combination of content instruction and educational technology.

This follow-up case study will utilize interviews, observations, and focus groups through the lens of administrative staff who are responsible for the planning and implementation of technology training in this same district. The goal of this case study is to inform the strengths or gaps in integration identified in the pilot study data, and to identify divergence or correspondence between teaching and administrative narratives surrounding technology integration. Research suggests that a shift toward meaningful design of social studies lessons will rely heavily upon strong and supportive administrative leadership in effective integration (Borsheim & Merrit, 2008; Inan & Lowther, 2010; Strong-Wilson, 2008; Tondeur et al., 2017) and in Barrett and Breyer’s (2014) claim that ‘In an environment where principals demonstrate efficacy in pedagogy and lead teachers in learning and adopting effective strategies, teachers can be both motivated and energized to implement fresh approaches to teaching’ (p. 216).”