Lambert, M. P. (2015). Technology practices and 21st century learning: A high school case study (Publication No. 3704238) [Doctoral dissertation, University of Southern California]. ProQuest Dissertations and Theses Global.
Abstract: “This qualitative case study applies the Technology, Pedagogy, and Content Knowledge (TPACK) framework to understand the integration and perceived impact of technology on teaching and learning. The purpose of this study was to identify practices that promote the use of technology which transform teaching and learning in a 21st century K-12 school. This study also sought to discover the roles school climate and leadership played in the orchestration of existing and prospect technology initiatives at the school. The research questions focused on three key areas: access and types of technology, instructional practices and pedagogy, and school climate and leadership. The researcher studied a public high school in California which demonstrated academic success and a commitment to meaningful technology integration. Data were collected through a staff survey, interviews, observations, and document analysis. Findings from this study indicate transformative teaching practices through the lens of the TPACK theoretical framework include utilizing technology for student collaboration and formative assessments to help teachers more accurately aid students in learning. Learning outcomes were perceived to increase when technology was used for peer-to-peer collaboration, and when used for formative feedback enabling instructors to immediately address gaps in student learning. A systematic and comprehensive approach to utilizing technology was found including support from site and district leadership. Implications from this study include socioeconomic and geographic factors which effect students’ 21st Century Skills and their college and career readiness.”