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Dissertation/Thesis Abstract

Leading for educational equity in a context of accountability: Instructional technology methods and depth of knowledge
by Baer, Erick R., Ed.D., Southern Illinois University at Edwardsville, 2016, 110; 10129539
Abstract (Summary)

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.

Indexing (document details)
Advisor: Reeves, Allison, Buckley, Phillip
Commitee: Knowlton, David
School: Southern Illinois University at Edwardsville
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 77/12(E), Dissertation Abstracts International
Subjects: Educational technology
Keywords: Depth of knowledge, Instructional technology, Instructional technology methods, Student directed learning
Publication Number: 10129539
ISBN: 978-1-339-87430-2
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