Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Thomas McDowell
Committee Member
Michael Griffin
Committee Member
Barbara Packer
Keywords
Brown Elementary School, Massachusetts Department of Education, achievement, administrative support, authentic learning, curriculum frameworks, digital divide, dissemination, educational innovation, elementary education, funding, grade-level learning, mastery learning, mentor model, questionnaires, school budget, school technology day, software training, state curriculum frameworks, student achievement, student-centered learning, student improvement, systemic change, teacher technology literacy, technology integration, technology learning tools, technology literacy, technology mentors, technology projects, technology skills, technology training, teaching staff, timeline development, innovative technology models, elementary students, learning outcomes, project implementation, project design, student empowerment, viable learning tool
Abstract
This applied dissertation project developed a plan to design, implement, and disseminate innovative technology models produced by elementary students. With the integration of state curriculum frameworks, student-centered models were built to showcase student achievement and to champion technology as a viable learning tool.
The research site of this applied dissertation project was the Brown Elementary School. The Brown teachers needed to reach 85% technology literacy by 2003 according to the Massachusetts Department of Education. Due to a small school budget, outdated technology equipment, and limited software training for teachers and students, a digital divide had occurred that separated the Brown Elementary School population from other school populations in the district.
Strategies used to ensure success included (a) gaining administrative support, (b) obtaining funding for the project, (c) administering pre- and post-questionnaires to measure teachers’ technology skills, (d) matching teachers to incorporate a mentor model, (e) purchasing and integrating new technology learning tools, (f) creating a sequential time line for project design and outcome, and (g) demonstrating innovative examples of student technology projects that supported grade-level learning at a school technology day.
Successful results were achieved at many integral levels. Teachers met the target of 85% technology literacy. Students, being empowered, created their own authentic, student-centered technology projects to show mastery. Finally, systemic change was established among teaching staff and students.