Date

8-6-2025

ESRP 9000 Professor

Gina L. Peyton, Ed.D.

ESRP 9001 Professor

Gina L. Peyton, Ed.D.

Executive Summary

This strategic research project explores how to improve instructional technology integration in an independent, faith-based K-12 school by evaluating the alignment between teacher practice, curriculum design, and professional development. While technology is widely used in classrooms, it is often implemented at the substitution level, lacking connection to pedagogy or deeper learning goals. To better understand the root causes of this issue, a comprehensive SWOT analysis was conducted, revealing internal weaknesses such as fragmented professional development, limited instructional oversight, and insufficient academic infrastructure, alongside external threats like growing competition from microschools and virtual learning models. The analysis identified the core problem as a lack of coherent, pedagogically grounded technology integration across the school.

Four evidence-based strategic solutions were evaluated: (a) structured professional development aligned with ISTE standards, (b) adopting the TPACK framework for instructional design, (c) employing data-driven, research-based technology implementation strategies, and (d) establishing a sustainable Instructional Design and Technology (IDT) framework. The system-level solution of implementing a sustainable IDT framework was selected as the most effective approach. A Quantitative Strategic Planning Matrix (QSPM) analysis revealed that establishing an autonomous IDT department received a higher Total Attractiveness Score (TAS) of 6.09, surpassing the alternative strategy of professional development grounded in instructional design principles, which scored 5.27. To address this challenge, the project proposes the creation of an IDT department designed to transform surface-level digital practices into meaningful, student-centered instruction. It targets barriers such as weak leadership and inadequate academic systems through collaborative planning, coaching roles, and curriculum-aligned integration. The department is proposed to pilot in winter 2026–2027, scaling gradually with support from data through evaluation cycles. It is recommended that school leadership adopt the IDT model to guide sustainable, mission-aligned instructional changes.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

College

Abraham S. Fischler College of Education

Concentration

Instructional Technology and Distance Education (ITDE)

Language

English

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