Date

7-22-2026

ESRP 9000 Professor

Daniel Turner, Ed.D.

ESRP 9001 Professor

Daniel Turner, Ed.D.

Executive Summary

This strategic research project was designed to provide a sustainable approach for improving technology integration by addressing teachers' professional learning and instructional support needs. While schools continue to invest in digital resources, many teachers require continuous guidance to effectively incorporate technology into their instructional practices. The completion of a strengths-weaknesses-opportunities-threats analysis provided an opportunity to examine the organization’s internal strengths and weaknesses, as well as external opportunities and threats that could impact its continued growth and success. Through this analysis, one significant internal weakness identified was the inconsistent implementation of technology among teachers. A closer examination of this weakness revealed that many teachers had limited experience and confidence in implementing instructional technology effectively, highlighting the need for targeted professional development and ongoing mentoring support. To address this need, the proposed action plan recommends implementing a structured mentoring program that pairs experienced teacher leaders with teachers seeking to strengthen their technology integration skills. The mentoring model includes individualized coaching, classroom support, reflective practice, and ongoing collaboration through professional learning communities, common planning sessions, and department meetings. The project is grounded in Bandura's Social Learning Theory, Vygotsky's Social Learning Theory, the Technology Acceptance Model, and Task-Technology Fit theory, which collectively emphasize the importance of collaboration, modeling, confidence, and aligning technology with instructional goals.

The five-step action plan (a) identify and select teacher leaders and coaches, (b) facilitate leadership and technology training, (c) create a mentorship network, (d) facilitate collaborative professional learning, and (e) monitor, evaluate and refine the initiative is designed to increase teachers' confidence in integrating instructional technology into their classroom practices. In addition, the project recommends developing future teacher leaders from each mentoring cohort to sustain the initiative and expand instructional technology expertise throughout the department. This approach creates a continuous cycle of professional growth, collaboration, and shared leadership within the department. This project provides a practical and sustainable framework for the advancement of Instructional Technology and Distance Education through effective technology integration and collaborative teacher leadership.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

College

Abraham S. Fischler College of Education and the School of Criminal Justice

Concentration

Instructional Technology and Distance Education (ITDE)

Language

English

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