Date

Summer 2023

ESRP 9000 Professor

Linda Gaughan

ESRP 9001 Professor

Linda Gaughan

Executive Summary

This strategic research project was intended to highlight the need for digital literacy skills utilizing the SAMR framework for teachers to implement technology in their lessons at a Title 1 high school that will yield an increase in student achievement through professional learning communities. The professional learning communities are guided by data-driven decision-making to establish cohesiveness within the faculty and staff while establishing accountability and building capacity in the areas of the SAMR framework and technology integration. The local high school has an abundance of new technology purchased by the school district, and the instructors are unaware of how to incorporate the technology into the lesson strategically. After an evaluation of the internal and external factors, the Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis findings indicated some critical issues. Utilizing the Quantitative Strategic Planning Matrix tool (QSPM), the SAMR Model Framework: train-the-trainers cohort and professional learning communities were selected to rectify the problem. Both potential solutions connect with one another, which will allow the teachers to collaborate while integrating technology with their colleagues. An action plan was created to ensure the funding spent on technological resources and teacher skill would connect and assist in the process of educating globally competitive students. To ensure effective implementation, the following steps were outlined in the action plan (a) plan professional learning communities (PLC), (b) identify teacher leaders, (c) create schedules for digital tools learning labs, (d) implement digital tools, (e) identify three model classrooms, (f) monitor the digital tool usage, (g) follow-up using data, and (h) conduct departmental think tanks to gauge the process.

The literature reviewed during the strategic research project (SRP) specified solid support for incorporating the SAMR Model Framework: train-the-trainers cohort and professional learning communities’ limitations were also revealed. It is recommended that the future research measure the teacher-led learning communities in a Title 1 school when using technology and engaging in the SAMR framework as well as tracking the data to determine the connection to student achievement on end-of-course exams.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education

Language

English

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