Intentional Technology Integration and Digital Literacy Development: A Design-Based Insider Action Research Study
Wilks, Kellie Jean
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This research explores the attitudes, feelings and beliefs instructional leaders have regarding instructional technology and digital literacy development. Combining design-based improvement principles with an insider-action research methodology, instructional technology and digital literacy development are explored at an elementary STEAM campus. The focus of this study was narrowed to instructional technology and digital literacy development regarding student learning, leadership and change, and professional development. This study considers making instructional leaders aware of the multitude of instructional technologies available and incorporates instructional technologies to deliver professional development in a series of sessions that iteratively build on one another to develop awareness of digital tools and resources available to use for instruction. Participant feedback was used in determining that instructional leaders at an elementary STEAM campus understood the value of continuous learning and improvement that involves instructional planning that intentionally includes instructional technology to build upon digital literacy development. Integrating instructional technology and digital literacy contributes to student learning as well as instructor learning. The more an instructional leader learns and incorporates instructional technology into planned lessons, the more the instructional leaders will want to learn. Classroom activities start with content and learning standards students need to master. After activities are planned, instructional technology can be intentionally added to enhance engagement, provide efficiency and organization to the materials.