Transforming teaching and learning with technology: a case study of a California public school

This study applies the Technological Pedagogical and Content Knowledge (TPACK) framework and Substitution Modification Augmentation and Redefinition (SAMR) model to understand how technology can be used as a tool to transform teaching and learning in a public school. The purpose of this study was to identify the impact of technology on teaching and learning at a K-8 school. The research questions included: (1) What technology is present and how is it used as a tool of instruction in the classroom? (2) What is the perceived impact of technology on teaching and learning? (3) In what ways does the school climate support the integration of technology? Where does the leadership come from? This qualitative case study was designed to identify the practices and culture of a school through multiple sources of data, including a survey, document reviews, interviews, and classroom observations. Findings from the study identified frequent use of iPads, laptops, and interactive white boards to differentiate learning and provide students with hands-on learning experiences and self-guided practice, high levels of engagement and students taking ownership of the learning, shift in the role of the teacher from expert to learner and facilitator, and shared leadership among teachers and administrators. The five emergent themes in the study were (1) visionary leadership and shared decision-making (2) shared vision and clear expectations for technology (3) teacher as facilitator of learning (4) ongoing professional development and a culture of collaboration (5) importance of support from the district and local community.