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.本研究运用技术、教学法与内容知识（Technological Pedagogical and Content Knowledge，TPACK）框架与替换、修改、优化与重定义（Substitution Modification Augmentation and Redefinition，SAMR）模型，探究技术如何作为工具变革公立学校的教与学实践。本研究旨在明确技术对K-8学段学校教与学的影响。研究问题包括：（1）教室中部署了哪些技术设备，其作为教学工具的应用情况如何？（2）技术对教与学的感知影响如何？（3）学校氛围以何种方式支持技术整合？领导力的来源是什么？本研究采用质性案例研究设计，通过多源数据（包括问卷调查、文献审阅、访谈与课堂观察）探究某所公立学校的实践模式与文化生态。研究结果显示，团队频繁使用iPad、笔记本电脑与交互式白板开展差异化教学，为学生提供实操学习体验与自主练习机会；学生参与度显著提升且能自主把控学习进程；教师角色从知识权威转变为学习者与学习引导者；同时实现了教师与行政管理人员间的协同领导。本研究归纳出五大新兴主题：（1）前瞻性领导与协同决策；（2）共同愿景与清晰的技术应用要求；（3）教师作为学习引导者；（4）持续专业发展与协作文化；（5）学区与地方社区支持的重要性。