Abstract

Teachers continue to struggle with using technology tools to support students' 21st-century skills in the classroom (Anagun, 2018). In this paper, we share the findings from a qualitative case study with one 3rd grade teacher at a design thinking school. Over an eight-week period, we documented how the focus teacher incorporated technology tools into the classroom. We used the Technological Pedagogical and Content Knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR) model as an analytical lens to understand the interplay between technology, content, and pedagogy when integrating technology in the classroom. Findings suggest that the school's pedagogical approach informed the focus teacher's pedagogical practices in the classroom. The technological knowledge was distributed and socially constructed among the members of the school community including teachers, parents, and students. The focus teacher utilized technology tools at the "transformation level" of the SAMR model and was comfortable teaching new content using new technology tools without deep expertise in either the content or technology. Implications for ways to expand the current TPACK model to understand technology use in the classroom, and how school leaders can support teachers in incorporating technology in the classroom are discussed.

Citation

Magalong, C. & Siyahhan, S. (2023). Technology Integration in a Design Thinking School: A Case Study of a 3rd-Grade Teacher. In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2178-2184). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 5, 2023 from https://www.learntechlib.org/primary/p/222108/.

© 2023 Association for the Advancement of Computing in Education (AACE)