Exploring Instructional Technology Leader’s Roles While Working with K-12 Teachers
Abstract: Integrating technology into the classroom presents teachers with several challenges with varying difficulty. To minimize challenges, the literature suggests that Instructional Technology Leaders (ITLs) and professional technology development can help teachers with their technology integration. In this qualitative design-based research (DBR) study, the ITL’s role while working with K-12 teachers within an inquiry group and technological obstacles encountered by K-12 teachers were explored. This study was situated within a public school district with an inquiry group containing K-12 teachers, who teach Multilingual Learners (MLs), and one ITL. Technological, pedagogical, content, and knowledge (TPACK), and community of practice (CoP) theories provide a framework. Data collection included participant observations, individual interviews, teachers’ journals, and artifacts. Due to the limited amount of research currently available, this study fills a gap in the literature surrounding working relationships between K-12 teachers and ITLs.
Presider: Keirah Comstock, University of Rochester