This study addressed the problem of the need for technology integration within the elementary school curriculum. The purpose of the project was to develop a technology integration module that utilized the process of change, to encourage movement from traditional teaching to one of teaching digitally. The development methodology was used throughout this study. The research questions focused upon the change process, the development of a technology integration module, and the implementation and evaluation of the module. The focus of the study centered upon, but was not limited to, the following questions. How can a sense of urgency be established among curriculum leaders and teachers for recognizing the need to integrate technology in the WorldLab curriculum? What is the process of encouraging a guiding coalition to work together as a team to promote technology integration? What is the best approach to motivate a guiding coalition to create a compelling and exciting vision for technology integration? What are the most effective strategies for promoting the vision of integrating technology within the Grades 3 through 5 WorldLab curriculum? What is the best method for empowering teachers to endorse the change effort and assume the necessary risks to integrate technology? The data revealed that the change process is an effective vehicle for initiating a major change within an academic environment. Recommendations included that school districts utilize the process of change to introduce technology integration strategies into the elementary curriculum.
| Date of Award | Jan 1 2005 |
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| Original language | English |
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| Supervisor | Peter K. Mills (Supervisor), Janice L. Bevan (Advisor) & Maryellen Maher (Advisor) |
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