Recommendations for Improving 8th Grade Math Teachers’ Use of Educational Technology at West Chatham Middle School

Table of Contents

TITLE

Prepared for:

Presented by:

Date:

Introduction

Overview ………………………………………………………………………………..7

Organizational Profile ………………………………………………………………….8

Introduction to the Problem

Significance of the Problem

Purpose Statement

Central Research Question

Definitions  (More words and definition at least 10)…………………………………….11

Literature Review (8 more pages)

Overview……………………………………………………………………………….14

Narrative Review

Summary

procedures (Edit as you see fit)………………………………………………….24

Overview

Interviews Procedures

Interview Questions

Survey Procedures

Demographic Questions (needs to be completed)

Survey Questions

Documents Procedures

 

INTRODUCTION

Overview

The purpose of this study is to provide recommendations to the leadership team at West Chatham Middle School with possible solutions to improving 8th grade math teachers’ use of educational technologies in the classroom. This section of this report examines the literature on the effects of educational instructional technology support, teachers’ self-confidence in the use of educational instructional technologies, and beliefs regarding the use of educational technology. The history of the implementation of educational technology in the education (k-12) environment is discussed, along with how technology-integrated instruction has improved and promoted student engagement, motivation, and achievement. Furthermore, the factors that lead to the success of instructional technology-integration are discussed in detail, with regards to school resources, administrator support, 8th grade math teachers’ attitudes toward technology-integrated curriculum, and adequacy of technology.

The Educational Setting and Background

West Chatham Middle School is located on the westside of Savannah, Georgia. The school is in Chatham County, which has a population of 289,430 residents (United States Census Bureau, 2019). The United States Census Bureau (2019) stated Chatham County residents have a median income of $56,842 (in 2019 dollars) and 14.8% of citizens living in poverty (United States Census Bureau, 2019).

West Chatham is one of nine middle schools (6-8) in Savannah-Chatham County School District. The school district has 37,576 students, and 833 of those students attend West Chatham Middle School (Great Schools, 2021). The minority student population at the middle school represents 69% of the student body. West Chatham Middle School is staffed with 68 teachers and three administrators (a principal, 2 assistant principals) along with other support personnel. The student to teacher ratio at the middle school is 13:1 and slightly lower than the state average of 15:1. Ninety-two percent of the teachers have three or more years of experience and have obtained their teaching certification. The student to counselor ratio is 417:1, which is significantly lower than the state average of 480:1 (Great Schools, 2021). Savannah-Chatham County School District’s website (2021) states, West Chatham Middle School’s Mission Statement is to ignite a passion for learning and teaching at high levels.

According to Public School Review (2021), West Chatham Middle School rated 3/10 based on the state’s overall test scores. This places West Chatham Middle School at below 50 percent in the state in both math and reading proficiency. State Education Agencies are required to prepare an annual state report, based on Every Student Succeeds Act (ESSA), in addition to a Local Education Agency (LEA) report card that determines if schools are meeting the minimum requirements of academic success as described under federal law. The scale ranges from excellent to unsatisfactory. West Chatham Middle School has not had a report card rating since the 2018-19 school year. School administrators are striving to achieve an excellent rating on its 2021-22 report card.

Introduction to the Problem

The problem is there are several obstacles that undermine teachers’ technology use in education. This is true for West Chatham Middle School, which rates 3/10 on the overall test scores in the State of Georgia (Public School Review, 2021). Since administrators are striving to drastically improve the rating, advancing 8th grade math teachers’ current use of educational instructional technology can be a great way to achieve this goal as it has the potential to support learning opportunities and outcomes (Dogan et al., 2021). According to Hartman et al. (2019) challenges are likely to affect teachers’ use of technology in the classroom include the lack of knowledge related to technology, financial and infrastructural resources to support the use of technology, and time for training on the use of instructional technology. Additionally, some teachers were concerned about students’ willingness and attitudes towards using technology in teaching (Hartman et al., 2019). This can lead to teachers’ reluctance to use instructional technology (Xu and Zhu, 2020).

In many cases, the use of technology has positive outcomes on the learning environment (Joo et al., 2018; Polly et al., 2021; Karatas, 2017), however, in a study conducted by Gonzales (2019) dealing with school administrators found out that budgeting and sustainability are the main concerns regarding the adoption of digital technology in classrooms. In contrast, it can be easy to acquire the devices (Chromebooks, laptops, tablets, etc.), but the issue emerges when the devices need to be replaced or updated. Another challenge school administrators faced was negotiating and setting expectations with the teachers, which can be time-consuming and tedious when the teachers are reluctant to accept the change (Gonzales, 2019). Xu and Zhu (2020) uncovered teachers’ attitudes and beliefs about technology are negatively affected by subject culture clash. This means that some teachers felt that certain students were not suitable to be taught through technology devices.

The benefits of improving 8th grade math teachers’ use of educational technology at West Chatham Middle School include gaining new tools for effective teaching, such as establishing highly effective learning environments by incorporating various technological devices, live webcasts, social media, hands-on manipulatives, and flipped learning in smart classrooms (Joo et al., 2018). Due to the school’s access to one-to-one (1:1) technology, such as Chromebooks, Tablets, and laptops, this will be relatively easy to achieve (Polly et al., 2021). For stakeholders, including administrators and teachers, improving the use of technology in the math department may lead to better content knowledge, greater self-confidence, and a more favorable perception towards teachers’ effectiveness and instructional technologies (Karatas, 2017). For teachers, technology can serve as the foundation for all education functions, operations, or modern activities that can take this institution to the next level. Additionally, technology can be used not only for developing skills and knowledge, but also for students to share their personal stories with teachers and peers, which can contribute to building a stronger sense of community (Siefert et al., 2019).

The purpose of this study is to provide recommendations to the leadership team at West Chatham Middle School with possible solutions for improving 8th grade math teachers’ use of educational instructional technology in the classroom. This study will provide the leadership team with data collected from a mix method approach (qualitative and quantitative) on 8th grade math teachers’ current use of educational technology and belief about technology to make suggestions to help improve their use of educational technologies in the mathematics department.

After researching teachers’ use of technology, Celik et al. (2020) found, the major focus in previous studies has been on teachers’ integration of technology. They also found that teacher readiness, pressure to utilize technology, and context variables, such as availability of technology and school policy, were also important variables. Technology use in the classroom appears to be a complex task, according to Celik et al., (2020). Keeping this in mind, this research recognized teachers are the most valuable factor for integrating technology in the classroom (Scherer et al. 2019). Consequently, this study desires to suggest ways to improve the math department teachers’ beliefs, attitudes, and skills in relation to their use of educational instructional technologies in the classroom.

Central Research Question

How can 8th grade math teachers improve their use of educational technology in the classroom at West Chatham Middle School?

Teacher Effectiveness – the ability to use strategies, approaches, connections to students, and a particular set of attitudes that enhances student learning and achievement (Stronge et al., 2017).Self-efficacy – is defines as the perception that one is capable of effectively and efficiently completing one’s tasks (Schwarzer, 2014).Pedagogical beliefs – teacher beliefs or the psychological assumptions and understandings that teachers feel to be true, which are different from factual knowledge or propositions (Tondeur et al., 2017).Technology use – experiences with technology such as practicing using software and preparing students for examinations (Tondeur et al., 2017).Technology perception – perception of the value of technology and the importance of using technology integration strategies (Dogan et al., 2021).Professional development – implementing comprehensive programs for building teacher capacity for incorporating new tools in classrooms (Love et al., 2020).Training and preparation – connecting teachers to the needed support, training them to build skills and knowledge for using technology, and creating school leaders for using technology by creating professional learning communities (Love et al., 2020).Integration of technology – implementing and adopting new technological tools (Love et al., 2020).One-to-One technology – this form of technology (often referred to as 1:1) describes a situation in which each student has their own computing device (tablet, laptop, computer, netbook, Chromebook, etc.) to use for educational purposes (Harper, and Milman, 2016).Student Motivation – This is used in the study to refer the degree of attention that students show on meeting their academic objectivesStudent Engagement – The degree of attention and passion that students show when learningdigital device – For this study, digital device is used to refer to computer or mobile phone with keyboard that function like a laptop computerStudent achievement ­– This is measurement of student’s performance on various standardized tests

Introduction

Overview

Progress in technology has contributed to a profound change in how we live our lives. Harper & Milman (2016) found that technology prevalence in primary and secondary schools in the United States has increased exponentially since computers became more common in schools. Since 2010, the U.S. has made significant progress in leveraging technology to transform learning and teaching (Thomas, 2016). As a result, primary and secondary schools’ students need to acquire new and challenging intellectual skills. Technology is being used to personalize learning and provide students with more choices over what and how to learn. Technology is also offering opportunities for students to learn regardless of their geographic location. This research discusses how technology can improve learning and provide learning experiences that are of high quality.

School leaders and technology developers have been stimulated by the rapid development of technology integration in schools (Wakil et al., 2017). The primary focus on technology integration in schools is reshaping the objectives for educating students and providing effective professional development for teachers. Research-based findings that support the use of technology in the classroom have led to a rise in funding for technology, which has been the main form of support. Technology has been used effectively in teaching mathematics. According to Chen and Yang (2019), technology prepares students to organize and direct their learning, effectively improving their understanding of mathematical concepts at their own pace. However, despite a successful shift, not all educational leaders are convinced of the value of the new tools for instructional objectives. Wakil et al. (2017) suggest that providing students with laptops without the teacher’s involvement will not improve performance. 

Today, many teachers encounter ever-changing expectations from their school leaders regarding their role in improving and increasing their practices with educational instructional technologies. Educators acknowledge the importance of technological literacy and twenty-first-century skills in competing in the current workforce. Technology proficiency is also essential for nearly every aspect of everyday life. It is critical for technology integration throughout primary and secondary schools (P-12). All students must meet rigorous 21st-century skills requirements (Courduff et al., 2016). In other words, students should possess technological literacy to be successful today. In highly complex and dynamic classrooms, teachers need to coordinate knowledge instructional practices and integrate technologies to optimize student learning. However, most students do not have computers at school, indicating that they are less experienced in technology (Herro et al. 2018). This study will show that the technological gap is significant, and this digital divide impacts schools such as West Chatham Middle School.

Different programs have been adopted to allow all learners to access educational technology. STEM (Science, technology, engineering, and mathematics) subjects are necessary means of overcoming challenges faced in preparation for technologically skilled students. Thus, schools are implementing strategies to boost STEM programs in the K-12 education environment (Herro et al. 2018). In addition, digital game-based learning has become a topic of concern in education. Digital game-based learning has been widely used in fields, more so in a formal and informal setting, such as learning mathematics (Byun & Joung, 2018). Many mathematics teachers have been interested in the DGBI as an appealing approach for learners, as it has shown to increase students’ motivation and math performance In K-12 (Byun & Joung, 2018). The digital games effectively improve students’ motivation to learn mathematics as the students succeed in understanding algebraic concepts as they play the digital games.

Efforts to improve access to technology in schools do not focus on the ability of mathematics teachers to integrate technology in their classrooms. Melissa (2019) reveals that many schools and districts have directed all the efforts and funds to upgrade their computers and buy new technology to increase students’ learning. Melissa adds that buying educational technology and handing it to teachers does not translate to effective use. In most cases, the teachers are not trained in new technology and do not know how to use it effectively. The lack of teachers’ confidence and proficiency in using technology forms part of the barriers to implement educational technology strategies (Yemothy, 2015). The teachers have little understanding of the benefits of using technology in learning, resulting from the failure to allocate resources for teachers to undergo thorough training on technology. For instance, between 2011 and 2013, teaching staff from Central America Academy requested 130 opportunities for professional development, where 25% of the opportunities were concerned with technology integration needs (Yemothy, 2015). However, only 2% were granted approval for professional development support and funding (Yemothy, 2015). At the same time, the teachers are never involved in purchasing the technology. These observations from the past research form basis for the current study. This study aims to provide solutions through recommendations for improving 8th-grade math teachers’ integration of educational technologies in their classrooms.

Literature review

Overview

Substantial literature shows positive impact of integrating technology in learning environment. Some of the noted benefits of technology-integrated instructions are increasing students’ engagement, motivation, and performance. Scholars have also identified practices that contribute to successful integration of technology in learning environment to help educators to integrate the best practices in technology integration in classrooms. This section discusses the available literature on the history of implementing educational technology in the K-12 education, benefits of technology-integration in learning, and factors that lead to successful technology integration in classrooms.

The history of educational technology implementation in the K-12 education

The history of educational technology infusion into the k-12 can be traced back to the early 1980s. The infusion of technology into K-12 started when computer science was required as part of essential skills for high school graduation (Ross, 2020). According to Ross (2020), high school graduates were required to understand computers better and learn how to use them to study other basic subjects. In the early 2000s, policies such as the No Child Left Behind Act (NCLB) of 2001 extended the education technology to grade eight, where the students were expected to be technologically literate (Ross, 2020). At the same time, technology was perceived as an essential source of support for teaching and learning across the curriculum. Most implementation of educational technology has been attained during the 21st century, where different policymakers have made a heavy investment in technology for education. While the United States might have started the journey of implementing education in the 1980s and 90s, the country faces pressure to improve its application from countries that seem to be doing well in integrating technology in education.

Impact of Technology-Integrated Instructions

 Student’s Engagement

Research reveals that integrating education technology in the classroom improves students’ engagement. For instance, a study by Chen & Yang (2019) indicates that technology allows students to work together autonomously and purposely to complete their specific projects. The learning process of learners with the new educational technology requires students to find solutions to problems through articulating the issue, discussing different ideas, designing inquiries, and sharing findings with peers. Whenever students collaborate to find answers to various questions, they understand the concepts being taught. Francis (2017) found out that students in a technology-supported learning environment have high engagement levels. The study indicates that students in this learning environment feel that teachers provide them with relevant learning activities, which increases engagement. While educational technology, especially PjBL, has been effective, time allocated to lessons has been a significant barrier to many teachers. The study indicates that a teacher who has 45-50minutes per lesson would require more time. Chen and Yang (2019) maintain that it is crucial to understand how instructional time affects students’ academic achievement in PjBL to ensure the effectiveness of educational technology. Prolonging learning time will increase concentration and engagement time.

Student’s Motivation

The use of instrumentation games to learn has a significant impact on the student’s motivation. Chen & Yang (2019) argues that digital games like DGBL are very effective in improving students’ motivation to learn. The digital games stimulate students’ interests, motivate them to develop goals, and encourage persistence in pursuing them (Chen & Yang, 2019. Playing games enables students to control their learning and remain motivated to solve mathematical questions. Since education technology is relevant to students’ lives, it improves their motivation to learn and have an interest in content, propels them to pursue their interests (Chen & Yang, 2019).

Student Achievement

Georgia’s K-12 technology plan maintains that although technology use in schools has increased over the past few years, educators still face challenges in ensuring that technology creates new learning opportunities and promotes students’ performance. The plan emphasizes that educational technology can never be transformative without the assistance of teachers in integrating it in the classroom and ensuring that it is incorporated in the curriculum and aligned with students learning goals. The plan further reveals that teachers’ support through professional development is critical in using technology in a classroom. Additionally, Chen and Yang (2019) indicate that teachers must provide appropriate technological support in their classrooms for students to utilize educational technology effectively. This can be made possible with sufficient support of the teachers with both thorough training and provision of necessary educational technology.

A study of One-To-One mobile technology implementation in math in a rural middle school by Deaton (2017) supports the findings that technology positively impacts student achievement. According to the author, students need access to some tools used in the business world, such as technology. Technology does not guarantee that students are learning, but it increases interest, explaining why learners with access to mobile devices have better performance in mathematics than those without devices.

Classrooms environments with technology integrated into learning are more active than those without technology are. Learners in these classrooms communicate, complete projects, respond to feedback and share ideas using technology. For instance, the writing process is more interactive and collaborative with technology. Students take advantage of formatting features of computers and computer language to produce high-quality writing.

To support the notion that technology improves students’ performance, Deaton (2017) cites a Microsoft Corporation program launched in 1996 to provide schools with laptops. The program included more than 800 schools and 125,000 students by 2000, and showed a positive impact on students’ performance. The program showed positive student achievement in better collaboration, improved research skills, and problem-solving (Deaton, 2017).

Another way technology helps in improving performance is by aiding personalized learning. Teachers should address students’ needs, cultural backgrounds, and interests individually to ensure personalized learning. Therefore, personalized learning addresses students’ academic strengths and weaknesses and what motivates them to succeed. Allowing learners to use digital devices to complete their assignments showed increased interest, contributing to better performance.

Students’ engagement and motivation also contribute to improved achievement. Maamin et al. (2022) illustrate how student engagement improves mathematics achievement in a study to investigate how to enhance mathematic achievement among 21st scholars. On the other hand, Olifant et al. (2019) explores motivation to learn among grade 8 students and conclude that motivation improves student achievement. Therefore, it can be concluded that motivation and engagement improve achievement. Since technology enhances motivation and achievement, then it is an integral part of ensuring student achievement.

Factors that Lead to the Success of Instructional Technology-Integration

School Resources and Administrator Support

            Integrating educational technology into teaching is perceived as one of the most significant challenges facing teachers across the United States (Kent & Giles, 2017). However, Kent & Giles (2017) reveal that schools across the country are prioritizing technology and professional development for technology integration through channeling most of their investment to technology. The successful integration of technology in the classroom relies on the school resources and administrative support offered to teachers. Schools with adequate resources can fund technology action to support educational technology integration in the school (Wakil et al., 2017). The primary focus on technology integration in schools is reshaping the objectives for educating students and providing effective professional development for teachers.

 Courduff et al. (2016) support the use of the TRACK model to integrate technology in the classroom. The author maintains that technological knowledge (T.K.), content C.K. and pedagogical knowledge (P.K.) are essential and critical for integrating educational technology in the classroom. Cardiff notes that the interaction of the three elements forms the foundation for the knowledge base necessary for establishing the knowledge required for effective integration of education technology in a dynamic classroom. The effectiveness of technology integration will depend on whether the teacher has adequate knowledge and understanding of technology and how it assists students in learning; thus, they are vital in this model (Pugh et al., 2018). The teacher will utilize their understanding of educational technology integration in the everyday instruction process with proper training. Funding of technology, which has been the main form of support, has increased following the research-based findings that support the use of technology in a classroom setting. However, despite a successful shift, not all educational leaders are convinced of the value of the new tools for instructional objectives. Wakil et al. (2017) suggest that providing students with laptops will not improve performance without the teacher’s involvement. In the past, the teachers gave instructions to students without paying close attention to technology integration. However, teachers encounter ever-changing expectations regarding improving and increasing their practices with integrating technology in the modern learning environment.

Teachers’ Attitudes Toward Technology-Integrated Curriculum

According to Kent & Giles (2017), changing the efficacy of experienced teachers is difficult. Preservice teachers’ technology self-efficacy reveals the possibility of graduates utilizing the instructional technology throughout their practice as teachers. Having a positive sense of self-efficacy is critical for teachers’ effectiveness. Alberta Bandura’s social cognitive theory reveals that people are their change agents. Teachers who have a high sense of self-efficacy and belief in their ability to impact students learning positively are more likely to be at the forefront in implementing educational technology. On the contrary, teachers with a low level of efficacy have negative behaviors and lead to poor students’ academic performance. The teachers decide the level of technology integration, and their beliefs on their competence dictate their ability to integrate technology in classroom. On this note, new teachers are said to have difficulties integrating technology in their teaching, more so during their teaching practice based on their belief that they are inadequate in their abilities to teach using technologies. Markedly, access to the internet, training, time to integrate technology, and vicarious experience also determine teachers’ self-efficacy.

Gomez et al. (2021) support the notion that teachers’ belief in educational technology is firmly embedded in their perception of their knowledge of education technology alongside their capacity to integrate technology in teaching, which directly impacts self-efficacy beliefs. The study reveals that teachers’ lack of in-depth pedagogical familiarity with technology integration makes teaching and learning stressful and challenging. Whenever new users become reflected in the technical technology aspects, the learning process turns out to be disappointing at best. As observed with new teachers, they struggle to shift from teacher education to teaching. The study argues that it is possible to overcome the challenge by alleviating the uncertainty and fear that comes with teaching using technology through support and providing teachers with practical skills. On the other hand, most in-service teachers hesitate to incorporate technology into their classes simply because they lack the confidence to use technology in their class or do not want to request assistance due to fear of being perceived as incompetent Gomez et al., (2021).

Adequacy of Technology

The U.S. Department of education analyzed teachers’ use of technology and found that 97% of teachers have one or more computers in the classroom (Francis, 2017). In addition, despite less than 40% of the teachers utilizing the technology, more than 50% of teachers are willing to bring computers to their classrooms (Francis, 2017). Nevertheless, the available technology is not adequate for all students. To solve the problem, the Building State Capacity and Productivity Center were established to assist educators in acquiring funding intended to equip learning institutions with enough technology and human resources competent in educational technology (Francis, 2017).

Conclusion

            The current study adds to the available research on integrating educational technology in the mathematics classroom. The findings from the comprehensive literature review depict teachers as a critical factor in implementing educational technology integration in the classroom. Most schools fail in educational technology because they focus on upgrading technology without equipping teachers with proper training on integrating new technology in learning. The attitude towards technology integration in the classroom has been a significant determinant of successful educational technology integration. The review revealed that teachers’ efficacy, influenced by the teacher’s confidence and belief in their capability to use educational technology, predicts the likelihood of integrating technology in teaching. In addition to teacher’s involvement, the adequacy of schools’ resources and administration support towards education technology actions also influences technology-based learning effectiveness. The review shows that technology-integrated instruction impacts students’ engagement, motivation, and achievement in schools. These benefits are vital for the mathematics classroom.

Recommendations

This paper identified several barriers that impact the effective integration of educational technology in the mathematics classroom. Lack of adequate training of the teachers on educational technology and lack of sufficient technology in the classroom are the significant barriers. Teachers receive little or no support from the administration, while students do not have adequate access to technology in the classroom. The study recommends that the administration support math teachers by creating opportunities to enhance goal-focused training, which is critical for any teacher’s success in integrating educational technology in their classroom. Precisely, the study recommends the school to establish contacts for mentoring and collaboration between the new teachers and existing teachers. The study also suggests the school provide the K-8 students with access to appropriate technologies for learning mathematics. The recommendations would ensure the teachers have the infrastructure and technical support necessary for successful educational technology implementation in schools. 

PROCEDURES

Overview

The purpose of this study is to provide recommendations to the leadership team at West Chatham Middle School to improving 8th grade math teachers’ use of educational technologies in the classroom. Through increased use of educational instructional technology, 8th grade math teachers can develop additional skills to increase student engagement and high order thinking skills (Jalal et al., 2017). The learning process for students has changed by the adoption of technology in primary and secondary schools. Digital tools (tablets, Chromebooks, laptops, etc.) has influenced the transformation in the learning environment and the methods students use to study is also evolving as technology advances (Jalal et al., 2017). Many learners prefer to use technological tools such as learning apps, video conferencing, and online tutorials as opposed to sitting in a classroom and listening to their teachers to deliver content (Jalal et al., 2017).

This research focus on improving 8th grade math teachers’ use of educational technology at West Chatham Middle School. We explore 21st-century educational technological devices and how they impact instruction in the classroom. The problem that will be addressed is how to improve 8th grade math teachers’ use of educational technologies in the classroom at West Chatham Middle School.

The Role of the Investigator Role and Ethical Considerations

The investigator has been teaching mathematics at West Chatham Middle School from 2017 to 2020. The investigator served as an 8th grade mathematics teacher for more than three years. The investigator served as the supervisor of the focus group. The investigator supervised and issued interview questionnaires to

five mathematics teachers at West Chatham Middle School. The self-reported data from 8th grade math teachers will be recorded and kept confidential. However, there is an assumption that the entire study respondents are thoughtful and honest in their answers.

 Surveys and questionnaires were used to collect and analyze data from teacher focus groups. In the survey questions, the names and other identifying characteristics of respondents will not be recorded. The investigator will store the survey questionnaires electronically and keep them on a secured drive that’s password protected. There will be a backup of the data on the math department’s computer in a word document. Additionally, the investigator will be responsible for data integrity protection according to the professional code of data ethics.

Interview Questions Procedures

Using a mixed method approach, the researchers will be able to consider both an interpretive and naturalistic perspective (Denzin & Lincoln, 1994). The objective of qualitative research is to gain an understanding of a given phenomenon (Denzin, & Lincoln, 1994). Since the data collected for this research may be sensitive in nature, it aims to disclose how 8th grade math teachers think, act, or feel in a particular way. The data collected via interviews, surveys, and a focus group will not contain names or any other identifiers of the participants. Any data collected or stored electronically in the form of a document and a secured online drive that was password-protected by the investigator. In this study, participants will be informed and given information about the nature, purpose, and implications of the study, as well as the confidentiality and security of the data.

In addition to semi structured interviews, there were open-ended questions asked in a standard set of order. This allowed the investigator to obtain useful information from the math teachers (Wei et al., 2020). The respondents for both the survey and the interview will be chosen because they are on the leadership team and/or teachers at West Chatham Middle School.

Teacher-Interviews

How confident are you about using educational instructional technology in the classroom?

This question aims at determining 8th grade math teachers’ confidence level when using instructional technology in the classrooms. The limitation of teachers by their human capabilities can be improved while enhancing efficiency through instructional technology (Adipat et al., 2021).

Do your school’s administrative team provide adequate technology support?

The purpose of the question is to find out what impact the administrative team effects teachers’ use of technology. Technology integration strategies facilitate the satisfaction that comes with access and support teachers receive from the administration (Dogan, Dawson & Ritzhaupt, 2021).

How often do you used educational technology to provide instruction?

This question was selected to establish the teacher’s efficiency level when using instructional technology in the classroom. The integration of technology in teaching creates efficiency and a better connection with their students (Adipat et al., 2021).

Does technology use in teaching math contribute to the success of students?

This question aims to establish if technology use in teaching math contributes to students’ success. The use of instructional technology offers classroom opportunities for new tools, which is critical for teachers (Love et al., 2020).

Does the integration of technology into the classroom beneficial to teaching and learning?

This question focuses on the benefits teachers have observed while using technology in teaching middle school math. According to research, instructional technology connects teachers with the necessary teaching supports, facilitates training through professional learning communities and enables professional development (Love et al., 2020).

Do you have effective strategies to engage reluctant learners?

The question aims to identifies possible teaching techniques to helping students become interested in learning through technology. Learners tend to learn more if teachers integrate teaching and learning with technology (Polly et al., 2021).

What expectations do you have on the use of educational technologies in the classroom?

The purpose of this question is to see what teachers expect from the use of technology in classroom. It examines the perspectives of teachers on the barriers and desired supports regarding the use of technology in their teaching (Polly et al., 2021).

What suggestions do you have concerning technology use in teaching middle school math?

This question seeks the opinions of teachers on how technology can be used to improve teaching and learning in math. It is important for teachers to report the differences they note on the application of educational technology in teaching middle school math (Dogan, Dawson & Ritzhaupt, 2021).

Do you believe technology can be effective for students who have negative attitudes towards mathematics?

The purpose of this question is to understand if teachers intend to improve their use of technology in changing the attitudes of learners towards math. The main limitation to students learning math is the lack of confidence and negative attitude that maintains math is a complex course (Adipat et al., 2021).  

How should teaching and learning look within the math department at West Chatham Middle School?

This question was chosen to gain knowledge into how the administration communicates their school’s vision on what a typical school day should look like, it seldom translates into practical activities. (Cheasakul & Varma, 2016).  

Focus Group

An analysis of focus group data will be conducted using thematic analysis, which identifies, arranges, and provides perspectives into patterns of themes across a data set. By focusing on meaning across a dataset, thematic analysis allows researchers to see and make sense of shared and collective meaning (Braun & Clarke, 2006). Thematic analysis is the process of identifying common trends in a discussion topic and then trying to make sense of those commonalities. Researchers use thematic analysis because it is both accessible and flexible.

The analysis and findings section of the study does not include any names to maintain anonymity. Teachers will be referred to as Teacher 1, Teacher 2, etc. The survey responses will be coded and analyzed by the investigator. The data is coded and transcribed from responses verbatim. A transcript is used to identify recurring responses and themes. To help identify patterns of recurring phrases, statements, or words, color-coding was used.

 Focus Group Questionnaire

 Many students struggle learning math concepts math concepts, how can educational technology help to combat this problem?

This question is asked to assess whether the 8th grade math teachers should be able to combine different teaching methods through educational technology in addressing what works best when teaching math (Wei et al., 2020).

Do you believe there is a plan in place to assist teachers at your school handle disruptive students while using educational technology?

This question is asked to identify whether 8th grade math teachers can deal with disruptive students using educational technology. The teachers can determine why the student is behaving in a particular way or if they have a problem in their personal life that translates to their behavior (Kartika et al., 2019, July).

How will you include parent and stakeholder in your instructional technology plan?

The question seeks to know how the teachers will effectively involve the parent when using the educational technology. According to Kartika et al. (2019, July), for kindergarten through twelfth (k-12) grade learners, involving parents in their educational needs may significantly impact their performance. The math teacher can inform the parent using educational technologies of the student’s problem with math.

 What are your expectations for the administration team concerning math teachers’ use of technology?

This question is aimed to explore the impacts the school administration has on the use of technology in content delivery in the classroom. The successful integration of technology in the classroom will depend primarily on administrative support, for example, resources (Joubert et al., 2020).

 What is your opinion about using instructional technology in the classroom?

This question aims to find out what the teachers are expecting from the use of technology in the class. It evaluates the barriers and the support needed by the teacher in integrating technology in the class (Kukey et al., 2019).

 What skills and technologies do you feel would be beneficial for teaching middle grades math classrooms?

This question is aimed to address whether the teacher is well concerned with the emerging trend in technology development in the classroom. Technology is changing rapidly, and it’s crucial that the teachers be able to identify the latest trend in technology and how best they can be used to facilitate learning in the classroom (Joubert et al., 2020).

 How can the integration of technology to access student growth?

This is addressed to identify how the teacher accesses the progress and development of the students. Technology can be used as one of the techniques to ensure that the students are assessed relatively (Karatas et al., 2017). The technology can also be used to detect when the student is struggling with the math concept.

Do feel educational technology can be used as a problem-solving tool for struggling students?

This question is aimed at identifying ways of engaging students in math’s solving process. One of the best ways to motivate students is to include a reward system to keep track of the students’ progress (Xu & Zhu, 2020).

 How do you intend to protect students from online exploitation, bullying, etc.?

This question seeks to address the teachers’ strategies to safeguard the students against online exploitation. The use of technology comes with various challenges, such as stealing credentials and moral abuse (Karatas et al., 2017). The teacher is expected to identify potential ways to protect students from online exploitation.

 Are you efficient in using educational instructional technology in the classroom?

This question ascertains the level of efficiency of the teachers in using educational technology in a teaching environment. Better connections and efficiency between the students can be improved by integrating technology in learning (Kukey et al., 2019).

Teachers Survey

To measure teachers’ perceived efficacy beliefs related to technology integration, Kent, and Giles (2017) used the 5-item instrument based on Moore-Hayes (2011) research on teacher efficacy. This study collected data from the resulting survey. There were six possible responses on a Likert-type scale from “not at all” to “a great deal.”

Teachers Survey Questions:

I feel comfortable about my ability to use technological tools to provide classroom instruction.Strongly AgreeAgreeNeutralDisagreeStrongly Disagree

This question was chosen to identify teachers’ level of confidence when using technology to provide teaching and learning within their classrooms.  If educators have insufficient training in the use of educational technologies, then their computer self-efficacy level will affect their comfort level to integrate technology effectively (Winter et. al., 2021).

A vision for technological use in our school is clearly communicated to faculty.

This question was selected to gain information from teachers regarding their administration’s communication of the schools’ technological vision and the expectations for their classroom.  Implementing a vision focused on educational technology is vital to the school administration to generate a buy-in from all stakeholders regarding how educational technology will improve teaching and learning and increase literacy, as well as citizenship (Gonzales, 2020).

Curriculum support is available in my building to assist with technology integration.

This question was chosen to help narrow down the reason for the low use of educational technology in the math department at West Chatham Middle School. For educators to effectively use educational technologies to support student-centered education, teachers must know the proper pedagogical, technological, and subject-based knowledge, additionally they must comprehend the interaction among these classifications of knowledge. Teachers may lack motivation to integrate technology into their classroom because of the limited or complete absence of technological support within their school (Chang et. al., 2019).

What level of competency do you perceive yourself to possess in selecting and using various technology devices to facilitate teaching and learning?

This question aims at determining the level of content knowledge by the teachers. When the teachers are more knowledgeable in a specific area of education, integrating technology in education becomes a more straightforward task (Kartika et al., 2019, July).

How capable are you of determining why, when, and how to use technology in education?

This question aims at finding out the areas that need to be improved to enhance math instruction. The weak areas that need improvement in education can be improved whereby supporting students learning needs (Joubert et al., 2020).

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