Teacher perceptions of the effectiveness of their instructional practice in the digital classroom

This study explored technical high school teacher perceptions of their effectiveness while practicing an innovative instructional model called the Digital Classroom Learning Model. The Digital Classroom Learning Model is a specific model for instruction that includes a specific physical classroom configuration, and a model for the design of lessons called Learning Units. The classroom, in this model, is equipped with a computer for each student. The computers are located around the perimeter of the room, facing inward, and all have Internet access. In the center of the room is a large table, called the Dialog Center, where discussions of content are facilitated. Students receive teacher designed documents called Learning Units from the teacher and participate in a series of independent and facilitated learning activities. The conceptual framework guiding this study is Danielson's (1996) Framework for Teaching, an accepted model of effective instruction. Using a single site descriptive case study design, teachers were surveyed and participated in focus group interviews to reveal their perceptions of their effectiveness in the Digital Classroom. Using questions based on Danielson's Framework, the areas of Planning and Preparation, Classroom Environment, and Instruction were explored.; Data from this study indicate that teachers who are practicing in this unique, technological teaching environment perceive themselves to be effective. Specifically, they indicate that teachers perceive that they can meet the needs of individual students, students are engaged and self managing, and that the technology allows students to access information that not be available in a traditional classroom. Some of the teachers participating noted that the model is sometimes limited by technology problems that are outside the control of the teacher and the mathematics content area is more difficult to address using the Digital Classroom Learning Model.; The dissertation presents recommendations for practice that focus further teacher professional development related to models for teaching with technology and instructional design, and opportunities to use technology as a tool for planning educational programs for students who are not successful in traditional educational settings. Further recommendations include the transfer of non-technical aspects of the Digital Classroom Learning Model into other classrooms, regardless of technology availability, the importance of making technology available at the classroom level, and the need to clearly plan for the support and improvement of the technology once an investment in a technological learning approach has been made. Research recommendations include replication of this study in other settings, including other school systems and settings that do not depend on technology as a primary teaching resource, as well as exploring the perceptions of administrators who supervise the instruction in the Digital Classroom and the students who participate in this instructional model. Further research recommendations include following this study with a quantitative study that looks at objective measures of student performance for students taught in the Digital Classroom.