| The purpose of this study was to analyze archival qualitative data to better understand teachers' perceived effectiveness of the Enhancing the Art and Science of Teaching with Technology (EASTT) (Magana & Marzano, 2014), professional development model aimed at increasing academic success for all students through the integration of technology in the classroom. This study examined teachers' perceptions of (a) the effectiveness of the EASTT professional development model implemented in the school, (b) its impact on instructional quality in classrooms (c) its impact on student engagement, (d) its impact on student achievement, and (e) the effectiveness of instructional coaching for EASTT. The EASTT model was designed to enhance how teachers integrate classroom educational technologies in the service of improving their implementation of the highly reliable instructional strategies articulated in The Art and Science of Teaching (Marzano, 2006). This qualitative study provides a unique contextual layer to prior quantitative student achievement results reported when EASTT was originally conducted over 3 years in the participating diverse, high-needs, low-performing elementary school situated in an urban setting in Southern California. During those 3 years, teachers and two administrators---the school principal and the district director of technology---also provided qualitative input that was archived. This dissertation study analyzes and reports the results of that qualitative archival data.;Key words: Teaching with Technology, The Art and Science of Teaching, Enhancing the Art and Science of Teaching with Technology, teacher professional development, student engagement, student achievement. |
