This document summarizes a study that investigated how veteran high school teachers shifted their instructional practices to integrate digital tools. The study found that teachers overcame challenges such as fear of change and feeling overwhelmed as they transitioned from 20th to 21st century teaching methods. Teachers' initial assumptions about technology evolved as they gained experience using digital tools. The study concluded that ongoing professional development and administrative support are needed to help teachers successfully adopt new instructional technologies.

1. SHIFTING THE INSTRUCTIONAL PARADIGMS OF
VETERAN HIGH SCHOOL TEACHERS TO EMBRACE
DIGITAL TOOLS FOR INSTRUCTIONAL PRACTICE
Paper Presentation
SITE Conference, Las Vegas, NV
March 4, 2015
Donna Fong, Ed.D.
Kaye Shelton, Ph.D.
Diane Mason, Ph.D.

2. Statement of the Problem
Teachers’ resistance to change instructional
methodology frequently undermines successful reform
(Beringer, 2007; Ravitz, 2010). Barriers, such as teacher
perceptions and beliefs, appear to play a substantial
role in inhibiting integration of digital tools (Miranda &
Russell, 2011; Russell, O’Dwyer, Bebell &Tao, 2007;
Wozney, Venkatesh, & Abrami, 2006).

3. Purpose Statement
The purpose of this phenomenological qualitative
study was to investigate a paradigm shift in
instructional practices among high school veteran
teachers who have transitioned from utilizing 20th
century pedagogy to facilitating students’ acquisition
of 21st century skills, with the use of digital tools as an
essential learning component.

4. Research Questions
1. What were the life experiences that resulted in
changes in instructional practices among high
school veteran teachers who transitioned from
utilizing 20th century pedagogy to facilitating
students’ acquisition of 21st century skills?
2. What challenges did the participants overcome as
they progressed through change in their
instructional practices?
3. What were the common beliefs of these teachers
who made changes in instructional practices to
integrate digital tools?

5. Review of the Literature
 Theoretical Framework
 Characteristics of Digital and Pre-Digital
Generations
 Technology and 21st Century Skills
 Barriers Due to Resource Limitations
 Barriers Due to Teachers’ Perceptions and Beliefs
 New Emerging Pedagogy and 21st Century Skills
 Professional Development

6. Methodology
Research Design:
Qualitative –
Phenomenological
Narrative

7. Methodology (cont.)
Participants: 7 high school veteran teachers
◦ The participants were teachers who were at least 40
years old.
◦ All participants had taught for a minimum of 10 years.
◦ All participants were considered to be effective
teachers by their supervisor.
◦ All teachers scored at least 3 on the LoTi Survey.

8. Methodology (cont.)
Treatment of Data:
◦ Significant statements from interviews were
identified and categorized into emergent themes.
◦ Data from interviews were cross-checked with
artifacts.
◦ Confidentiality was ensured.

9. Trustworthiness:
Member checking, Triangulation, Epoche
(Creswell, 2007; Lincoln & Guba, 1985;
Moustakas, 1994)
Methodology (cont.)

10. Narrative
Analysis

11. Narrative Analysis (cont.)
RQ 1 Emergent themes:
 Teachers desired to develop life-long learning skills.
 Traditional resources and techniques became obsolete.
 Positive support and feedback were provided.

12. Narrative Analysis (cont.)
RQ 2 Emergent themes:
 Teachers were fearful and anxious.
 They felt overwhelmed.
 They adapted to a new role.

13. Narrative Analysis (cont.)
RQ 3 Emergent themes:
 Most teachers found their initial assumptions to be
erroneous.
 Their assumptions evolved through experiences
with digital tools.
 They have developed new perspectives and beliefs.

14. Implications

15. Implications (cont.)
1. Teachers need adequate on-site technical support for
timely assistance when needed during instructional time.
(Miranda & Russell, 2011).
2. Teachers need technology training that is frequent and in
small increments.

16. Implications (cont.)
3. Technology support teams should be formed to mentor
and assist their colleagues.
4. Campus PLCs should be formed to provide structure and
mentoring for student-centered learning with an
emphasis on digital tools and 21st century skills.

17. Implications (cont.)
5. Administrators must model proficiency in 21st century
skills and digital technology in order to establish a culture
that promotes the importance of these skills. (Kotter,
1996; Miranda & Russell, 2011; Northouse, 2010; Platt,
Trip, Ogden, & Fraser, 2000).
6. While this study focused on high school teachers,
implications from this study may be extended to higher
education faculty, as well. (Georgina & Hosford, 2009;
Rasmussen, Davidson-Shivers, & Savenye, 2011).

18. Recommendations for Future Research
 Research that examines the phenomena from an objective
point of view rather than the participants’, such as from the
researcher’s observations.
 Research that replicates this study with other populations:
other regions, ethnicities, urban & rural communities.
 Research that investigates the impact of campus and
district leaders on transforming instructional practices to
include digital tools.

19. References
Beringer, J. (2007). Application of problem based learning through
research investigation. Journal of Geography in Higher
Education, 31(3), 445-457. doi:10.1080/03098260701514033
Bauer, J., & Kenton, J. (2005). Toward technology integration in
schools: Why isn’t it happening. Journal of Technology and
Teacher Education, 13(4), 519-546. Retrieved from
http://www.aace.org/pubs/jtate/
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing
among five approaches. Thousand Oaks, CA: Sage.
Georgina, D. A., & Hosford, C. C. (2009). Higher education faculty
perceptions on technology integration and training. Teaching
and Teacher Education, 25, 690-696.
Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business
Review.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury, CA:
Sage.

20. References (cont.)
Miranda, H., & Russell, M. (2011). Predictors of teacher-directed student
use of technology in elementary classrooms: A multilevel SEM
approach using data from the USEIT study. Journal of Research on
Technology in Education, 43(4), 301-323. Retrieved from
http://www.iste.org/learn/publications/journals/jrte.aspx
Moustakas, C. (1994). Phenomenological research methods. Thousand
Oaks, CA: Sage.
Northouse, P. G. (2010). Leadership: Theory and practice (5th ed.).
Thousand Oaks, CA: Sage.
Platt, A. D., Tripp C. E., Ogden, W. R., & Fraser, R. G. (2000). The
skillful leader: Confronting mediocre teaching. Acton, MA:
Ready About Press.
Rasmussen, K. L., Davidson-Shivers, G. V., & Savenye, W. C. (2011).
The near future of technology in higher education. In D. Surry, J.
Stefurak, & R. Gray (Eds.).Technology integration in higher
education: Social and organizational aspects (pp. 326-342).
Hershey, PA: Information Science/IGI Global.

21. References (cont.)
Ravitz, J. (2010). Beyond changing culture in small high schools:
Reform models and changing instruction with project-
based learning. Peabody Journal of Education
(0161956X), 85(3), 290-312.
doi:10.1080/0161956X.2010.491432
Russell, M., O’Dwyer. L. M., Bebell, D., & Tao, W. (2007). How teachers’
uses of technology vary by tenure and longevity. Journal of
Educational Computing Research, 37(4), 393-417.
doi: 10.2190/EC.37.4.d
Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing
computer technologies: Teachers’ perceptions and practices.
Journal of Technology and Teacher Education, 14(1), 173-207.
Retrieved from http://www.aace.org/pubs/jtate/

22. Contact Information
Dr. Donna Fong
Deweyville High School
dfong@deweyvilleisd.com
Dr. Kaye Shelton
Lamar University
kaye.shelton@lamar.edu
Dr. Diane Mason
Lamar University
diane.mason@lamar.edu