Abstract
The purpose of this study was to analyze the lesson plans of high school teachers for technology integration in high-stake tested and non-tested contexts. The aim of this research was to provide information and recommendations to educators of the district concerning the planning of lessons and integration of technology in high-stake subject contexts. The data collected provided information regarding a teacher’s planning of lessons that integrated technology in high-stake tested and non-tested subjects. A TPACK-Based Technology Integration Assessment Rubric was used to evaluate the lesson planning of 435 teachers in English and Science subjects in either a high-stake tested or non-tested context. ANOVA testing was completed to measure statistically the differences among the lesson planning within the same subject area and context while t-tests were completed for comparison between high-stake tested and non-tested subjects for Science and English. The results of the study indicated that technology integration was influenced by context when comparing high-stake tested Biology with non-tested Science subjects. In contrast, results between high-stake tested and non-tested English subjects did not support the hypothesis that a high-stake tested context was a barrier to technology integration. Based on these results, a Six-Step Growth Design Process was developed to further investigate the influence of subject and individual teacher planning habitus upon the high-stake context barrier to technology integration. The Six-Step Growth Design Process will be implemented to increase technology integration in the classroom and improve its use in different contexts. The process will allow educators to examine the application of technology and reflect upon instruction.|Keywords: TPACK, Six-Step Growth Design Process