Date of Submission

8-12-2021

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

education technology, TPACK, student-centred learning, transformational servant leadership, second-order barriers, Lewin’s Three-Stage Change model

Abstract

This Organizational Improvement Plan (OIP) explores technology use at Traditional Christian School (a pseudonym), a small, independent Christian school in British Columbia. The Problem of Practice (PoP) recognizes a gap between how teachers currently use education technology (EdTech) and how it could be used for greater impact. In this self-proclaimed traditional school, technology is primarily used to support teacher-directed learning; however, with teachers as change agents, effective integration of EdTech could enable a shift to student-centredness that gives students agency over their learning. Nevertheless, understanding of the transformative nature of EdTech is minimally evident at TCS, possibly because barriers based on beliefs about technology use can impede teachers from effective EdTech integration. Within a theoretical framework of social constructivism, chosen because it frames the construction of knowledge in a community of learners, a plan is proposed to change how EdTech is integrated into teaching and learning. Using Lewin’s Three-Stage Unfreeze-Change-Refreeze Change Model, teachers will be challenged to examine their teaching practices and their beliefs about EdTech. The solution described in this OIP is for teachers to engage in a continuous learning process, using the Plan, Do, Study, Act (PDSA) cycle to develop their own Technology, Pedagogy, and Content Knowledge (TPACK), enabling them to utilize EdTech to support student-centred learning effectively. Challenging teachers’ beliefs requires transformational servant leadership that inspires a vision of a more desirable future while caring deeply for the individuals implementing change, serving both the organization and its people equally with trustworthiness and humility.

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