Date of Submission
6-22-2024
Document Type
DiP
Degree
Doctor of Education
Department
Education
Keywords
constructivist, technology integration, culturally relevant leadership, distributed leadership, deep learning
Abstract
This Dissertation-in-Practice (DiP) aims to support educational leaders in effectively implementing technology in senior grade high school pedagogy to foster deep learning, experiential and intellectually engaging experiences for classroom students. Therefore, this DiP responds to the Problem of Practice (PoP) by deconstructing the existing organizational barriers contributing to the lack of effective technology integration in pedagogy to promote inclusive and equitable student intellectual engagement through a constructivist lens and premised on a foundation of ethics of responsibility, justice and care. Transformational leadership will be used to inspire excitement with the change vision. Distributed leadership will be leveraged to inspire trust and inculcate ownership and accountability of the change within the faculty. Finally, culturally relevant leadership will support the inclusivity of those responsible for making the change and those who will benefit from the change while facilitating decolonization efforts. The change implementation plan is grounded in Kotter's eight-step model, and the effectiveness of the change will be assessed and monitored using the Plan Do Study Act (PDSA) cycle. Once implemented, it is expected that faculty will begin to gravitate towards a constructivist pedagogical framework and that technology will be implemented effectively within their pedagogical practices to ensure higher levels of intellectual engagement in students attending TradEd (a pseudonym).
Recommended Citation
Hofstatter, R. G. (2024). Overcoming Barriers to Effective Technology Integration in the Engaged, Innovation Classroom. The Dissertation in Practice at Western University, 443. Retrieved from https://ir.lib.uwo.ca/oip/443