The influence of the digital era : a convergent mixed methods study exploring digital curriculum influences for school site professionals in a secondary setting.

A growing problem in Oklahoma public schools is that some teachers integrate education technology into their classrooms while others do not. The need for adaptable practices with technology in classrooms has grown since the COVID-19 pandemic. Heitink et al. (2016) state that integrating technology use into the classroom often requires changes to curriculum and pedagogy. Furthermore, today’s students are more fluent with technology, creating a demand for socially relevant teaching strategies. I guided my study using Havard et al.’s (2016) Adaptable Learning Theory Framework for Technology Enhanced Learning (AF-TEL) components. This convergent mixed methods study explored the influences that lead to teacher adaptability with technology. This study focused on a rural public school district in Edmond, Oklahoma. I collected data from secondary school sites. The quantitative phase of this study utilized Puckett’s (2022) Digital Adaptability Scale and focused on the generational categorization, teacher certification type, and years of teaching. The qualitative phase of this study was a focus group that allowed department leaders to discuss the influences that encouraged teachers within their department to be more adaptable to technology. After I analyzed and converged the quantitative and qualitative data, I determined the implications of this study. Quantitatively, I found that generational categorization, teacher certification type, and years of teaching were not statistically significant predictors of teachers’ digital adaptability. The qualitative data revealed that social interactions and learning opportunities encouraged teacher engagement, adaptability, and use of educational technology within the classroom. Participants indicated that social connections had the strongest influence on their technology engagement and adaptability. Through converging the quantitative and qualitative data, I determined that self-motivation and individual experiences are secondary to information learned and skills practiced in a group setting. These results encourage robust professional development that appeals to teachers based on the ability to work collaboratively with their subject-area peers.