Publication Date

5-2017

Date of Final Oral Examination (Defense)

3-3-2017

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Ross Perkins, Ph.D.

Supervisory Committee Member

Norm Friesen, Ph.D.

Supervisory Committee Member

Chris Haskell, Ed.D.

Abstract

The purpose of this study was to explore the innovations that occurred as the AVID Elementary program was implemented in a technology-rich school environment and the ways in which those innovations were communicated and adopted across the school. It examined how the AVID Elementary program functioned at the site and how teachers developed technology-enabled alternatives to traditional AVID strategies and materials.

The primary question for this study was “How is AVID Elementary implemented in a technology-rich environment?” A qualitative ethnographic case study methodology was appropriate for this study, and the study was conducted through an ethnographic lens that explored the patterns and relationships that influenced the adoption and diffusion of AVID strategies and tools. With little research currently available about innovations to traditional AVID strategies to meet the needs of a technology-rich environment, this study addressed a gap in the literature and lead to further questions for study, and may provide guidance that may inform other sites as they integrate technology in the implementation of an AVID Elementary program.

This study found that extensive teacher time and effort was required to adapt the strategies presented by AVID to fit the needs of a technology-rich environment. In addition, it found that the development and dissemination of technology-enhanced and technology-enabled strategies depended significantly upon school culture, teacher agency, and opinion leadership. Teachers in this study were highly aware of the affordances of technology tools, and regularly made decisions about what technology tools to use based on their instructional purpose as they innovated and implemented. In addition, technology-based innovations to the management of the AVID certification process were required to meet teacher demands for efficiency.

DOI

https://doi.org/10.18122/B2XM7V

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