A Case Study of the Integration of

21st Century Technology within the

Place-Based, Expeditionary Learning

Outward Bound (ELOB) Approach to

Education

Tammy M. StrattonGeorgia Southern University

ITEC 8839Defense – April 28, 2014Dr. Carlson – Chairman

Dr. Hodges – Committee MemberDr. Zinskie – Committee Member

North Routt Community Charter School

Clark, CO (15 miles north of Steamboat Springs, CO

Introduction

Research Interest• Technology

Integration• ELOB curriculum• Intrigue• Charter School• Location

Background• Founded 2001 • Classes held in early

1900’s building with barn and yurt

• ELOB curriculum focuses on community, discovery, inquiry, collaboration, character

Built on 10 design principles1. Primacy of Self-Discovery2. Having of Wonderful Ideas3. Responsibility for Learning4. Empathy and Caring5. Success and Failure6. Collaboration and Competition7. Diversity and Inclusion8. The Natural World9. Solitude and Reflection10.Service and Compassion

Expeditionary Learning

The case study involved an in-depth analysis regarding

how 21st century technology integration affected the

North Routt Community Charter School’s Expeditionary

Learning Outward Bound approach to curriculum.

The research aimed to inform or enhance the charter

school’s current practices by focusing on two questions.

Statement of Problem

1. How had the charter school integrated 21st

century skills as identified by the International Society for Technology in Education (ISTE) Standards•T?

2. How 21st century technology integration enhanced or challenged the charter school’s place-based, Expeditionary Learning Outward Bound curriculum?

Research Study Questions

Literature Review

Affirmative Technology Integration

Warschauer, Grant, Del Real, and Rousseau (2004)

Wake (2012) Northrup and Killeen

(2013)

Potential Obstacles and Challenges

Erişti, Kurt, & Dindar (2012)

Teo (2012) Lee (2012) Oliver, Osa, & Walker

(2012)

Qualitative: Case study approach

Interviews In-person; Interview Guide

Observations ISTE Snapshot Assessment Instrument

Document/Artifact Analysis

Research Design

Hardware decisions.

Began with five desktop computers located in

attic of original school building.

Grants and donations enabled additional laptop

and iPad purchases ($15,000 local donation).

No SMART Boards due to cost and building

design.

Results

Elected to purchase Apple products parallel to

existing Mac laptops; thus, laptops, iPads, Apple Television.

iPads and applications overwhelming choice for K-4th grade teachers; 5th-8th grade teachers preferred laptops.

Results

iPads utilized for literacy/math support; access

web sites; Special education resource teacher utilizes recording for child with transition issues.

YouTube top resource on laptops for information, examples, support.

Power Point presentations popular with 3rd/4th grade teacher

Results

Lack of technology within college teacher

preparation courses, both modeling and utilizing

Lack of available professional development/workshops, but director supports any type of technology resources teachers’ choose to use or attend.

Available student-centered assessments included no technological factors aside from research

Results

Teachers revealed frustrations with time limits

similar to Erişti et al. research findings.

Paradox: Inexperience with new literacies and technologies main theme, yet desire new technology to be intuitive and easy to use.

100% participants reported no college teaching or learning centered on technology.

Discussion

Four of 10 participants desired SMART Boards, but

budgetary and building design inhibits integration.

Participants felt Expeditionary Learning natural fit for technology integration, as no textbooks, student-centered assessments, self-guided learning.

Internet main resource for supporting teaching and learning with research, web sites, tours, access to experts.

Discussion

Observations revealed engaged, challenged

students who seamlessly moved between pencil/paper and iPads/laptops.

No technology resources utilized with the two observed student-centered assessments (ant colony and greeting card) though ideal assessments for technology integration such as digital storytelling (StoryBird).

Discussion

Limited technology devices and utilization of

21st century teaching and learning tools such as Web 2.0.

YouTube and subject-specific websites main resources.

Participants’ demonstrated persistence and skill with integrating available technology and resources, while admitting desire for additional training and integration.

New technology = ease of use and intuitiveness

Conclusion

The whole-school attitude supports the totality of

existing technology, with particular emphasis placed

on discovering best practices support through any

type of resources staff find suitable and appropriate

for meeting the Expeditionary Learning targets.

Technology appeared a seamless, natural support for

Expeditionary Learning 10 Design Principles.

Conclusion

Accentuates determination of small, rural

charter school to successfully integrate available technology, while acknowledging budgetary constraints.

No apologies for perceived lack of technology; instead, director eager and focused to build on foundation.

Innovativeness with existing resources; Resolve to thrive and grow despite inherent obstacles and challenges.

Implications

Grit and resolve to utilize 100% available

resources vs. waiting for district/government to supply resources before advancing teaching and learning.

Educators utilize and advance given resources allowing time and confidence to integrate 21st century skills and tools to greater depth.

College teacher preparation programs must model 21st century skills and technology, while showcasing real-world problem-solving like the charter school.

Implications

Expeditionary Learning whole-person

authentic learning mirrors 21st century skills supported through ISTE STandards•T.

Technology and Expeditionary Learning = symbiotic relationship that promotes higher order thinking, global awareness, self-discovery, self-guided learning, collaboration, and authentic real-world learning.

Implications

Mother of two children at NRCCS Proponent of 21st century technology and skills

due to extensive application of 21st century learning and theories obtained through a M.Ed. In Instructional Technology and current status as an Ed.S. candidate in Instructional Technology.

Unique educational and environmental setting, curriculum approach, and small sample size inhibit transfer of findings to a more traditional environment.

Limitations

Beschorner, B. & Hutchison, A. (2013). iPads as a literacy

teaching tool in early childhood. International Journal of Education in Mathematics, Science, and Technology, 1(1), 16-

24. Erişti, S., Kurt, A., & Dindar, M. (2012). Teachers' views about

effective use of technology in Classrooms. Turkish Online Journal of Qualitative Inquiry, 3(2), 30-41.

Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning.

Reading Teacher, 66(1), 15-23. doi:10.1002/TRTR.0109 Kopcha, T.J. (2012). Teachers perceptions of the barriers to

technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109-1121.

References

Lee, Y.-J. (2011). Empowering teachers to create

educational software: A constructivist approach utilizing etoys, pair programming, and cognitive apprenticeship. Computers & Education, 56(2), 527-538.

Northrop, L., & Killeen, E. (2013). A Framework for using iPads to build early literacy skills. Reading Teacher, 66(7), 531-537. doi:10.1002/TRTR.1155

Oliver, A., Osa, J.O., & Walker, T.M. (2012). Using instructional technologies to enhance teaching and learning for the 21st century PreK-12 students: The case of a professional education programs unit. International Journal of Instructional Media, 39(4), 283-295).

References

Teo, T. (2012). Factors influencing teachers’ intention

to use technology: Model development and test. Computers & Education, 57(4), 2432-2440.

Warschauer, M., Grant, D., Del Real, G., & Rousseau, M. (2004). Promoting academic literacy with technology: Successful laptop programs in K-

12 schools. System: An International Journal of Educational Technology and Applied

Linguistics, 32(4), 525-537.  Wake, D. (2012). Exploring rural contexts with

digital storytelling. Rural Educator, 33(3), 23-37.

References

Thank you to Dr. Zinskie, Dr. Hodges, and Dr.

Carlson for committing the time and patience to consider a case study conducted in a rural, mountainous Colorado charter school as relevant to 21st century technology integration.

Thank You.