Term of Award

Spring 2014

Degree Name

ED.S in Instructional Technology

Document Type and Release Option

Education Specialist Paper (open access)

Department

Leadership, Technology, and Human Development

Education Specialist Chair

Dr. Randal D. Carlson

Education Specialist Chair Email

rcarlson@georgiasouthern.edu

Abstract

This study focused on the integration of 21st Century technology as determined by the International Society for Technology in Education (ISTE) Standards•T within a place-based curriculum framework supplemented by the Expeditionary Learning Outward Bound approach to education as presented in a rural Colorado mountain community K-8 charter school. The case study involved an in-depth look regarding how 21st century technology integration affected the place-based, Expeditionary Learning Outward Bound approach to teaching and learning practices specific to the North Routt Community Charter School (NRCCS). The particular research aimed to inform or enhance the charter school’s current practices by questioning:

  1. How has the charter school integrated 21st Century technology in support of 21st Century skills as identified by the International Society for Technology in Education (ISTE) Standards•T ?
  2. How has 21st Century technology integration enhanced or challenged the charter school’s place-based, Expeditionary Learning Outward Bound curriculum?

The case study and data analysis answered the two stated research questions. The charter school’s Expeditionary Learning Outward Bound curriculum presented a natural conduit for technology integration in support of the International Society for Technology in Education (ISTE) Standards•T through their utilization of 21st century tools such as iPads, applications, laptops, and web sites. The findings also revealed certain barriers or challenges as highlighted in question two. The lack of time, knowledge, technology-centered college preparation courses, and professional development opportunities comprised the main obstacles, with ease of use and limited devices referred to secondary, yet, paralleling the shortcomings, the findings demonstrated the participants’ persistence and real-life skill with integrating the available technology in best practices to support the Expeditionary Learning curriculum.

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