An appreciative inquiry case study of technology-oriented pedagogical practices with a high performing Kansas high school
The purpose of this study was to conduct an AI qualitative case study that describes how one high performing Kansas high school employs technology-oriented pedagogical practices to positively influence student achievement. Data collection methods included: semi-structured paired participant interviews, participant whole group discussions, focus groups and participant created documents that were shared in a web file and a participant created presentation. Data were analyzed using several techniques: content analysis, open coding, axial coding, and pattern matching with the use of a content analysis matrix. The four findings that emerged from my study that were: (1) The HHSLT believes freedom to take academic risk with visionary leadership is essential for their technology-oriented pedagogy to positively influence student achievement; (2) The HHSLT believes a culture of contextual support is essential for their technology-oriented pedagogy to positively influence student achievement; (3) The HHSLT believes student-centered learning is essential for their technology-oriented pedagogy to positively influence student achievement; (4) The HHSLT valued the AI process and found it meaningful to reconstruct and envision their technology-oriented pedagogical practices that positively influence student achievement for a shared and preferred organizational future. The findings from this study suggest that further research with AI in educational settings may have important implications to inspire educators to think in new ways about teaching with technology-oriented pedagogy to positively influence student learning. The use of Organizational Learning and the Technology Adoption Continuum as a theoretical perspective with AI as a positive action research methodology approach can contribute to best practices in technology-oriented pedagogy when teaching and learning is student centered.
Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership