Date of Award


Document Type


Degree Name

Doctor of Education in Educational Leadership



First Reader/Committee Chair

Dr. Sharon Brown-Welty


Purpose. The purpose of this comparative case study is to explore the benefits of effective technology integration in the classroom, as well as the best teaching practices related to instructional technology. It was designed to identify (a) educator beliefs, (b) digital divide, as well as other barriers, and (c) best practices and instructional strategies.

Methodology. This qualitative comparative case study research design explored the best practices of 10 middle school teachers by using a semi-structured interview protocol. A qualitative design was selected to focus on an individual, partnership, small group, and organization. Using comparative case study allowed the researcher to gain insight from fellow educators on their implementation of instructional technology.

Findings. The practices middle school teachers use as they implement instructional technology in the classroom include promoting student engagement through Google Workspace, YouTube, and providing and collecting student feedback. Educators believed implementing instructional technology allows for convenience of accessibility, frequent collaboration, district training, and the importance of a supportive administrator.

Conclusion. The middle school teachers seek to provide their students with a set of technological skills that prepares them to be successful in their future. The teachers’ determination to make the content engaging and relatable with instructional technology demonstrates their dedication to student academic achievement.

Recommendations. School district facilitators should assess the current trainings they provide their incoming and resident teachers regarding implementation of instructional technology. One focus should be on supporting teachers with a training on how to implement instructional technology and various platforms to establish effective communication with students by providing real-time feedback. Future research could focus on determining if student academic achievement is a result of their technological skill set. To add to the research, observation of participants’ implementation of instructional technology would provide a greater understanding of its benefits and capabilities.