The integration of digital media technology to support classroom-based common core instruction

Digital media technology has immense instructional potential when integrated effectively into classroom-based learning activities. The practice of utilizing digital media to support instruction is consistent with the Universal Design for Learning paradigm to ensure access to the curriculum for all learners. This pedagogical practice is also consistent with principles of positive behavior support derived from ecological systems and learning theory and has the potential to facilitate positive outcome-based measures of achievement and adaptive behavior in a diverse student population. The Common Core Digital Media Index (CCDMI) is a website designed during this study to provide educators user-friendly access to digital media resources. Current practices and perceptions of teachers and behavioral consultants were explored with respect to digital media facilitated Common Core instruction and the potential utility of the CCDMI for its intended purpose. Study participants were surveyed with a pilot tested instrument and quantitative analyses were performed to examine trends in current perceptions and practices. Findings indicate high levels of personal time used to identify instructional resources as the most significant variable associated with positive perceptions of the utility of the CCDMI. Teachers that perceive digital media to be useful in supporting student engagement, motivation to learn and on-task behavior are significantly more likely to perceive the CCDMI to be useful for its intended purpose. Additional significant relationships were observed between restrictiveness of educational environment and endorsements indicating digital media as useful in supporting instruction. Based upon these findings, training and practice recommendations were made for teachers and behavioral consultants. Training recommendations highlighted professional development opportunities and access to time and resources to support digital media facilitated instruction. Practice recommendations underscored the potential for digital media to function as a clinically powerful antecedent variable as well as a reinforcer to support student behavior that facilitates learning. The intentions of this dissertation are to inform best practices in education and school psychology, to provide information to improve professional development opportunities for teachers and behavioral consultants and ultimately to support universally designed learning and behavioral outcomes associated with the adaptive functioning of diverse learners.Psy.D.Includes bibliographical referencesby Laura Heimlic