A Strategic Research Examining the Barriers of Technology Practices in a High School Setting

A Strategic Research Examining the Barriers of Technology Practices in a High School Setting. Catrina Chatman, 2025. Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: assessment tools, associate teacher, attractive score, capacity building interventions, collaboration, collaborative learning, data-based decision making, data-driven decision-making, digital content evaluation, digital tools, educational technology, evaluating digital content for instructional and teaching excellence, formative assessment, innovative teaching, instructional coaching, kinvolved, meta-analysis structural equation modeling, mixed-methods study, performance-based funding, professional development, professional learning community, perceived ease of use, perceived usefulness, schoology, qualitative data, qualitative research, quantitative research, quantitative strategic plan matrix, samr model, school climate, tabletbw, teacher education program, technological pedagogical content knowledge, technology acceptance model, transformative leadership, technology integration, total attractive score, typology. This strategic research project was designed to provide a comprehensive and research-based plan for improving technology integration in high school classrooms through targeted professional development. A strength, weakness, opportunities, and threats (SWOT) analysis was conducted to examine the internal and external factors that impact the organization. The analysis revealed that there is a challenge of integrating technology in a high school setting due to inadequate teacher training. To address the issue, professional development programs, establishing a technology integration support team, developing a data-driven decision-making framework, and transforming learning with SAMR were identified as possible solutions. The Quantitative Strategic Planning Matrix (QSPM) was used to determine the most attractive strategy to meet the needs of the organization. Professional development received a high Total Attractiveness Score (TAS) of 2.68, indicating a higher attractiveness than administrative support. The findings emphasize that sustainable technology integration is achievable when professional development is ongoing, context-specific, and supported by leadership and peer collaboration. Through this initiative, teachers are given opportunities to participate in professional learning communities, receive coaching, and engage in iterative reflection which are essential for meaningful instructional change. The project outlines clear action steps, including needs assessments, role-based responsibilities, and ongoing evaluation methods to monitor progress and inform improvement. The recommendations include creating dedicated instructional technology roles, allocating resources for ongoing training, and establishing a culture of continuous improvement. In conclusion, this SRP not only addresses current barriers to technology integration but also provides a scalable model that supports a culture of innovation, equity, and academic excellence across diverse learning environments.