Abstract:
This study aimed at understanding the benefits and challenges of implementing a small scale, technology integration intervention in a Lebanese public K-6 school. The purpose was to examine the implementation of a small scale innovative intervention with the aim of improving its design and making it responsive to the context of the school. A Technology Integration English Unit using UbD framework was developed based on the official Lebanese curriculum for Grade 5 along with an implementation plan which contributes to school improvement within a specific context. The unit emphasized using technology tools such as Microsoft Office tools in the learning activities and was integrated in Grade 5 English classes over a period of four weeks. This study employed an action research design and covered pre and post methods of data collection such as test scores, observation tools, and teachers’ and students’ interviews. Data were analyzed using quantitative and qualitative analysis methods. The results indicate a positive impact of the intervention on student learning and a positive change on the teachers’ views on the usefulness of integrating technology in their English classes. Moreover, teachers’ reflections on the facilitating and hindering factors that affected the implementation of the technology integration intervention were in alignment with what the literature has previously recorded on the factors that are influential to the success of innovative interventions at schools. The study concludes with implications for practice and suggestions for future research.
