Date of Award



© 2016 Julia Keegan

Document Type


Degree Name

Doctor of Education (EdD)



First Advisor

Grania Holman

Second Advisor

Ella Benson

Third Advisor

Sherry Russell


To advance both transformative school leadership skills and the use of ICT integration in this school, while aiming to enhance positive school change, this study used the iTEaCH (ICT-Technogogy-and-Collegiality) Implementation Model proposed by Choy (2013) to investigate, quantitatively, teacher perceptions of ICT use in a case study school in Tanzania. The iTEaCH Implementation Model provides focus on teachers’ choice of technology use, desire for technology use, pedagogy perceptions, and collegiality to identify gaps that might be used to inform teachers and school leaders of technology provision, professional development, and collegial support needs in the school.

Using a slightly modified version of the Choy and Ng (2015) data gathering tool (Appendix A) data were collected to investigate the teachers’ use of technology across three dimensions, namely; types of technology available in the school, teachers’ pedagogical preferences, and the level of teacher support or collegiality experienced by teachers in the school. Specifically, the study intended to investigate the research questions:

1. How do teachers respond to the iTEaCH technology implementation model survey?

2. How can the teachers’ attitudes about a change in practice be used by school leadership to design a working model for ICT integration in the school?

The results showed that teacher use of technology in the classroom was positively correlated with three research variables namely; with a teacher’s desire to use technology; teachers feeling that they have the pedagogic skills to use technology in the classroom, and teachers having colleague/school support to use technology in the classroom. Also, teacher use of technology in the classroom was significantly different between types of interactive learning.

The results from the the iTEaCH Implementation Model survey provided data that could be used to assist the school leadership plan budgets for technology provision and for the concomitant professional development of staff. Additionally, the selective focus of this model allowed for the empowerment of both teacher and school leadership to focus on and possibly identify technological, pedagogical and collegial interventions that are needed in the school to better meet the need of 21st-century teaching and learning.


Ed.D. Dissertation