Page 39 - Volume 6 - Issue 1 - DBU Journal for K-12 Educational Leadership

Journal of K-12 Educational Research 37 Teaching and Teacher Education, 29, 76–85. https://doi. org/10.1016/j.tate.2012.08.005 Kinshuk-Huang, H., Sampson, D., & Chen, N. (2013). Trends in educational technology through the lens of the highly cited articles published in the Journal of Educational Technology and Society. Journal of Educational Technology & Society, 16(2), 3–20. Kozdras, D., & Welsh, J. (2018). Enter the matrix: A pedagogy for infusing technology. In E. Langran & J. Borup (Eds.), Proceedings of society for information technology & teacher education international conference (pp. 536–541). Association for the Advancement of Computing in Education (AACE). Liu, F., Ritzhaupt, A. D., Dawson, K., & Barron, A. (2016). Explaining technology integration in K-12 classrooms: Amultilevel path analysis model. Educational Technology Research and Development. doi:10.1007/ s11423-016-9487-9. Mohd, C. K., & Shahbodin, F. (2021). Issues and challenges from teachers’ perceptions in creating online learning in the midst of covid-19 pandemic. Journal of Theoretical and Applied Information Technology, 99(12), 3039–3049. JATIT. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi. org/10.1108/10748120110424816 Rafalow, M. H. (2018). Disciplining play: Digital youth culture as capital at school. American Journal of Sociology, 123(5), 1416–1452. Reich, J. (2019). Teaching our way to digital equity. Educational Leadership, 76(5), 30–35. Reich, J. (2021). “Comment: The first and second digital divides.” Phi Delta Kappan, 102(6), 68 Reich, J., & Ito, M. (2017). From good intentions to real outcomes: Equity by design in learning technologies. Digital Media and Learning Research Hub. Reinhart, J. M., Thomas, E., & Toriskie, J. M. (2011). K-12 teachers: Technology use and the second level digital divide. Journal of Instructional Psychology, 38(3), 181–193. Sawyer, L. M. (2017). Perceptions and practice: The relationship between teacher perceptions of technology use and level of classroom technology integration (Order No. 10273177). [Doctoral dissertation]. ProQuest Dissertations & Theses Global. Seay, D. A. (2004). A study of the technology leadership of Texas high school principals (Order No. 3126588) [Doctoral dissertation]. ProQuest Dissertations & Theses Global. Sharpton, K. L. (2021). Investigating technology integration in a technology driven school: A descriptive research study on skill, self-efficacy, barriers, and integration practices (Order No. 28323309). [Doctoral dissertation]. Available from ProQuest Dissertations & Theses Global. Smith, T. (2018). Digital equity: It’s more than just student access. Tech & Learning, 39(3), 22–29. EBSCO. Stelitano, L., Doan, S., Diliberti, M., Kaufman, J., & Henry, D. (2020). The digital divide and COVID-19: Teachers’ perceptions of inequities in students’ internet access and participation in remote learning [Review of The digital divide and covid-19: Teachers’ perceptions of inequities in students’ internet access and participation in remote learning]. Insights from the American Educator Panels. Welsh, J. L., Harmes, J. C., & Winkelman, R. (2011). Tech tips: Florida’s technology integration matrix. Principal Leadership, 12(2), 69–71. About the Author Dr. Ashley Parks is the newly appointed Assistant Director of Out of School Time Programs in Mansfield ISD. Previous positions held include STEAM/Secondary Strategist in DeSoto as well as CoDirector of Magnet Academies in DeSoto Independent School District. She holds a Bachelor of Science Degree in Interdisciplinary Studies from Texas State University, a Master of Educational Leadership Degree from Dallas Baptist University, and a Doctor of Education Degree in K-12 Educational Leadership also from Dallas Baptist University. She can be reached at