No Teacher Left Behind. Integrating Technology in Urban P-12 Classrooms Using the SAMR Model: A Qualitative Case Study of Urban Public Schools
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Authors
Mezger, Samita
Issue Date
2026-02
Type
Dissertation
Language
en
Keywords
technology integration , Educational Leadership & Learning Lifelong , SAMR Model , P-12 urban classrooms
Alternative Title
Abstract
Abstract In this study, I investigated the integration of technology in urban P–12 classrooms using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a framework. The research explored how urban teachers employ technology to enhance instruction and the impact of these practices on student outcomes. Using a qualitative case study design, the study involved semi-structured interviews with 20 urban educators, focusing on their experiences with technology integration. The findings revealed that substitution of traditional methods with digital tools is most common, with teachers using learning management systems and interactive tools to streamline tasks. Augmentation occurred when technology enhanced the learning experience, providing real-time feedback and collaboration. Modification was observed in lessons redesigned through technology, where students created multimedia projects and engaged in simulations. The results highlight the importance of teacher preparedness, infrastructure, and professional development in advancing technology use, suggesting that while substitution is prevalent, progress toward more transformative technology integration is contingent on systemic support. The study's insights are crucial for developing strategies to optimize technology integration in urban educational settings. Keywords: technology integration, SAMR Model, urban education, P-12 classrooms, educational technology, qualitative case study. Abstract In this study, I investigated the integration of technology in urban P–12 classrooms using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a framework. The research explored how urban teachers employ technology to enhance instruction and the impact of these practices on student outcomes. Using a qualitative case study design, the study involved semi-structured interviews with 20 urban educators, focusing on their experiences with technology integration. The findings revealed that substitution of traditional methods with digital tools is most common, with teachers using learning management systems and interactive tools to streamline tasks. Augmentation occurred when technology enhanced the learning experience, providing real-time feedback and collaboration. Modification was observed in lessons redesigned through technology, where students created multimedia projects and engaged in simulations. The results highlight the importance of teacher preparedness, infrastructure, and professional development in advancing technology use, suggesting that while substitution is prevalent, progress toward more transformative technology integration is contingent on systemic support. The study's insights are crucial for developing strategies to optimize technology integration in urban educational settings. Keywords: technology integration, SAMR Model, urban education, P-12 classrooms, educational technology, qualitative case study. Abstract In this study, I investigated the integration of technology in urban P–12 classrooms using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a framework. The research explored how urban teachers employ technology to enhance instruction and the impact of these practices on student outcomes. Using a qualitative case study design, the study involved semi-structured interviews with 20 urban educators, focusing on their experiences with technology integration. The findings revealed that substitution of traditional methods with digital tools is most common, with teachers using learning management systems and interactive tools to streamline tasks. Augmentation occurred when technology enhanced the learning experience, providing real-time feedback and collaboration. Modification was observed in lessons redesigned through technology, where students created multimedia projects and engaged in simulations. The results highlight the importance of teacher preparedness, infrastructure, and professional development in advancing technology use, suggesting that while substitution is prevalent, progress toward