Abstract
Purpose. The purpose of this study was to describe integrated technology instructional practices used to teach "information literacy" in purposively selected schools. Methodology. The dissertation author used descriptive case study and generated qualitative data. The study sample was purposively selected using Delphi panel survey responses. Surveys and focus group interviews of school staff in five identified schools were used to collect data in response to five research questions. The criteria in the literature were used as a basis for identifying through surveys and focus group interviews the perceived instructional practices used when technology was integrated. Findings. Nine specific instructional practices were reported in the literature as useful in preparing students for "information literacy" and the future. When comparing school practices with the literature, matches and mismatches were observed and reported. Conclusions and recommendations. Twelve conclusions and recommendations emerged; four are reported here. (1) A database of schools integrating identified practices was absent; therefore a national database of schools should be developed. (2) With insufficient networked computers, there was insufficient access for students to "information literacy"; therefore, schools seeking to prepare students for a technological future should provide sufficient access for students to networked classroom computers. (3) Schools without consistent teacher training about implementing identified instructional practices tended to demonstrate limited preparation of students for future skills; therefore, schools should develop a plan to provide consistent training for teachers in each grade level to empower teachers with skills that prepare students for a future of "information literacy". (4) Schools without a written academic scope and sequence tended to demonstrate mismatches with identified instructional practices; therefore, schools seeking to prepare students for a future of "information literacy" futures should develop a scope and sequence for instruction and learning when technology is integrated.