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USEIT Study Update
Michael Russell, Damian Bebell, Laura O’Dwyer, David Reider, Helena Miranda, Jen Higgins, Kathleen O’Connor,
Amie Goldberg, Tom Hoffmann, Jen Fontana and Lizzie O’Brien
Technology: Then and Now
1907
2002
Computers in K-5 Classrooms Today
Typewriters in K-3 Classrooms in 1930
Use, Support and Effect of Instructional Technology (USEIT) Study
• What are students and teachers doing with technology?
• How do these uses vary across settings?
• What factors contribute to this variation?
• What effects do these uses have on teaching and learning?
USEIT Study
• 3+ Year Study
• 22 Massachusetts Districts
• Surveys– 112 District Leaders, 120 Principals,
4,000 teachers, 13,300 studentsLinked to each other
• Site Visits and 400+ Interviews
• Case Studies
Sample
4 Small Urban
5 Rural
13 Suburban
Vision
Resources
Curriculum &Instructional Model
Policies and Standards
Leadership
Physical Infra.Support/Personnel
Prof. Development.
CommunityD
istr
ict L
evel
Teacher Beliefs Teacher Preparedness
Home Resource
EducationResources
StudentsCla
ss
School Leadership Principal. Beliefs
Principal. PreparednessSchool CultureSch
ool
Use
Vision
Resources
Curriculum &Instructional Model
Policies and Standards
Leadership
Physical Infra.Support/Personnel
Prof. Development.
CommunityD
istr
ict L
evel
Teacher Beliefs Teacher Preparedness
Home Resource
EducationResources
StudentsCla
ss
School Leadership Principal. Beliefs
Principal. PreparednessSchool CultureSch
ool
Use
How We Defined Technology
• Computer-based
• Hardware
• Software
• Peripherals– PDA, AlphaSmarts, LCD Projectors, Digital
Cameras, Scanners, Probes
• Internet, Networks, and e-Mail
• Not Graphing Calculators
USEIT Study Implications for Leadership
• Students: Access and Use
• Teachers and Technology Use
• District Programs
Students Use Computers at Home
How much time do you spend using a computer at home?
Students Use the Internet at HomeFor Fun and School
For Fun
For School
Students Write with Computers
How often do you use your home computer to write papers for school?
0% 10% 20% 30% 40%
Never
Couple oftimes a year
Once everycouple of
weeks
At least everyweek
Students Use Computers in School, But less than at Home
Grade 5
Students Use Computers Most Often in Science
0% 20% 40% 60% 80% 100%
Math
Social Studies
English
Science
Never
Couple of timesa year
Once everycouple of weeks
At least everyweek
Grade 8
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
English
Social Studies
Science
Math
Never
Couple of timesa year
Once everycouple of weeks
At least everyweek
Students Use Computers Most Often in English
Grade 11
5th Graders Use Computers in School More than 8th and 11th Graders
0
10
20
30
40
50
Grade 5 (N = 5,111)
Grade 8 (N = 4,695)
Grade 11 (N = 3,205)
24.5% 39.6% 33.4% 2.2% 0.2%
43.6% 29.9% 24.4% 1.7% 0.4%
41.2% 30.8% 21.7% 5.4% 0.9%
None 15 minutesor less
15–60 minutes An hour or two Over two hours
Teachers Use Computers During Instruction Less than Students
0% 20% 40% 60% 80% 100%
Teachers UseWhen Teaching
Student Use inClass
Every Week
Once Every Couple Weeks
Couple Times/Year
Never
Every Week
Once Every Couple Weeks
Couple Times/Year
Never
What Explains the Differences?
AccessibilityOwnership
Commitment
The Special Case of Laptop Classrooms
Research Question:
• What happens when the student to computer ratio is increased to 1:1 in upper elementary classrooms?
• 4 classrooms given full student access to laptop computers
• “Status quo” is a rotating cart of laptop computers
Participants
3 classrooms
2 classrooms
Shared Laptops
2 classrooms
2 classrooms
1:1 Laptops
5th grade4th grade
9 Elementary classrooms
Data Collection
• Student Surveys (n=209)• Student Drawings(n=209)
– Think about the work you do in your classroom. In the space below, draw a picture of yourself writing in school.
• Teacher Surveys• Teacher Interviews• Next Fall: Look at relationship with student
achievement via 2003 MCAS
Students Use of Technology at School
1 2 3 4 5
Andover 1:1
Andover Shared
District 20
District 21
District 19
District 18
District 17
District 16
District 15
District 14
District 13
District 12
District 11
District 10
District 9
District 8
District 7
District 6
District 5
District 4
District 3
District 2
District 1
USEIT Districts: Mean 5th gradeTechnology use in schools
2 =15 min or less 3 =15-60 min 4 =1-2 hrs 5= 2+ hrs
Quick comparison between Laptop Classrooms and
Use of Technology in School - Students
1= Never 2=Once a month 3=Once a week 4=Every day
1 2 3 4
SocialStudies/History
Reading/LanguageArts
Science
MathSharedLaptop
1:1Laptop
Students Use of Technology in School
1 2 3 4
find information on the Internet
edit papers
write 1st drafts of papers
create a Powerpoint orHyperstudio presentation
work with spreadsheets
send and receive email SharedLaptop
1:1 Laptop
1= Never 2=Once a month 3=Once a week 4=Every day
Teacher’s Use of Technology
1 2 3 4
Reading/LanguageArts
SocialStudies/History
Math
Science
SharedLaptop
1:1 Laptop
1= Never 2=Once a month 3=Once a week 4=Every day
Students Home Use of Technology
• Robust access (connectivity) and use
• Difference in types of home use
2 3 4 5
play games
search the 'net for school
search the 'net for fun
write papers for school
chat/instant message
MP3s/music
SharedLaptop
1:1 Laptop
2=Almost Never 5=Every day
Teachers and Technology
Teacher’s VALUE Older Technologies
ValuableValuable
Desktop teachers can access in their classroomInternet access in classroom1 classroom printerTV monitor with VCR1 desktop for each student in a labOverhead projectorTelephone with outside line classroom4 desktops in your classroomLCD projector/computer projector in classroomLaptop for teacher useDigital camera in classroom4 wireless laptops in classroomMultiple classroom printers1 wireless laptop per student in classroomA PalmPilot for teacherA Portable writing device for each studentA Palm Pilot for each student
Not very valuableNot very valuable
aaaa
One classroom printer
Internet access in your classroom
A desktop computer the teachers can access in their classrooms
A laptop for teacher use
Four desktop computers in your classroom
One desktop computer for each student in a lab
A telephone with an outside line in your classroom
An overhead projector
A TV monitor with a VCR
Four wireless laptops in your classroom
An LCD projector/computer projection system in your classroom
A digital camera in your classroom
One wireless laptop for each student in your classroom
Multiple classroom printers
A PalmPilot for teacher use
A portable writing device for each student
A Palm Pilot for each student
notvaluablenotvaluable
veryvaluable
somewhatvaluable
veryvaluable
somewhatvaluable
Mean (have technology)Mean (do not have technology)
Values Shift with Experience
Access Is Major Obstacle
Major ObstacleMajor ObstacleNot an ObstacleNot an Obstacle
lack of computers in the classroomnot having enough computers for all of your studentslack of practiceamount of course materialdifficulty in accessing computers in labs and/or libraryunpredictable computersinsufficient softwareinsufficient supportoutdated computers/swhaving too many students in your classteachers' lack of inputlack of student's keyboarding skillsunavailability of softwaredifficulties connecting/school tech specialistlack of leadership related to techslow internetlack of students' skills/computernot sure/tech relevantnot knowing how the district/tech usewide variety of computer skills/studentsincreased speed/impr. techdifferences between the computers/home/schoolwide variety of academic skills/studentslack of flexibility in deciding how to you use computer
Teachers Have Students Use Computers in Variety of Ways
Work individually on school work using computers
Do project/paper using a computer outside of class
Research/work using the internet or CD-ROM
Work in groups/using computers
Use computer or portable writing device for writing
Use computer to play educational games
Use computer to play games for fun
Use computer to solve problems
Learn keyboarding skills
Present information to the class/ using a computer
Use spreadsheet/db to record, explore or analyze data
Use email to consult experts
Use computer to communicate with students in other schools
Use probes attached to computers
Severaltimes amonth
Severaltimes a
year
Once ortwice a
year
Never Severaltimes amonth
Severaltimes a
year
Once ortwice a
year
Never
Teachers Use Computers for a Variety of Purposes
Severaltimes amonth
Severaltimes aweek
Severaltimes aweek
Severaltimes a
year
Once ortwice a
year
Never Severaltimes amonth
Severaltimes a
year
Once ortwice a
year
Never
Make handouts for students using a computer
Create a test, quiz or assignment using a computer
Email teachers in your school
Perform research and lesson planning using the internet
Email communication with school and district administration
Email students' parents
Adapt activity to students' individual needs using a computer
Record student grades using a computer
Use a computer to deliver instruction to your class
Create web-quests or build the internet into a lesson
Prepare or maintain IEPs using a computer
Create and maintain web pages
1. Delivering Instruction
2. Teacher-directed Student Use
3. Teacher-directed Student Technology Product
4. Preparing for Instruction
5. Communicating via E-mail
6. Recording Grades
7. Accommodating Lessons
What Do We Mean by Technology Use?
Relative teacher technology use
aa
NeverNever Once ortwice a
year
Once ortwice a
year
Severaltimes amonth
Severaltimes amonth
Severaltimes a
year
Severaltimes a
year
Severaltimes aweek
Severaltimes aweek
Communicating via Email
Preparation for Instruction
Directed Student Use
Recording Grades
Delivering Instruction
Accommodating Lessons
Teacher-directed Student Technology Products
Correlation of Technology Uses
Accommodation Use
Email Use
Instructional Use
Preparation Use
Student Use
Student Product
Grading
1.001.00
1.00
0.44
1.00
1.00
0.46 1.00
1.00
Accom- Email Instruc- Prepa- Student Student Gradingmodation Use tional ration Use Product Use Use Use
Correlation of Technology Uses
Accommodation Use
Email Use
Instructional Use
Preparation Use
Student Use
Student Product
Grading
1.00
0.36
1.00
0.36
1.00
0.44
0.34
1.00
0.33
1.00
0.46 1.00
1.00
Accom- Email Instruc- Prepa- Student Student Gradingmodation Use tional ration Use Product Use Use Use
Correlation of Technology Uses
Accommodation Use
Email Use
Instructional Use
Preparation Use
Student Use
Student Product
Grading
1.00
0.25
0.22
0.29
0.23
0.09
1.00
0.23
0.21
0.17
0.16
1.00
0.25
0.22
1.00
0.29
0.24
1.00
0.04
1.00
0.24 1.00
Accom- Email Instruc- Prepa- Student Student Gradingmodation Use tional ration Use Product Use Use Use
Promoting Teacher Uses
• Be specific about type of use
• Design support and professional development targeted at a Specific Use
• Consider impacts of use separately
Factors Related to Teacher Technology Uses
Vision
Resources
Curriculum &Instructional Model
Policies and Standards
Leadership
Physical Infra.Support/Personnel
Prof. Development.
CommunityD
istr
ict L
evel
Teacher Beliefs Teacher Preparedness
Home Resource
EducationResources
StudentsCla
ss
School Leadership Principal. Beliefs
Principal. PreparednessSchool CultureSch
ool
Use
•29 Independent variable scales developed through exploratory analysis and the literature•These include measures of:
–School/District Vision–Teacher Pedagogy–Teacher Philosophy–Leadership–School culture–Technology support–Technology access and distribution–Professional Development
+ demographic variables
Factors Influencing Teacher Technology Use
Teacher Use of Technology for Delivery
aaaa
Coefficient p-value
Student Model
negativeeffect
positiveeffectSchool Model
0.0 0.3 0.6-0.3
0.001
0.000
0.278
0.718
0.791
0.613
0.990
0.973
0.628
0.020
0.042
0.000
0.001
0.363
0.517
0.695
0.699
0.008
Teachers report on the availability of techology (school mean)
Teachers report pressure to use technology (school mean)
Teacher perception of superintendent's emphasis on technology(school mean)
Teachers report that access is an obstacle (school mean)
Line item funding for technology
Principal's discretion related to technology decisionsTeachers report that professional development focuses on technology
integration (school mean)Principal's professional use of email with teachers
Socioeconomic status index
Variety of available technology-related professional development
Teachers report that poor professional development is an obstacle(school mean)
Teacher confidence using technology
Teacher believes that computers help students
Access obstructs technology use
Teacher believes in student-centered instruction
Issues with students obstruct technology use
Issues with the quality of technology obstruct use
Problems incorporating technology into the curriculum obstruct use
Teacher Use of Technology for Delivery
Teacher-directed Student Use of Technology During Class Time
aaaa
Coefficient p-value
Student Model
negativeeffect
positiveeffectSchool Model
0.0 0.3 0.6-0.3
Teachers report that professional development focuses ontechnology integration (school mean) 0.000
Teachers report on the availability of techology (school mean) 0.000
Teacher perception of superintendent's emphasis on technology(school mean)
0.000
Socioeconomic status index 0.028
Principal's discretion related to technology decisions 0.901
Amount of restrictive policies for using technology 0.000
Variety of available technology-related professional development 0.009
District leaders discuss technology 0.030
Teacher believes that computers help students 0.000
Access obstructs technology use 0.016
Teacher believes in student-centered instruction 0.042
Teacher confidence using technology 0.161
Issues with students obstruct technology use 0.803
Issues with the quality of technology obstruct use 0.451
Problems incorporating technology into the curriculum obstruct use 0.003
Teacher Direct Students to Use Technology During Classtime
Teachers Direct Students toCreate Products Using
Technology
aaaa
Coefficient p-value
Student Model
negativeeffect
positiveeffectSchool Model
0.0 0.3 0.6-0.3
Teachers report pressure to use technology (school mean) 0.000
Teachers report that professional development focuses ontechnology integration (school mean)
0.003
Teachers report on the availability of techology (school mean) 0.178
Teacher perception of superintendent's emphasis on technology(school mean)
0.293
Evaluations consider technology 0.683
Socioeconomic status index 0.806
Variety of available technology-related professional development 0.689
Amount of restrictive policies for using technology 0.251
Teacher believes that computers help students 0.000
Teacher believes in student-centered instruction 0.000
Access obstructs technology use 0.143
Teacher confidence using technology 0.149
Issues with students obstruct technology use 0.918
Issues with the quality of technology obstruct use 0.890
Problems incorporating technology into the curriculum obstruct use 0.019
Teachers Direct Students to Create Products Using Technology
Teachers Use Technology for Preparation
aaaa
Coefficient p-value
Student Model
negativeeffect
positiveeffectSchool Model
0.0 0.3 0.6-0.3
Teachers report on the availability of techology (school mean) 0.000Teachers report that professional development focuses on
technology integration (school mean) 0.008
Socioeconomic status index 0.417
District leaders discuss technology 0.924Teacher perception of superintendent's emphasis on technology
(school mean)0.931
Variety of available technology-related professional development 0.032
Teachers report that technology quality is an obstacle (school mean) 0.169Teachers report that poor professional development is an obstacle
(school mean) 0.207
Teacher confidence using technology 0.000
Access obstructs technology use 0.010
Teacher believes in student-centered instruction 0.061
Teacher believes that computers help students 0.048
Issues with students obstruct technology use 0.950
Problems incorporating technology into the curriculum obstruct use 0.587
Issues with the quality of technology obstruct use 0.181
Teachers Use Technology for Preparation
Lessons
• There is no single set of factors that affects all four types of teacher use of technology
• This is particularly true at the school level – different school/district policies affect different uses
Newer versus Tenured Teachers
• New Teachers: – grew up with computers– are more comfortable with computers– will use computers more for instruction
• Sample divided into three groups:– 1-5 years– 6-15 years– more than 15 years
Confidence Using Technology and Beliefs About the Impacts of
Technology on Students
aa
Confidence
Positive Impacts
Negative Impacts
lower use
6–15 years 15+ years1– 5 years
higher use
0.0 0.1 0.2 0.3 0.4-0.1-0.2-0.3
Weaker Beliefs
Stronger Beliefs
Pedagogical Beliefs About Teacher-Directed and Student-
Centered Instructional Practices
aa
Teacher-directed
Student-centered
lower use
6–15 years 15+ years1– 5 years
higher use
0.0 0.1 0.2 0.3-0.1-0.2-0.3
Weaker Beliefs
Stronger Beliefs
Relative teacher technology use
aa
Preparation
Email Use
Teacher-directedStudent Use
Delivery
lower use
6–15 years 15+ years1– 5 years
higher use
0.0 0.1 0.2 0.3-0.1-0.2-0.3
Teacher Preparation Programs Need to Focus on Integration
Direct Support for New Teachers
Site Visit Analyses
13 Factors Related to Success·Leadership·Vision·Goals·Technology Plan·Funding·Resources·Community·Professional Development·Teacher Support·External Programs·Collaboration·Obstacles (Fewer)·Technology Standards
Resources and Support
Districts with strong technology programs have:• line item funding • a technology plan that includes equipment and
support personnel• school integration specialists• focused and evolving PD • diversified and strategic technology support
Leadership and Vision
Districts with strong district-wide technology leadership have:
• higher levels of community involvement
• district leaders who emphasize technology and who have clear technology visions
• and educational goals that are supported by technology
Correlation between components of District Technology Programs and Student Use in School
Mean student use in 5th grade
Mean student use in 8th grade
Mean student use in 11th grade
Support .382 .458 .373
Leadership .233 .090 .437
Factors Influencing Use
Introduction of Technology
High and Robust Use Low and Variable Use• Content Area Specific:
Writing Science Mathematics
• Technology Application: Programming Business Skills Word Processing
Early Acquisition
High and Robust Use Low and Variable Use• Gradual Purchases• Model Classrooms
• Borrowed and donated
Early PD
High and Robust Use Low and Variable Use• Comfort and knowledge of machine• Content Specific
• Tool-based• Administrative and Communication
Tech Plans
High and Robust Use Low and Variable Use• Gradual acquisition• Infused Classrooms• Trials/Experiments• Support, dual platform• Teacher/Curriculum Input
• Increase Access• Compatibility• Simplify support and maintenance
Funding
High and Robust Use Low and Variable Use• Line Item • Operating Budget
• Bonds• External Sources• Building Projects
Tech Director Roles
High and Robust Use Low and Variable Use• TD on Academic Committees• Focus on Curricular Uses
• Hardware and Connectivity• Technical Support
Vision
High and Robust Use Low and Variable Use
• Aligned Vision at District Level • Superintendent Supportive• Emphases differ between Sup., Curric. Director, and TD
Current PD
High and Robust Use Low and Variable Use• Individualized• Varied
• Tool-based• Primarily Group Workshop
Community Support
High and Robust Use Low and Variable Use
• Cohesive District Level • Strong School-Level• PTAs Active
Initial Patterns and Observations
• Educational Technology is Complex– Many Types, Beliefs, and Uses– Presentation, Preparation, Record Keeping,
Communication, Tailoring, Student Use– Home versus School– Variation within and across schools– What explains variation --- School and District
Leadership and Programs
Key Factors Affecting Elementary Classroom Use
• Home Use, Skills, and Beliefs about tech
• Teacher’s Pedagogical beliefs and practices
• Mean Student Technology Skill Level
• Teacher’s Beliefs about Technology
• Principals beliefs about technology
• Principals Emphasis on technology and Pressure to use Technology
What Leaders Do
• Showcase to community and school board
• Vision and expectations
• Pockets of innovation
• Professional Development - teams and extended time
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