powerpoint presentation · ppt file · web view · 2007-09-25use, support, and effect of...

Use, Support, and Effect of Instructional Technology

(USEIT)

Michael RussellDamian Bebell

Technology: Where Were We and Where Are We Going?

Computers in K-3 Classrooms

Typewriters in K-3 Classrooms

What Are We Doing with Technology?

• Students• Teachers• Large Variations Between Schools

Research-Based Evidence

• 3 Year Study• 22 Massachusetts Districts• Surveys

– 112 District Leaders, 120 Principals, 4,000 teachers, 13,300 studentsLinked to each other

• Site Visits and 200+ 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. Devel.

School LeadershipPrinc. Beliefs

Princ. Preparedness

Teacher Beliefs Teacher PreparednessHome ResourceEducation

Resources

StudentsUse

School Culture

Barriers

Community

Dis

trict

Lev

elSc

hool

Cla

ss

Vision

Resources

Curriculum &Instructional Model

Policies and Standards

Leadership

Physical Infra. Support/Personnel Prof. Devel.

School LeadershipPrinc. Beliefs

Princ. Preparedness

Teacher Beliefs Teacher PreparednessHome Resource

EducationResources

StudentsUse

School Culture

Barriers

Community

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

Students and Technology

Grades:5

8

11

Math

English/Language Arts

Social Studies

Science

Self contained classrooms

Students Have Computers at Home

No computer at home

2%

1 computer at home37%

2 computers at home32%

3 or more computers at

home29%

Number of computers students report at their home (all grade levels)

Students Have Internet at Home

What kind of internet connection do you have at home?

Students Can Access Computers at Home

How difficult is it to access your home computer?

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?


aaaaa

01020304050

Grade 5 (N = 4,993)Grade 8 (N = 4,646)Grade 11 (N = 3,223)19.6%29.7%28.6%18.0%4.1%4.2%9.0%24.0%43.4%19.3%5.0%9.5%30.1%43.6%11.8%NeverAlmost neverOnce a monthOnce a weekEvery dayHow often do you use a computer to write first drafts?


aaaaa

01020304050

Grade 5 (N = 4,946)Grade 8 (N = 4,621)Grade 11 (N = 3,192)14.4%25.4%28.5%23.6%8.1%4.2%9.0%24.0%43.4%19.3%3.5%7.2%29.3%45.2%14.7%NeverAlmost neverOnce a monthOnce a weekEvery dayHow often do you use a computer to revise?

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 EnglishGrade 11

5th Graders Use Computers in School More than 8th and 11th Graders

01020304050

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%None15 minutesor less15–60 minutesAn hour or twoOver 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

Summary of Student Survey Results

•More use at home than in school

•Big brother/big sister effect on home use

•Use home computers for email, internet, games and chatting

•Use home computers for school work

Additionally…Additionally…•Students are generally confident with their technology skills

•Believe they produce good work and learn better when

Understanding Teachers Use of Computers

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 studentNot very valuableNot very valuable

Teacher’s Values Shift with Experiences

Teachers withoutLCD projectorsTeachers withLCD projectorsLCD ProjectorLCD ProjectorTV/VCRTV/VCRNot very valuableNot very valuableValuableValuable

Easy 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 WaysWork individually on school work using computersDo project/paper using a computer outside of classResearch/work using the internet or CD-ROMWork in groups/using computersUse computer or portable writing device for writingUse computer to play educational gamesUse computer to play games for funUse computer to solve problemsLearn keyboarding skillsPresent information to the class/ using a computerUse spreadsheet/db to record, explore or analyze dataUse email to consult expertsUse computer to communicate with students in other schoolsUse probes attached to computersSeveraltimes amonthSeveraltimes ayearOnce ortwice ayearNeverSeveraltimes amonthSeveraltimes ayearOnce ortwice ayearNever

Teachers Use Computers for a Variety of Purposes

Severaltimes amonthSeveraltimes aweekSeveraltimes aweekSeveraltimes ayearOnce ortwice ayearNeverSeveraltimes amonthSeveraltimes ayearOnce ortwice ayearNever

Make handouts for students using a computerCreate a test, quiz or assignment using a computerEmail teachers in your schoolPerform research and lesson planning using the internetEmail communication with school and district administrationEmail students' parentsAdapt activity to students' individual needs using a computerRecord student grades using a computerUse a computer to deliver instruction to your classCreate web-quests or build the internet into a lessonPrepare or maintain IEPs using a computerCreate and maintain web pages

1. Delivering Instruction

2. Directed Student Use

3. Preparing for Instruction

4. Communicating via E-mail

5. Recording Grades

6. Accommodating Lessons

Six Measures of Teacher Technology Use

Relative teacher technology use

NeverNeverOnce ortwice ayearOnce ortwice ayearSeveraltimes amonthSeveraltimes amonthSeveraltimes ayearSeveraltimes ayearSeveraltimes aweekSeveraltimes aweek

Communicating via Email

Preparation for instruction

Directed Student Use

Recording GradesDelivering Instruction

Accommodating Lessons

Correlation of Technology Uses Accommodating

Lessons Delivery of Instruction Email

Preparing for Instruction

Directed Student Use

Recording grades

Accommodating Lessons 1.00

Delivery of Instruction .22 1.00

Communication via Email .25 .23 1.00

Preparing for Instruction .29 .25 .36 1.00

Directed Student Use .36 .44 .21 .29 1.00

Recording grades .09 .22 .16 .24 0.04 1.00

•29 Independent variables 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-Directed Student Use of Technology

Top Predictor Variables

0.238

0.260

0.213

0.112

0.00 0.05 0.10 0.15 0.20 0.25 0.30

Teacher’s belief in theimportance ofcomputers forteaching scale

Technology accessscale

Teacher’s belief ofusing technology toshape classroom use

Number of yearstaught throughout the

teacher’s career

Delivering Instruction


0.233

0.195

0.067

0.152

0.00 0.05 0.10 0.15 0.20 0.25



Teacher's confidencewith technology scale

Teacher’s belief ofusing technology toshape classroom use

Preparing for Instruction


0.240

0.131

0.082

0.148

0.00 0.05 0.10 0.15 0.20 0.25 0.30



Need for generalprofessional

development scale

Teacher's confidencewith technology scale

NEGATIVE

Recording Grades


0.423

0.131

0.184

0.071

0.00 0.10 0.20 0.30 0.40 0.50

School type

Technology AccessScale

Teacher's confidence

General ProfessionalDevelopment Scale NEGATIVE

Accommodating Lessons


0.215

0.139

0.079

0.056

0.041

0.00 0.05 0.10 0.15 0.20 0.25

Teacher’s belief in the importance ofcomputers for teaching scale

School’s culture/environment of openness

School’s culture of support for innovationscale

Teacher’s belief of using technology to shapeclassroom use

Number of years taught throughout theteacher’s career NEGATIVE

Communicating via Email


0.185

0.188

0.155

0.149

0.00 0.05 0.10 0.15 0.20

Teacher’s belief in the importance ofcomputers for teaching scale

Technology access scale

Need for general professionaldevelopment scale

Teacher’s perception of the district’stechnology success

NEGATIVE

Specific models for specific uses of technology

Some variables are shared across the different uses•Access to technology

Some variables are more unique•Grade level

Multilevel Modeling

Figure 1: Two level model with variance decomposition

Level 1: Classroom/Teacher

Level 2: School

School Leadership

Pressure Relating to Technology use

Principal Beliefs

Outcome : Teacher Use

School Demographics

Teacher Beliefs Teacher Resources

Reported Obstacles

Teacher Attitudes Towards Technology

Teacher Outcomes

• Delivering Instruction• General Student Use• Student Use of Specific

Applications• Student Products Using

Technology• Preparation• Accommodating Lessons

Explaining Technology Use

Teacher Level Factors• Quality of Technology (Obstacle)• Confidence Using Computers • Importance of Technology for Teaching (Teacher Belief)• Positive Impacts of Technology (Teacher Belief)• Importance of Teacher-Directed Instruction (Pedagogical Belief)• Importance of Student-Centered Instruction (Pedagogical Belief)

Predicting Technology Use

School Level Factors• Average Student Comfort with Technology• Average Student Home Access• Principal Beliefs about the Impact of Technology on Student Work• Leaderships Emphasis on Technology Use (Average Teacher Belief)• Quality of Available Technology (Average Teacher Belief)• Pressure to Use Technology (Average Teacher Belief)• Principal Belief about Importance of Teacher-Directed Instruction• Technology Vision

.07

.08

.14

.14

.32

.34

.43

.00 .10 .20 .30 .40 .50

Teacher-Directed Instruction

Positive Impacts of Tech

Confidence

Quality of Technology

Importance for Teaching


Pressure to Use

School Level Factors

Teacher Level Factors

Factors Influencing Use of Technology for Delivering Instruction

Factors Influencing Teacher-Directed Student Use

.15

.40

.34

.52

.00 .10 .20 .30 .40 .50 .60




Pressure to Use



Factors Influencing Use for Accommodations

.11

.25

.33

.42

.47

.00 .10 .20 .30 .40 .50




Pressure to Use

Importance of Tech in District



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 high levels of technology support are more likely to have:

• more resources, and more funding • a technology plan• integration specialists• better PD • higher levels of technology support

Leadership and Vision

Districts with strong district-wide technology leadership are more likely:

• 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 coefficients between components of tech use and mean student use from student surveys

Mean student use in 5th grade



Support .382 .458 .373 Leadership .233 .090 .437

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

Resources

• www.intasc.org• inTASC Library• JTLA (jtla.org)

powerpoint presentation · ppt file · web view · 2007-09-25use, support, and effect of...

Documents