use, support, and effect of instructional technology michael russell, damian bebell, & laura...
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Use, Support, and Effect of Instructional Technology
Michael Russell, Damian Bebell, & Laura O’Dwyer
Technology: Then and Now
1907
2002
Computers in K-3 Classrooms
Typewriters in K-3 Classrooms
Typewriters in K-3 Classrooms
USEIT Study
• What are students and teachers doing with technology?
• How does these uses vary?
• 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 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. 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
Students and Technology
Grades:5
8
11
Math
English/Language Arts
Social Studies
Science
Self contained classrooms
Students Have Computers at Home
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?
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
Grade 8
Students Use Computers Most Often in English
Grade 11
5th Graders Use Computers in School More than 8th and 11th Graders
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/YearNever
Every
Week
Once Every
Couple Weeks
Couple
Times/YearNever
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
Teachers and Technology
Teacher’s VALUE Older Technologies
Values Shift with Experience
Access Is Major Obstacle
Teachers Have Students Use Computers in Variety of Ways
Teachers Use Computers for a Variety of Purposes
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
Seven Measures of Teacher Technology Use
Relative teacher technology use
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
•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
Delivering Instruction
Preparing for Instruction
Recording Grades
Accommodating Lessons
Communicating via Email
Specific models for specific uses of technology
•Some predictors were important across nearly all technology uses
•Access•Teacher’s beliefs•Teacher’s confidence
•Some predictors were important only for specific use•Grade level (Recording grades)•# of years the teacher’s have been teaching (Accommodating lessons and Student use)•School culture (Accommodating lessons)
Teachers’ Technology Use from a Multilevel Perspective
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
Teachers’ Use of Technology
District Characteristics
School Characteristics
Principal Characteristics
Teacher Use of Technology
• Teacher Use of Technology for Delivery
• Teacher-directed Student Use of Technology During Class Time
• Teachers Direct Students to Create Products Using Technology
• Teachers Use Technology for Preparation
Teacher Use of Technology for Delivery
Teacher Use of Technology for Delivery
Teacher Use of Technology for Delivery
Teacher-directed Student Use of Technology During Class Time
Teacher-directed Student Use of Technology During Class Time
Teacher-directed Student Use of Technology During Class Time
Teachers Direct Students toCreate Products Using
Technology
Teachers Direct Students to Create Products Using Technology
Teachers Direct Students to Create Products Using Technology
Teachers Use Technology for Preparation
Teachers Use Technology for Preparation
Teachers Use Technology for Preparation
Conclusions
• There is no single model that predicts all four types of teacher use of technology
• This is particularly true at the school level – different school/district policies effect different uses
New 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 ImpactsNegative Impacts
weaker beliefs
6–15 years15+ years1–5 years
stronger beliefs
0.00.10.20.30.4-0.1-0.2-0.3
Pedagogical Beliefs About Teacher-Directed and Student-Centered Instructional Practices
aa
Teacher-directedStudent-centered
weaker beliefs
6–15 years15+ years1–5 years
stronger beliefs
0.00.10.20.3-0.1-0.2-0.3
Relative teacher technology use
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
Mean student use in 8th grade
Mean student use in 11th 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)