PowerPoint Presentation · PPT file · Web view · 2007-09-25Use, Support, and Effect of...
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Use, Support, and Effect of Instructional Technology
(USEIT)
Michael RussellDamian Bebell
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Technology: Where Were We and Where Are We Going?
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1907
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2002
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Computers in K-3 Classrooms
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Typewriters in K-3 Classrooms
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Typewriters in K-3 Classrooms
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Typewriters in K-3 Classrooms
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What Are We Doing with Technology?
• Students• Teachers• Large Variations Between Schools
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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
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Sample
4 Small Urban
5 Rural
13 Suburban
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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
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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
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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
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Students and Technology
Grades:5
8
11
Math
English/Language Arts
Social Studies
Science
Self contained classrooms
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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)
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Students Have Internet at Home
What kind of internet connection do you have at home?
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Students Can Access Computers at Home
How difficult is it to access your home computer?
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Students Use Computers at Home
How much time do you spend using a computer at home?
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Students Use the Internet at HomeFor Fun and School
For Fun
For School
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Students Write with Computers
How often do you use your home computer to write papers for school?
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Students Write with Computers
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?
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Students Write with Computers
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?
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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
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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
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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
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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
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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
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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
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Understanding Teachers Use of Computers
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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
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Teacher’s Values Shift with Experiences
Teachers withoutLCD projectorsTeachers withLCD projectorsLCD ProjectorLCD ProjectorTV/VCRTV/VCRNot very valuableNot very valuableValuableValuable
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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
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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
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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
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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
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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
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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
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•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
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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
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Delivering Instruction
Top Predictor Variables
0.233
0.195
0.067
0.152
0.00 0.05 0.10 0.15 0.20 0.25
Teacher’s belief in theimportance ofcomputers forteaching scale
Technology accessscale
Teacher's confidencewith technology scale
Teacher’s belief ofusing technology toshape classroom use
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Preparing for Instruction
Top Predictor Variables
0.240
0.131
0.082
0.148
0.00 0.05 0.10 0.15 0.20 0.25 0.30
Teacher’s belief in theimportance ofcomputers forteaching scale
Technology accessscale
Need for generalprofessional
development scale
Teacher's confidencewith technology scale
NEGATIVE
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Recording Grades
Top Predictor Variables
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
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Accommodating Lessons
Top Predictor Variables
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
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Communicating via Email
Top Predictor Variables
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
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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
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Multilevel Modeling
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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
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Teacher Outcomes
• Delivering Instruction• General Student Use• Student Use of Specific
Applications• Student Products Using
Technology• Preparation• Accommodating Lessons
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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)
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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
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.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
Quality of Technology
Pressure to Use
School Level Factors
Teacher Level Factors
Factors Influencing Use of Technology for Delivering Instruction
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Factors Influencing Teacher-Directed Student Use
.15
.40
.34
.52
.00 .10 .20 .30 .40 .50 .60
Positive Impacts of Tech
Importance for Teaching
Quality of Technology
Pressure to Use
School Level Factors
Teacher Level Factors
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Factors Influencing Use for Accommodations
.11
.25
.33
.42
.47
.00 .10 .20 .30 .40 .50
Positive Impacts of Tech
Importance for Teaching
Quality of Technology
Pressure to Use
Importance of Tech in District
School Level Factors
Teacher Level Factors
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Site Visit Analyses
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13 Factors Related to Success·Leadership·Vision·Goals·Technology Plan·Funding·Resources·Community·Professional Development·Teacher Support·External Programs·Collaboration·Obstacles (Fewer)·Technology Standards
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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
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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.
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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
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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
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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
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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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Resources
• www.intasc.org• inTASC Library• JTLA (jtla.org)