What Can We Do to Make Technology Work Michael Russell Damian Bebell, Laura O’Dwyer, David Reider,...

What Can We Do to Make Technology Work

Michael RussellDamian Bebell, Laura O’Dwyer, David Reider, Helena

Miranda, Jen Higins, Kathleen O’Connor, 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



Leadership


Prof. Development.

CommunityD

istr

ict L

evel


Home Resource

EducationResources

StudentsCla

ss



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


Teacher’s Use of Technology

1 2 3 4

Reading/LanguageArts

SocialStudies/History

Math

Science

SharedLaptop

1:1 Laptop


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

email

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


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



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


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



Leadership


Prof. Development.

CommunityD

istr

ict L

evel


Home Resource

EducationResources

StudentsCla

ss



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

Teacher Level Model

Line item funding for technology 0.046Teachers report on principals' emphasis on technology

(school mean) 0.042

Principals' discretion related to technology decisions 0.023

Teachers report pressure to use technology (school mean) 0.025

Teacher confidence using technology 0.000

Teacher believes that computers help students 0.000

Student ease of access to technology at home (school mean) 0.637

Teacher believes in student-centered instruction 0.002

Principals' professional use of email with teachers 0.005

Relative emphasis on technology-related professional development 0.885

Issues with students obstruct technology use 0.278

Issues with the quality of technology obstruct use 0.140

Variety of available technology-related professional development 0.430

Problems incorporating technology into the curriculum obstruct use 0.003

Teachers report that poor professional development is an obstacle (school mean)

0.116

Teachers report that access is an obstacle (school mean) 0.020

negativeeffect

positiveeffect

School/District Level Model

0.0 0.3 0.6-0.3

Teacher Use of Technology for Delivery

Teacher-directed Student Use of Technology During Class Time

aaaa

Coefficient p-value

Teacher Level Model

negativeeffect

positiveeffectSchool/District Level Model




Problems incorporating technology in the curriculum obstruct use 0.000




Teachers report that access is an obstacle (school mean) 0.059

Teachers report on principals' emphasis on technology (school mean) 0.000

District leaders discuss technology 0.069



Amount of restrictive policies for using technology 0.048

0.0 0.3 0.6-0.3

Teacher-directed Student Use of Technology During Class Time

Teachers Direct Students toCreate Products Using

Technology

aaaa

Coefficient p-value

Teacher Level Model

negativeeffect




Teachers report pressure to use technology (school mean) 0.014


Evaluations consider technology 0.091

Amount of restrictive policies for using technology 0.519







Problems incorporating technology into the curriculum obstruct use 0.002

0.0 0.3 0.6-0.3

Teachers Direct Students to Create Products Using Technology

Teachers Use Technology for Preparation

aaaa

Coefficient p-value

Teacher Level Model

negativeeffect





Issues with the quality of technology obstructs use 0.042

Teacher believes in teacher-centered instruction 0.001



District leaders discuss technology 0.001

Teachers report that poor professional development is an obstacle(school mean) 0.445



Teachers report that technology quality is an obstacle (school mean) 0.010

0.0 0.3 0.6-0.3

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


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


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



Support .382 .458 .373

Leadership .233 .090 .437

Tale of Two Districts

• Early 80’s in Libraries • ‘65 Math Chair

High and Robust Use Low and Variable Use

• Word processing and science • Programming

• Slow acquisition/purchases • Borrowed and donated

• ‘90 focus on poor software • ‘90 business courses

• Initial PD on comfort and knowledge of machine

• K-5 Coordinator separate from MS and HS

Tale of Two Districts

High and Robust Use Low and Variable Use• 5 yr Tech Plan - gradual acquisition, model

classrooms, support, dual platform• 5 yr Tech plan - 200 to 900 PC

machines, Support cut from budget

• Line Items • Town budget with Payback

• TD on Academic committees • TD and Coordinators indep.

• Leaders Aligned Vision • Sup. Support/Visions Differ

• Cohesive Community Support• PTAs Supportive

• Teacher Input • TD Authority

• PD Individualized • PD Tool-based

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)

Date post:	13-Jan-2016
Category:	Documents
Upload:	daniela-wood
View:	215 times
Download:	0 times

What Can We Do to Make Technology Work Michael Russell Damian Bebell, Laura O’Dwyer, David Reider,...

Documents