Relative Advantage

Technology Implementation Strategies

Impact on Important Societal Goals

Studies that Monitor and Report on New Technologies

“3. Definition and Prevalence of High-Quality Technology Support: The importance of professional development for schools with technology programs has been noted by the CEO Forum, a group of business executives and school leaders concerned with the use of technology in America's schools. Their 1999 report provides guidelines for schools developing high quality technology-support programs, and includes an index, called the STaR Chart, for assessing adequacy of school technology programs. It emphasizes four key elements of a successful technology program. First, the report stresses the importance of helping teachers to integrate, and not just operate, technology. Second, it calls for regularly scheduled technology-oriented development sessions, as well as for “just-in-time” and one-on-one learning opportunities; development opportunities include help from individuals with classroom and curriculum experience. Third, it suggests the need for teachers to have access to technology resources near their work place. And finally, the CEO Forum's professional development program also notes that attempts must be made to involve most of the teachers in the school.”

“Second, school systems have not been restructured to fully support the integration of technology during instruction. As a result, computer use during class time is often treated as a special event or an add-on to the traditional curriculum.” p. 298.

“Recognizing the importance of preparing preservice and in-service teachers to use computer-based technologies, throughout this article, we employ data collected as part of the Use, Support, and Effect of Instructional Technology (USEIT) Study to explore three issues related to enhancing teachers’ ability to use technology in the classroom. These issues include

“Although the first three conditions identified by Becker (2000) appear to have been nearly met, the fourth (teachers’ beliefs) is much less understood and, consequently, less readily resolved. A number of large-scale studies (e.g., Barron, Kemker, Harmes, & Kalaydjian, 2003) have verified that teacher technology use has increased in classrooms across the nation, undoubtedly because of these increased levels of access and skill, as well as the current favorable policy environment. However, although many teachers are using technology for numerous low-level tasks (word processing, Internet research), higher level uses are still very much in the minority. For example, results of a survey conducted by Michigan Virtual University (Newman, 2002) as part of a program to give every Michigan teacher a laptop computer (completed by more than 90,000 teachers) indicated that whereas most teachers reported knowing how to get information from the Web and send e-mail, only a small proportion of the teachers (sometimes only 1 in 9) knew how to use high-tech tools such as spreadsheets, presentation software, or digital imaging to enhance their lessons. Results from ISET (U.S. DOE, 2003) were similar: The computer-related activities in which teachers most often engaged their students included expressing themselves in writing, improving their computer skills, doing research using the Internet, using computers as a free-time or reward activity, and doing practice drills.” p. 26

“In general, low-level technology uses tend to be associated with teacher-centered practices while high-level uses tend to be associated with student-centered, or constructivist, practices (Becker, 1994; Becker & Riel, 1999). ” p. 26.

“The assumption, then, is that increased or prolonged technology use will actually prompt teachers to change their practices toward more constructivist approaches. While this may be true, it has yet to be verified by empirical research (e.g., Barron et al., 2003; Newman, 2002).”

” (1) much less effective, (2) somewhat less effective, (3) the same, (4) somewhat more effective, or (5) much more effective than more traditional forms of instruction for accomplishing a variety of instructional goals.3.1. Teachers+ use of instructional software” p 18

Factor 1: Learner-centered Construction of Knowledge

Factor 2: Computer-directed Transmission of Knowledge

“Recognizing the importance of how technology use is both defined and measured, the remainder oi this paper uses data collected as part of the Use, Support, and EfTect of Instructional Technology (USEIT) Study to describe efforts to develop multiple measures of teachers' technology use and to provide examples of how a multifaceted approach to measuring teachers' technology use holds the potential to provide deeper insight into how technology use varies across settings.” p. 29.

Describes several approaches to usability testing:

Usability items. Ease of use of different devices.

Large number of items related to usability

Page 49 - different instructional uses.

web and paper based - 'follow-up analysis supported the premise that the web sample and the paper sample were representative of the general population.'

“Our most recent research work (Koehler & Mishra, 2005b) has focused on measuring the development of TPCK through surveys administered at different times during the semester. Our data clearly show that participants in our design teams moved from considering technology, pedagogy and content as being independent constructs towards a more transactional and co-dependent construction that indicated a sensitivity to the nuances of technology integration.”