A Descriptive Study of Technology Use in an Urban Setting: Implications for Schools Change

Autor/in	Teclehaimanot, Berhane
Titel	A Descriptive Study of Technology Use in an Urban Setting: Implications for Schools Change
Quelle	In: Journal on School Educational Technology, 4 (2008) 2, S.14-28 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Technology Uses in Education; Technology Integration; Educational Technology; Barriers; Preservice Teachers; Preservice Teacher Education; Urban Schools; Teacher Surveys; Technology Education; Computer Uses in Education; Educational Change; Computers; Professional Development; Teaching Methods; Computer Software; Educational Objectives; Technical Support; Elementary School Teachers; Secondary School Teachers; Statistical Analysis; Qualitative Research; Ohio + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Lehramtsstudiengang; Lehrerausbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Technisch-naturwissenschaftlicher Unterricht; Computernutzung; Bildungsreform; Digitalrechner; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Qualitative Forschung
Abstract	Technology is an integral part of educational goals today. A study of technology use in a large urban Midwestern school district found that teachers have equipment available to them, but it is oftentimes inadequate, inconvenient, or not working. Teachers would like to use technology, but in reality they don't use it. Part of the reason is lack of professional development. However, software limitations, school district policies that limit access and usage, and lack of technical support also account for this limited usage. Teachers are not requiring their students to use the equipment, but they would like to do so. This is due to limited software and hardware availability; focus on drill-and-kill applications, inadequate funding, and lack of school district vision for technology integration. A model for school change is presented and implications for change in technology usage in schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01