Does Technology Integration "Work" when Key Barriers Are Removed?

Autor/inn/en	Lowther, Deborah L.; Inan, Fethi A.; Strahl, J. Daniel; Ross, Steven M.
Titel	Does Technology Integration "Work" when Key Barriers Are Removed?
Quelle	In: Educational Media International, 45 (2008) 3, S.195-213 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
Schlagwörter	School Culture; Federal Legislation; Focus Groups; Academic Achievement; Computer Uses in Education; Technology Integration; High Stakes Tests; Active Learning; Program Effectiveness; Problems; State Programs; Matched Groups; Quasiexperimental Design; Professional Development; Program Evaluation; Surveys; Program Implementation; Educational Technology; Data Analysis; Tennessee + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Bundesrecht; Schulleistung; Computernutzung; Aktives Lernen; Problemsituation; Regierungsprogramm; Programme evaluation; Programmevaluation; Survey; Umfrage; Befragung; Unterrichtsmedien; Auswertung
Abstract	The effectiveness of Tennessee EdTech Launch (TnETL), a statewide technology program designed to meet the No Child Left Behind (NCLB) mandate, was investigated in this matched treatment-control quasi-experimental study. The goal of the program was to provide full-time, on-site technology coaches to prepare teachers to create lessons that engage students in critical thinking and use of computers as tools in order to increase learning. The study examined TnETL impact on student achievement, teachers' skills and attitudes toward technology integration; use of research-based practices; and students' skills in using technology as a tool. The study was implemented in two cohorts: "Launches" 1 and 2. This paper presents the findings of Launch 1, a three-year program that involved 26 schools, 12,420 students and 927 teachers. Program effectiveness was measured via direct classroom observations, surveys, student performance assessments, focus groups, and student achievement analysis. Survey results showed that program teachers had significantly higher confidence to integrate technology and in using technology for learning. Observation results revealed that program compared with control students more frequently used computers as tools, worked in centers, and engaged in research and project-based learning. Although the TnETL program demonstrated progress in changing school culture to benefit students through the use of technology, student gains on high-stakes tests were mixed. The implications of the results are discussed relative to implementation successes and barriers, sustainability prospects, and the observed impacts of technology integration on teaching and student learning. (Contains 6 tables.) [Abstract include in French, German and Spanish.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10