Effects of Technology Immersion on Teachers' Growth in Technology Competency, Ideology, and Practices

Autor/inn/en	Shapley, Kelly; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny
Titel	Effects of Technology Immersion on Teachers' Growth in Technology Competency, Ideology, and Practices
Quelle	In: Journal of Educational Computing Research, 42 (2010) 1, S.1-33 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Class Activities; Middle Schools; Technology Integration; Educational Technology; Professional Development; Community Support; Pilot Projects; State Legislation; Parent School Relationship; Federal Aid; Middle School Teachers; School Culture; Educational Practices; Teacher Attitudes; Predictor Variables; Models; Teaching Methods; Instructional Effectiveness; Program Effectiveness; Program Evaluation; Longitudinal Studies; Correlation; Computer Uses in Education; Laptop Computers; Technical Support; Computer Literacy; Computer Attitudes; Disadvantaged Schools; Texas + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Unterrichtsmedien; Pilot project; Modellversuch; Pilotprojekt; Landesrecht; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulkultur; Schulleben; Bildungspraxis; Lehrerverhalten; Prädiktor; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Programme evaluation; Programmevaluation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Computernutzung; Laptop computer; Laptop; Computer; Digitalrechner; Computerkenntnisse
Abstract	In the study of the Technology Immersion model, high-need middle schools were "immersed" in technology by providing laptops for each teacher and student, instructional and learning resources, professional development, and technical and pedagogical support. This article reports third-year findings for the teacher component of the theory-driven evaluation. Using hierarchical linear modeling (HLM) to analyze longitudinal survey data, we found that Technology Immersion has a statistically significant effect on teachers' growth rate for technology knowledge and skills, ideological affiliations with technology integration and learner-centered instruction, and the frequency of class activities involving technology. Treatment teachers' technical proficiency and their school's innovative culture, ongoing professional development, and parent/community support predicted teachers' higher classroom immersion. The authors discuss the viability of the Technology Immersion model and implications for technology integration in classrooms. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10