Evaluating the Implementation Fidelity of Technology Immersion and Its Relationship with Student Achievement

Autor/inn/en	Shapley, Kelly S.; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny
Titel	Evaluating the Implementation Fidelity of Technology Immersion and Its Relationship with Student Achievement
Quelle	In: Journal of Technology, Learning, and Assessment, 9 (2010) 4, (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-2525
Schlagwörter	Middle Schools; Academic Achievement; Internet; Program Implementation; Access to Computers; Causal Models; Program Evaluation; Audits (Verification); Student Surveys; Teacher Surveys; Comparative Testing; Program Effectiveness; Questionnaires; Laptop Computers; Influence of Technology; Computer Uses in Education; Texas + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Schulleistung; Kausalanalyse; Programme evaluation; Programmevaluation; Schülerbefragung; Fragebogen; Laptop computer; Laptop; Computer; Digitalrechner; Computernutzung
Abstract	In a pilot study of the Technology Immersion model, high-need middle schools were "immersed" in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers' Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or fewer of schools and core-content classrooms reaching "substantial" implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students' use of laptops outside of school for homework and learning games was the strongest implementation predictor of achievement. (Contains 14 tables, 5 figures, and 3 endnotes.) (As Provided).
Anmerkungen	Technology and Assessment Study Collaborative. 332 Campion Hall, Boston College, Chestnut Hill, MA 02467. Tel: 617-552-4521; Fax: 617-552-8419; e-mail: jtal_editor@bc.edu; Web site: http://escholarship.bc.edu/jtla
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10