From Educational CyberPlayGround:
Elementary Teachers' Use of Technology Report
http://epaa.asu.edu/epaa/v12n48/
Copyright is retained by the first or sole author, who grants right of first
publication to the EDUCATION POLICY ANALYSIS ARCHIVES.
EPAA is a project of the Education Policy Studies Laboratory. Articles
published in EPAA are indexed in the Directory of Open Access Journals.
This article is available in PDF format:
http://epaa.asu.edu/epaa/v12n48/v12n48.pdf
Identifying Teacher, School and District Characteristics Associated with
Elementary Teachers' Use of Technology: A Multilevel Perspective
Laura M. O'Dwyer
University of Massachusetts Lowell
Michael Russell
Damian J. Bebell
Boston College
Abstract: Over the past decade, investment in technology for schools has
increased at a dramatic rate. Although policy makers are eager to understand
the ways in which technology use in schools is affecting student learning,
we believe that a critical preliminary step toward assessing the impacts of
technology on teaching and learning requires the examination of the varied
uses of technology in schools as well as the contexts that are likely to
affect the use of technology in the classroom as a teaching and learning
tool. Previous research examining technology use has focused on teacher
characteristics and has neglected to explore the potentially alterable,
organizational characteristics that may be affecting the adoption and use of
technology in the classroom. In light of this argument and using survey data
collected from 1490 elementary classroom teachers in 96 schools in 22
Massachusetts districts, this research examines how technology is being used
by elementary school teachers, and examines the school and district
organizational characteristics that are associated with increased use of
technology as a teaching and learning tool. In addition to examining
technology-use as a multi-faceted construct, using multilevel regression
techniques this study provides evidence that schools' organizational
characteristics are associated with teachers' use of technology in the
classroom. Organizational characteristics such as districts' and schools'
leadership practices and emphasis on technology, the type and amount of
technology-related professional development available to teachers, as well
as the amount of technology-related restrictive policies in place were found
to be associated with the four measures of teachers' use of technology
examined in this study. Individual teacher characteristics such as
constructivist beliefs, higher confidence using technology and positive
beliefs about the efficacy of technology were each found to be associated
with increased use of technology in the classroom.
ResearchBrief, has been posted on the ASCD Web site.
http://www.ascd.org/publications/researchbrief/volume2/v2n24.html
Linda De Vore
Media Center Director
Casa Grande Middle School
Casa Grande, AZ 85222
linda.devore@cgelem.k12.az.us
"Books are the quietest and most constant of friends; they are the most
accessible and wisest of counselors, and the most patient of teachers." -
Charles W. Eliot
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