The purpose of this study was to examine the direct and indirect effects of teachers' individual characteristics and perceptions of environmental factors that influence their technology integration in the classroom. A research-based path model was developed to explain causal relationships between these factors and was tested based on data gathered from 1,382 Tennessee public school teachers. The results provided significant evidence that the developed model is useful in explaining factors affecting technology integration and the relationships between the factors.

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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.Est-ce que l'intégration de la technologie "fonctionne" lorsqu'on enlève les barrières principales? L'efficacité de Tennessee EdTech Launch (TnETL) en avant dans la Technologie Educative, un programme technologique couvrant la totalité de cet état, conçu pour répondre aux injonctions de NCLB, a fait l'objet d'une recherche dans le cadre de cette étude quasi expérimentale avec alternance traitement/contrôle. Le but de ce programme était de fournir sur place des "formateurs" pour préparer les enseignants à créer des leçons qui amènent les élèves à réfléchir de façon critique et à utiliser les ordinateurs comme outils pour améliorer l'apprentisage. La présente étude a porté sur l'impact de TnETL sur les résultats des élèves, les compétences et les attitudes des enseignants vis à vis de l'intégration des technologies; le recours à des pratiques fondées sur la recherche; et les compétences des élèves pour utiliser la technologie comme outil. L'étude a été mise en place dans deux groupes: Lancement 1 et 2. L'article présente les résultats de Lancement 1, programme de trois ans qui a concerné 26 écoles, 12,420 élèves et 927 enseignants. L'impact réel a été mesuré par des observations directes dans les classes, des enquêtes, des évaluations de la performance des élèves, des groupes cibles, et l'analyse des résultats des élèves. Les résultats de l'enquête ...

This article presents findings from an investigation of the overall effectiveness of Michigan's Freedom to Learn (FTL) One-to-One initiative. The major goal of the FTL initiative was to help students to gain 21st century knowledge and skills while increasing their learning and achievement through the integration of over 20,000 laptop computers with comprehensive teacher professional development. This study used a mixed-methods descriptive and quasi-experimental design. Data were collected with validated observation and survey instruments. The findings reveal greater use of research-based best practices in FTL classrooms and greater teacher confidence to integrate technology as compared to normative data. FTL students performed as well as control students yet demonstrated greater 21st century knowledge and skills.

<span>With the growth of online courses and programs in higher education, considerable concerns emerge about student feelings of isolation and disconnectedness in the online learning environment. A research study was conducted to develop and validate an instrument that can be used to measure perceptions of connectedness of students enrolled in online programs or certification programs in higher education. The instrument consists of 25 items and has four scales: (a) community, (b) comfort, (c) facilitation, and (d) interaction and collaboration. One hundred and forty-six online learners who were enrolled in courses at a Turkish university completed the online questionnaire. Results of a factor and reliability analysis confirmed that the instrument is a valid and reliable measure of students’ perceived connectedness in an online certificate program.</span><br /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

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