Identifying Teacher, School and District Characteristics Associated with Elementary Teachers' Use of Technology:A Multilevel Perspective

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.

The Effect of Age on English Professors’ Integration of the New Technologies in Teaching

“…It was adapted from the instrument designed by O'Dwyer et al(2004). The instrument was originally developed to assess the integration of computer technology by middle and high school teachers in the U.S.…”

Modeling, Training, and Mentoring Teacher Candidates to Use SMART Board Technology

“…Research also indicates that mentoring programs are necessary after the initial technology integration training, not only to foster collaboration but also to provide support for the daily challenges that hinder the effective use of technology in the classroom (May, 2000;O'Dwyer, Russel & Bebell, 2004). May (2000) evaluated a program which provided technology training coupled with supplemental mentoring support by a colleague.…”

Competencies in ICT of teachers and their relation to the use of the technological resources

“…En cuanto al uso de los distintos recursos tecnológicos por parte del profesorado, desde diversos estudios (Becker, Ravitz & Wong, 1999;Muir-Herzing, 2004; O'Dwyer, Russell & Bebell, 2004;Condie et al, 2005;Tondeur, van Braak & Valcke, 2007) se ha señalado el empleo diferenciado de los mismos en el proceso de enseñanza y aprendizaje. Al igual que comentábamos anteriormente con las competencias en TIC, a partir de estos estudios la concepción del mismo que se ha planteado por los distintos autores es diversa.…”

“…Asimismo, se centra en la utilización de los recursos tecnológicos para la planificación de la enseñanza, no teniendo en cuenta la creación de entornos en el aula en los cuales las TIC estén integradas plenamente. Estas dificultades por parte del profesorado en las competencias en TIC suponen que éste no posea la adecuada confianza para la integración de estas tecnologías; ya que se ha encontrado que la adquisición de competencias al respecto produce un incremento en la confianza del profesorado para el uso de las TIC (Tearle, 2003;O'Dwyer, Russell, Bebell, 2004), tanto para su actuación individual como con los alumnos. Por este motivo, el desarrollo profesional dirigido a la integración de las tecnologías es un componente que se asocia a una utilización creciente de las TIC en ciertos usos particularmente (O'Dwyer, Russell & Bebell, 2004).…”