"Elementary Teachers' Use of Technology"

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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=92 Use of Technology:
A Multilevel Perspective
Laura M. O'Dwyer
University of Massachusetts=97Lowell
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=92 organizational characteristics are
associated with teachers=92 use of technology in the classroom.=
 Organizational
characteristics such as districts=92 and schools=92 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=92 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






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