Transcript TECHNOLOGY INTEGRATION - University of North Texas

TECHNOLOGY
INTEGRATION
MAROBA M. ZOELLER
UNIVERSITY OF NORTH TEXAS
AUGUST 5, 2000
HOW DOES TECHNOLOGY
AFFECT SCHOOLS?
• 3 CENTRAL QUESTIONS POSED BY
KERR (1996):
• 1. The overall level of adoption and
acceptance of technology into schools
• 2. The impact of technology on specific
patterns of organization within individual
classrooms and schools
• 3. Organizational changes under conditions
of technological change
FACTS ABOUT OVERALL
LEVEL OF TECHNOLOGY
• Office of Technology Assessment, 1995:
• Approximately 5.8 million computers in use
in schools in U. S. (1 for every 9 students)
• In 1992, average high school: 54 computers
• “ “ average elmentary: 25
INTERNATIONAL
COMPARISON
• ENGLAND , WALES & NORTHERN
IRELAND:
• SECONDARY SCHOOLS: 8-10
Microcomputers per school
• Elementary campuses - computers usage
varies depending upon the enthusiasm of
teachers & administrators
INTERNATIONAL
COMPARISON
• China - School Administrators hold a
collective vision for their schools:
– Upgrade teacher competencies in technology
– Locate quality instructional software
– Secure more private funds for instructional
technology
INTERNATIONAL
COMPARISON
• Korea • Many problems and difficulties
• School curriculum is not appropriate to the
integration of technology
• Focus has been on programming skills and
operating knowledge
• Need software beyond tutorial and drilland-practice
INTERNATIONAL
COMPARISON
• SINGAPORE
• Government Intervention: Report of the
Economic Committee in 1996
• Computer to Student Ratio 1:2 with target
use of 40% of class time
• $2 Billion for Instructional Technology
INTERNATIONAL
COMPARISON
• SINGAPORE
• Masterplan for IT - Trains 23,000 teachers
in 4 dimension framework:
• curriculum & assessment
• learning resources
• teacher development
• physical and technological infrastructure
Falling Through the Net ‘99
• FACTS ABOUT THE GAP IN INTERNET
USAGE:
• Gap expanded from 13.5% to 20% in 1999
• 32.4% OF WHITE HOUSEHOLDS
• 11.7% OF BLACK HOUSEHOLDS
• Gap between Hispanic & White - Rose to
19.5% in 1998
Falling Through the Net ‘99
• ISSUES OF ACCESS IN SCHOOLS
• LOWER LEVEL INSTRUCTION
• LOWER SOCIO-ECONOMIC AND
MINORITY STUDENTS RELEGATED
TO DRILL-AND-PRACTICE AND
DEFECTIVE, OUTDATED HARDWARE
Technology Counts
• Education Week - October 1998
• Perspectives on Education Technology
• Impact on Test Scores, Policy perspectives,
statistics on how technology is taking hold
in public schools
• Archer cites NAEP links 4th & 8th grade
scores to computer math learning games
and simulations
Cuban(1986) Teachers and
Machines: The Classroom Use
of Technology Since 1920
• 4 Reasons why Educational Technologies
failed to meet their potential
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1. Teachers lack training & skills
2. Equipment and media expense
3. Equipment reliability & dependability
4. Instructional material does not fit student’s
instructional needs
Kozma & Croninger (1982)
• 3 Aspects of School Failure that
Educational Technology can successfully
address:
• 1. Gap between in-school and out of school
learning
• 2. Overemphasis on lower order skills
• 3. Low engagement and motivation
David & Roger Johnson (1996)
• Failure of schools to adopt available
instructional technologies attributable to 2
factors:
– 1. Individual assumption underlying most
hardware and software development
– 2. Failure to utilize cooperative learning
– “The best way to conduct technology-assisted
instruction is to embed it in cooperative
learning.”
Robert Holloway(1996)
• Factors related to frequency with which
technology is used in classroom:
– 1. Availability of hardware in classroom,
building and district media center
– 2. Amount of teacher input into purchase of
hardware and software
– 3. Level of administrative encouragement
– 4. Amount of training teachers had in use
ORGANIZATIONAL CHANGE
• CUBAN (1993) Computers Meet
Classroom: Classroom Wins
• “Certain cultural beliefs about what
teaching is, how learning occurs, what
knowledge is proper in schools, and the
teacher-student focus on human rather than
machine interaction”
ORGANIZATIONAL CHANGE
• Mehan(1985) & Becker (1994b)
• Technology teaching teachers appear to be
in schools:
• 1. Where there is a strong social network of
many computer using teachers
• 2. With a full-time technology coordinator
on staff
• 3. In a district that provides teachers with
formal staff development . . .
ORGANIZATIONAL CHANGE
• 4. That have made long-term commitment
to students using word-processing. . In
subject matter classrooms
• 5. That have policies ensuring equity of
access between boys and girls.
• 6. Where pattern of use extends beyond
basic math, language arts, and computer
literacy to fine arts, social studies
ORGANIZATIONAL CHANGE
• 7. That allocate time at school for teachers
to use school computer. . . For their own
professional tasks.
• 8. That are faced with additional
maintenance
• 9. That need, perhaps most costly of all,
smaller class sizes for computer using
teachers.