Transcript USEIT Study Update Michael Russell, Damian Bebell, Laura O’Dwyer, David Reider, Helena Miranda, Jen Higgins, Kathleen O’Connor, Amie Goldberg, Tom Hoffmann, Jen Fontana and.

USEIT Study Update
Michael Russell, Damian Bebell, Laura O’Dwyer, David
Reider, Helena Miranda, Jen Higgins, Kathleen O’Connor,
Amie Goldberg, Tom Hoffmann, Jen Fontana
and Lizzie O’Brien
Technology: Then and Now
1907
2002
Computers in K-5 Classrooms Today
Typewriters in K-3 Classrooms in 1930
Use, Support and Effect of Instructional
Technology (USEIT) Study
• What are students and teachers doing with
technology?
• How do these uses vary across settings?
• What factors contribute to this variation?
• What effects do these uses have on teaching
and learning?
USEIT Study
• 3+ Year Study
• 22 Massachusetts Districts
• Surveys
– 112 District Leaders, 120 Principals,
4,000 teachers, 13,300 students
Linked to each other
• Site Visits and 400+ Interviews
• Case Studies
Sample
4 Small Urban
5 Rural
13 Suburban
District Level
School
Community
Leadership
Resources
Physical Infra.
Policies and Standards
School Leadership
Principal. Beliefs
School Culture
Students
Prof. Development.
Support/Personnel
Curriculum &
Instructional Model
Teacher Beliefs
Class
Vision
Principal. Preparedness
Resources Teacher Preparedness
Use
Education
Home Resource
District Level
School
Community
Leadership
Resources
Physical Infra.
Policies and Standards
School Leadership
Principal. Beliefs
School Culture
Students
Prof. Development.
Support/Personnel
Curriculum &
Instructional Model
Teacher Beliefs
Class
Vision
Principal. Preparedness
Resources Teacher Preparedness
Use
Education
Home Resource
How We Defined Technology
•
•
•
•
Computer-based
Hardware
Software
Peripherals
– PDA, AlphaSmarts, LCD Projectors, Digital
Cameras, Scanners, Probes
• Internet, Networks, and e-Mail
• Not Graphing Calculators
USEIT Study
Implications for Leadership
• Students: Access and Use
• Teachers and Technology Use
• District Programs
Students Use Computers at Home
How much
time do
you spend
using a
computer
at home?
Students Use the Internet at Home
For Fun and School
For Fun
For School
Students Write with Computers
How often
do you use
your home
computer
to write
papers for
school?
Grade 5
Students Use Computers in School,
But less than at Home
At least every
week
Once every
couple of
weeks
Couple of
times a year
Never
0%
10%
20%
30%
40%
Grade 8
Students Use Computers Most Often in Science
Science
Never
English
Couple of times
a year
Once every
couple of weeks
Social Studies
At least every
week
Math
0%
20%
40%
60%
80%
100%
Grade 11
Students Use Computers Most Often in English
Math
Never
Science
Couple of times
a year
Once every
couple of weeks
Social Studies
At least every
week
English
0%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
5th Graders Use Computers in School
More than 8th and 11th Graders
Teachers Use Computers During
Instruction Less than Students
Student Use in
Class
Once Every
Couple
Weeks
Every
Week
Teachers Use
When Teaching
Every
Week
0%
Once Every
Couple
Weeks
20%
40%
Couple
Times/Year
Couple
Times/Year
60%
Never
Never
80%
100%
What Explains the Differences?
Accessibility
Ownership
Commitment
The Special Case of Laptop
Classrooms
Research Question:
• What happens when the student to computer
ratio is increased to 1:1 in upper elementary
classrooms?
• 4 classrooms given full student access to
laptop computers
• “Status quo” is a rotating cart of laptop
computers
Participants
9 Elementary classrooms
4th grade 5th grade
1:1
2
2
Laptops classrooms classrooms
Shared
2
3
Laptops classrooms classrooms
Data Collection
• Student Surveys (n=209)
• Student Drawings(n=209)
– Think about the work you do in your classroom. In the
space below, draw a picture of yourself writing in school.
• Teacher Surveys
• Teacher Interviews
• Next Fall: Look at relationship with student
achievement via 2003 MCAS
Students Use of Technology at School
District 1
District 2
District 3
District 4
District 5
Quick comparison between
Laptop Classrooms and
USEIT Districts: Mean 5th grade
Technology use in schools
District 6
District 7
District 8
District 9
District 10
District 11
District 12
District 13
District 14
District 15
District 16
District 17
District 18
District 19
District 21
District 20
Andover Shared
Andover 1:1
1
2
3
4
2 =15 min or less 3 =15-60 min 4 =1-2 hrs 5= 2+ hrs
5
Use of Technology in School - Students
S hared
L aptop
Mat h
1 :1
L aptop
Science
Reading/Language
A rt s
Social
St udies/Hist ory
1
1= Never
2
2=Once a month
3
4
3=Once a week
4=Every day
Students Use of Technology in School
Shared
L aptop
send and receive email
work with spreadsheets
1 :1 L aptop
create a Powerpoint or
Hyperstudio presentation
write 1st drafts of papers
edit papers
find information on the Internet
1
1= Never
2=Once a month
2
3
3=Once a week
4
4=Every day
Teacher’s Use of Technology
Science
S hared
L aptop
Math
1 :1 L aptop
Social
Studies/History
Reading/Language
Arts
1
1= Never
2
2=Once a month
3
4
3=Once a week
4=Every day
Students Home Use of Technology
• Robust access (connectivity) and use
• Difference in types of home use
MP3s/music
chat/instant message
Shared
Laptop
email
write papers for school
1:1 Laptop
search the 'net for fun
search the 'net for school
play games
2
3
2=Almost Never
4
5
5=Every day
Teachers and Technology
Teacher’s VALUE Older Technologies
Values Shift with Experience
Access Is Major Obstacle
Teachers Have Students Use Computers
in Variety of Ways
Wor k individually on s chool w ork us ing com pute rs
Do pr oje ct/paper us ing a com pute r outs ide of clas s
Re s e arch/w ork using the inte rne t or CD-ROM
Wor k in gr oups /us ing com pute r s
Us e com pute r or portable w riting de vice for w r iting
Us e com pute r to play e ducational gam e s
Us e com pute r to play gam e s for fun
Us e com pute r to s olve pr oble m s
Le arn k e yboar ding s k ills
Pr e se nt infor m ation to the clas s / using a com pute r
Us e s pr e ads he e t/db to r e cord, e xplor e or analyze data
Us e e m ail to cons ult e xpe r ts
Us e com pute r to com m unicate w ith s tude nts in othe r s chools
Us e pr obe s attache d to com pute r s
Ne ve r
Once or
tw ice a
ye ar
Se ve ral
tim e s a
ye ar
Se ve ral
tim e s a
m onth
Teachers Use Computers
for a Variety of Purposes
Make handouts for students using a com puter
Create a test, quiz or assignment using a computer
Email teachers in your school
Perform research and lesson planning using the internet
Email com munication w ith school and district administration
Email students' parents
Adapt activity to students' individual needs using a computer
Record student grades using a com puter
Use a com puter to deliver instruction to your class
Create w eb-quests or build the internet into a lesson
Prepare or m aintain IEPs using a com puter
Create and m aintain w eb pages
Ne ve r
Once or
tw ice a
ye ar
Se ve ral
tim e s a
ye ar
Se ve ral
tim e s a
m onth
Se ve ral
tim e s a
week
What Do We Mean by Technology Use?
1. Delivering Instruction
2. Teacher-directed Student Use
3. Teacher-directed Student Technology Product
4. Preparing for Instruction
5. Communicating via E-mail
6. Recording Grades
7. Accommodating Lessons
Relative teacher technology use
Preparation for Instruction
Communicating via Email
Directed Student Use
Teacher-directed Student
Technology Products
Recording Grades
Delivering Instruction
Accommodating Lessons
Correlation of Technology Uses
Accom- Email
modation Use
Use
Accommodation Use
Email Use
Instructional Use
Instructional
Use
1.00
1.00
1.00
Preparation Use
Student Use
Student Product
Grading
Prepa- Student Student Grading
ration
Use
Product
Use
1.00
0.44
1.00
0.46
1.00
1.00
Correlation of Technology Uses
Accom- Email
modation Use
Use
Accommodation Use
1.00
Instructional Use
1.00
Preparation Use
Student Product
Grading
Prepa- Student Student Grading
ration
Use
Product
Use
1.00
Email Use
Student Use
Instructional
Use
0.36
0.36
1.00
0.44
0.34
1.00
0.33
0.46
1.00
1.00
Correlation of Technology Uses
Accom- Email
modation Use
Use
Accommodation Use
1.00
Email Use
0.25
1.00
Instructional Use
0.22
0.23
Preparation Use
0.29
Student Use
Instructional
Use
1.00
0.25
0.21
Student Product
0.23
0.17
Grading
0.09
0.16
Prepa- Student Student Grading
ration
Use
Product
Use
1.00
0.29
1.00
1.00
0.22
0.24
0.04
0.24
1.00
Promoting Teacher Uses
• Be specific about type of use
• Design support and professional
development targeted at a Specific Use
• Consider impacts of use separately
Factors Related to Teacher
Technology Uses
District Level
School
Community
Leadership
Resources
Physical Infra.
Policies and Standards
School Leadership
Principal. Beliefs
School Culture
Students
Prof. Development.
Support/Personnel
Curriculum &
Instructional Model
Teacher Beliefs
Class
Vision
Principal. Preparedness
Resources Teacher Preparedness
Use
Education
Home Resource
Factors Influencing
Teacher Technology Use
•29 Independent variable scales developed through
exploratory analysis and the literature
•These include measures of:
–School/District Vision
–Teacher Pedagogy
–Teacher Philosophy
+ demographic
–Leadership
variables
–School culture
–Technology support
–Technology access and distribution
–Professional Development
Teacher Use of Technology for
Delivery
Teacher Use of Technology for Delivery
School Model
negative
effect
Coefficient
positive
effect
p-v alue
Te ache r s r e por t on the availability of te chology (s chool m e an)
0.001
Te ache r s r e por t pr e s s ure to us e te chnology (s chool m e an)
0.000
Te ache r pe r ce ption of s uper inte nde nt's e m phas is on technology
(school m e an)
Te ache r s r e por t that acce s s is an obs tacle (s chool m e an)
0.278
Line item funding for te chnology
0.791
Pr incipal's dis cr e tion r e late d to te chnology de cis ions
Te ache r s r e por t that profe s s ional de ve lopm e nt focus e s on te chnology
inte gration (s chool m e an)
Pr incipal's pr ofe s s ional us e of e m ail w ith te ache r s
0.613
Socioe conom ic s tatus inde x
0.628
Var ie ty of available te chnology-r elate d pr ofe ss ional de ve lopm e nt
Te ache r s r e por t that poor pr ofe ss ional de ve lopm e nt is an obs tacle
(school m e an)
0.020
0.718
0.990
0.973
0.042
Student Model
Te ache r confide nce us ing te chnology
0.000
Te ache r be lie ve s that com pute r s he lp stude nts
0.001
Acce s s obs tr ucts te chnology us e
0.363
Te ache r be lie ve s in s tude nt-ce nte r e d ins tr uction
0.517
Is s ue s w ith s tude nts obs truct te chnology us e
0.695
Is s ue s w ith the quality of technology obs tr uct us e
0.699
Pr oble m s incorpor ating te chnology into the cur r iculum obs tr uct us e
0.008
-0.3
0.0
0.3
0.6
Teacher-directed Student Use of
Technology During Class Time
Teacher Direct Students to Use Technology
During Classtime
School Model
negative
effect
Coefficient
positive
effect
p-v alue
Te ache r s r e por t that profe s s ional de ve lopm e nt focus e s on
technology inte gr ation (school m e an)
Te ache r s r e por t on the availability of te chology (s chool m e an)
0.000
Te ache r pe r ce ption of s uper inte nde nt's e m phas is on technology
(school m e an)
Socioe conom ic s tatus inde x
0.000
Pr incipal's dis cr e tion r e late d to te chnology de cis ions
0.901
Am ount of r e s tr ictive policie s for us ing te chnology
0.000
Var ie ty of available te chnology-r elate d pr ofe ss ional de ve lopm e nt
0.009
Dis trict le ade rs dis cus s te chnology
0.030
0.000
0.028
Student Model
Te ache r be lie ve s that com pute r s he lp stude nts
0.000
Acce s s obs tr ucts te chnology us e
0.016
Te ache r be lie ve s in s tude nt-ce nte r e d ins tr uction
0.042
Te ache r confide nce us ing te chnology
0.161
Is s ue s w ith s tude nts obs truct te chnology us e
0.803
Is s ue s w ith the quality of technology obs tr uct us e
0.451
Problems incorporating technologyinto the curriculum obstruct use
0.003
-0.3
0.0
0.3
0.6
Teachers Direct Students to
Create Products Using
Technology
Teachers Direct Students to Create
Products Using Technology
negative
effect
School Model
Coefficient
positive
effect
p-v alue
Te ache r s r e por t pr e s s ure to us e te chnology (s chool m e an)
0.000
Te ache r s r e por t that profe s s ional de ve lopm e nt focus e s on
technology inte gr ation (school m e an)
Te ache r s r e por t on the availability of te chology (s chool m e an)
0.003
Te ache r pe r ce ption of s uper inte nde nt's e m phas is on technology
(school m e an)
Evaluations cons ide r te chnology
0.293
Socioe conom ic s tatus inde x
0.806
Var ie ty of available te chnology-r elate d pr ofe ss ional de ve lopm e nt
0.689
Am ount of r e s tr ictive policie s for us ing te chnology
0.251
0.178
0.683
Student Model
Te ache r be lie ve s that com pute r s he lp stude nts
0.000
Te ache r be lie ve s in s tude nt-ce nte r e d ins tr uction
0.000
Acce s s obs tr ucts te chnology us e
0.143
Te ache r confide nce us ing te chnology
0.149
Is s ue s w ith s tude nts obs truct te chnology us e
0.918
Is s ue s w ith the quality of technology obs tr uct us e
0.890
Problems incorporating technologyinto the curriculum obstruct use
0.019
-0.3
0.0
0.3
0.6
Teachers Use Technology for
Preparation
Teachers Use Technology for Preparation
School Model
negative
effect
Coefficient
positive
effect
p-v alue
Te ache r s r e por t on the availability of te chology (s chool m e an)
Te ache r s r e por t that profe s s ional de ve lopm e nt focus e s on
technology inte gr ation (school m e an)
Socioe conom ic s tatus inde x
0.000
Dis trict le ade rs dis cus s te chnology
0.924
Teacher perception of superintendent's em phasis on technology
(school mean)
Variety of available technology-related professional developm ent
0.931
Teachers report that technologyquality is an obstacle (school mean)
Teachers report that poor pr ofessional development is an obs tacle
(school mean)
0.169
0.008
0.417
0.032
0.207
Student Model
Te ache r confide nce us ing te chnology
0.000
Acce s s obs tr ucts te chnology us e
0.010
Te ache r be lie ve s in s tude nt-ce nte r e d ins tr uction
0.061
Te ache r be lie ve s that com pute r s he lp stude nts
0.048
Is s ue s w ith s tude nts obs truct te chnology us e
0.950
Problems incorporating technologyinto the curriculum obstruct use
0.587
Is s ue s w ith the quality of technology obs tr uct us e
0.181
-0.3
0.0
0.3
0.6
Lessons
• There is no single set of factors that affects
all four types of teacher use of technology
• This is particularly true at the school level –
different school/district policies affect
different uses
Newer versus Tenured Teachers
• New Teachers:
– grew up with computers
– are more comfortable with computers
– will use computers more for instruction
• Sample divided into three groups:
– 1-5 years
– 6-15 years
– more than 15 years
Confidence Using Technology and
Beliefs About the Impacts of
Technology on Students
Weaker Beliefs
Stronger Beliefs
Pedagogical Beliefs About
Teacher-Directed and StudentCentered Instructional Practices
Weaker Beliefs
Stronger Beliefs
Relative teacher technology use
Teacher Preparation Programs
Need to Focus on Integration
Direct Support for New
Teachers
Site Visit Analyses
13 Factors Related to Success
·Leadership
·Vision
·Goals
·Technology Plan
·Funding
·Resources
·Community
·Professional Development
·Teacher Support
·External Programs
·Collaboration
·Obstacles (Fewer)
·Technology Standards
Resources and Support
Districts with strong technology programs have:
• line item funding
• a technology plan that includes equipment and
support personnel
• school integration specialists
• focused and evolving PD
• diversified and strategic technology support
Leadership and Vision
Districts with strong district-wide technology
leadership have:
• higher levels of community involvement
• district leaders who emphasize technology
and who have clear technology visions
• and educational goals that are supported by
technology
Correlation between components of District
Technology Programs and Student Use in School
Mean
Mean
Mean
student use student use student use
in 5th grade in 8th grade in 11th grade
Support
.382
.458
.373
Leadership
.233
.090
.437
Factors Influencing Use
Introduction of Technology
High and Robust Use
Low and Variable Use
• Content Area Specific:
Writing
Science
Mathematics
• Technology Application:
Programming
Business Skills
Word Processing
Early Acquisition
High and Robust Use
Low and Variable Use
• Gradual Purchases
• Model Classrooms
• Borrowed and donated
Early PD
High and Robust Use
Low and Variable Use
• Comfort and knowledge of
machine
• Content Specific
• Tool-based
• Administrative and
Communication
Tech Plans
High and Robust Use
Low and Variable Use
•
•
•
•
•
• Increase Access
• Compatibility
• Simplify support and
maintenance
Gradual acquisition
Infused Classrooms
Trials/Experiments
Support, dual platform
Teacher/Curriculum Input
Funding
High and Robust Use
Low and Variable Use
• Line Item
• Operating Budget
• Bonds
• External Sources
• Building Projects
Tech Director Roles
High and Robust Use
Low and Variable Use
• TD on Academic Committees • Hardware and Connectivity
• Focus on Curricular Uses
• Technical Support
Vision
High and Robust Use
Low and Variable Use
• Aligned Vision at District Level • Superintendent Supportive
• Emphases differ between
Sup., Curric. Director, and
TD
Current PD
High and Robust Use
• Individualized
• Varied
Low and Variable Use
• Tool-based
• Primarily Group Workshop
Community Support
High and Robust Use
• Cohesive District Level
Low and Variable Use
• Strong School-Level
• PTAs Active
Initial Patterns and Observations
• Educational Technology is Complex
– Many Types, Beliefs, and Uses
– Presentation, Preparation, Record Keeping,
Communication, Tailoring, Student Use
– Home versus School
– Variation within and across schools
– What explains variation --- School and District
Leadership and Programs
Key Factors Affecting Elementary
Classroom Use
•
•
•
•
•
•
Home Use, Skills, and Beliefs about tech
Teacher’s Pedagogical beliefs and practices
Mean Student Technology Skill Level
Teacher’s Beliefs about Technology
Principals beliefs about technology
Principals Emphasis on technology and
Pressure to use Technology
What Leaders Do
•
•
•
•
Showcase to community and school board
Vision and expectations
Pockets of innovation
Professional Development - teams and
extended time