Numerous dissertations have been written or are currently in progress using the LoTi Framework and the online LoTi Questionnaire as the basis for identifying variables associated with instructional computing. Provided below are abstracts for these dissertations as well as email addresses to contact the authors directly. Additional research links discussing instructional technology's impact on the learner are also included.
Strategies for Sustainable Professional Development Programs to Promote Effective Pedagogical Use of Instructional Technology into Teaching
Karla Ribeiro Assis
kassis@mix.wvu.edu
West Virginia University
This study will address the following research questions:
A Study of Classroom Implementation of Technology and Related Factors in Secondary Schools
Aurelia Curtis
ACurtis@nycboe.net
St. John's University
School technology programs and the requisite hardware, software, and training that go with them appear to have won over state lawmakers and wooed constituents like no other education initiative in recent memory.Ê Champions of technology programs in several states contend that there are no limits to what computers can accomplish in classrooms.Ê They believe that new technology is as important a component of education reform as tougher academic standards and assessments.
Two factors recognized as important to the implementation of educational computing are teacher concerns and teacher-perceived self-efficacy with computers.Ê Teacher concerns expand the broad spectrum of awareness to management.Ê Teacher concerns for efficiency can impact a teacher's willingness to implement technology in the curriculum.
Schechter (2000) used the LoTi to determine the levels at which elementary school teachers are integrating computers in their classrooms in one New York City district.Ê The results from this study indicated that 25% of the teachers did not use computers at all in school, 39% were just beginning to use computers in any manner, 32% of teachers were beginning to integrate technology to solve authentic problems in their classrooms, and only 5% of the teachers surveyed provided students with ready assess to computers, thereby extending their use beyond the classroom.
The purpose of this study is to examine the levels of educational computer technology integration and stages of instructional practices in high schools in a select New York City school district, using the LoTi.Ê An additional questionnaire will be used to identify factors that serve to increase or impede high school teachers' use of computers in their classrooms.
Teacher Leadership and Technology Implementation
Jim Bazar
JLBazar@aol.com
Our Lady of the Lake University
This study will involve correlational research using the Multifactor Leadership Questionnaire (Bass and Aviolo) and the LoTi (Levels of Technology Implementation) Technology Use Profile.
Comparison of Instructional Practices and Student Academic Achievement in New Hampshire
Chrys Petras Bouvier
CBouvier@ed.state.nh.us
Argosy University
Contemporary educational theory holds that Constructivist teaching strategies will improve student learning. This theory also holds that assessment of student learning must be measured by assessments embedded in the learning environment. However, the current political climate surrounding education has created standards based testing in all fifty states to assess student learning. These standardized assessments, or high-stakes tests, are designed to measure student mastery of the curriculum. This analysis investigates the possibility that educators using more Constructivist strategies results in higher student assessments, even when measured on a high-stakes assessment. Student data utilized in this investigation are from the New Hampshire Educational Improvement and Assessment Program (NHEIAP) administered to students at the third, sixth and tenth grades in the spring of 2002. Student data was measured in Mathematics and English Language Arts. Educator data utilized in this study were from the Level of Technology Implementation (LoTi) assessment administered to educators in New Hampshire in the 2001-2002 school year. The data utilized in this research included a majority of schools in New Hampshire. Educator Constructivist practices measured include students establishing goals within the classroom, alternative assessment opportunities for students, building on the experiences of the learner, learning environments using real-life contexts, and interactions between learners and between learners and instructors. These indicators are a subset of the LoTi assessment. Individual data was aggregated to the school level, with the rationale that organizational climate may be responsible for educator levels of Constructivist practice. The results of the analysis indicate a positive relationship between schools whose educators report implementation of higher levels of Constructivist practices and student achievement at the higher levels on the NHEIAP assessment. Included are discussions around the role of the teacher, school culture, computer use, and high-stakes testing.
Untitled Dissertation in Progress
Patricia B. Candler
pcandler@nls.k12.la.us
Jackson State University
The purpose of this case study is to examine and describe how technology is integrated into the curriculum of preschool classrooms using a general curriculum, DLM Early Childhood Express (SRA) and High Reach curriculums. This qualitative research will identify curriculums that use key issues in refining the process of learning through technology integration.Ê The integration of technology into the curriculum will be generally defined as the process of teaching technology (technology education) and another curricular area simultaneously. In addition, it is the process of using technology to enhance teaching for learning (educational technology).
The results will be evaluated across classrooms to explore the relations of curriculum types and technology integration and the effects on students. Understanding the integration of technology into the early childhood curriculum may help benefit teachers to integrate technology in meaningful ways that promote student's learning. This case study will seek explanations as to why technology is not utilized effectively in these classrooms. The findings of this study may have valuable implications for preschool teachers.
Untitled Dissertation in Progress
Nancy Copeland
ncopeland@emich.edu
Eastern Michigan University
This study will investigate the impact of a statewide professional development program on technology integration in Michigan K-12 schools.Ê The LoTi Framework and Questionnaire will be employed to measure levels of technology integration in schools where teachers have participated in the professional development program.
The Integration of Technology into the Middle and High School Science Curriculum
Jan Frederic Corbin
University of Central Florida
This study was to determine the level of technology implementation into the middle and high school science curriculum by beginning teachers. Research was conducted in two phases. The first phase was a survey that provided demographic data and determined the Level of Technology Implementation, Personal Computer Use, and Current Instructional Practice. Dr. Christopher Moersch developed the survey, Level of Technology Implementation (LoTi
An Evaluation of Technology Staff Development Courses for the Levels of Technology Use By Teachers in Nonpublic Schools
Christine Criscione
crishy@nyc.rr.com
St. John's University
Through the Title III Technology Literacy Challenge Fund program, technology related courses have been offered at seven area colleges and universities in the New York City metropolitan area in order to train nonpublic school teachers and administrators in the use of technology and how to integrate its use into their schools' curriculum. While there have been yearly evaluations of the program as a whole, no studies have been conducted to see if there is a relationship between participation in Technology Literacy Challenge Fund courses and how nonpublic school teachers use technology in their classrooms.
This study seeks to determine the nature of the relationship between staff development and technology integration in K-12 nonpublic schools in New York City. The Levels of Technology Implementation Questionnaire and a demographic survey will be sent to 1200 nonpublic school teachers: 600 who participated in TLCF courses and 600 who have not. It is anticipated that there will be a significant mean difference in Level of Technology Implementation between participants and non-participants.
The Effect of Computer Access and Subject Area on the Level of Teacher Implementation of Technology (Technology Implementation)
Carolyn Deacon
cdeacon@summit.k12.nj.us
Seton Hall University
The purpose of this doctoral study was to determine whether subject area (English, mathematics, social studies, science or world language) and the type of computer access (personal computer, computer labs, class sets of computers, one or two desktop computers in the classroom) affect the level of technology implementation of high school teachers in the classroom. The high school teachers who participated in this study were part of a special technology project, Project Laptop, funded through a public/private partnership. The intent of this project was to provide teachers with adequate access to a variety of types of computer access, training for all teachers by department for general and subject area use, and on-site technical support for curriculum integration.
The research was conducted in an affluent public school district and included high school and middle school teachers. Teachers responded to two questionnaires: the Level of Technology Implementation (LoTi) Questionnaire and the Type of Computer Access Survey. The results showed no significant difference in the personal computer use (PCU) behaviors (e.g., accessing the internet, using email, troubleshooting computer problems) of high school teachers versus middle school teachers as a result of the high school teachers' participation in Project Laptop; yet, a significant difference did exist in the current instructional practices (CIP) of high school teachers versus middle school teachers as a result of Project Laptop. High schools teachers who participated in the project showed a greater inclination toward an instructional approach that supported a learner based design than their middle school colleagues. The study also revealed a significant difference in the pace by which teachers moved to a higher level of technology implementation (LoTi). The high school teachers who participated in Project Laptop tended to move more rapidly to a higher level of technology use than the middle school teachers. The study also examined differences between the level of technology implementation and the content area of the teacher. No significant difference was found in the levels of technology implementation based on content area taught.
Untitled Dissertation in Progress
Ed Denton
edenton@wtps.org
Temple University
This study will investigate elementary principal's strategies for upgrading existing information technology hardware and software. It will be limited to principals who's staffs have a high success rate of using and integrating technology into the curriculum.Ê The LoTi instrument will be used to identify "best practices" based on a general assessment of faculties by participating principals.
Untitled Dissertation in Progress
Amy Downs
amydowns@comcast.net
Drexel University
The role of the teacher and relationships among teachers and students are developing due to learning technologies being added to the educational environment; research needs to help portray the adjustments in teaching practices and the culture of the classroom as computers are used to enhance curriculum and meet educational standards and government legislation.Ê This study will address the following research question: How are teacher practices and classroom culture affected as a result of using computers as a tool for learning in the elementary classroom?
This research question is critical because K-12 learning environments are rapidly changing due to a sharp increase in the use of learning technologies in the classroom. These changes are happening because of societal expectations as well as government legislation and state and national technology standards schools are now accountable for. Computers are being added to classrooms in the hopes of improved student learning, though there is little knowledge of the pedagogical impact that these changes bring to education. Researchers realize that new teaching styles need to emerge to cope with these changes. Learning technologies also bring expanded resources and opportunities for communication and "connectivity" through the Internet. Due to these additional resources and ways of communicating, the culture of the classroom and relationships among students and teachers are adapting to these new expectations. Understanding these environmental differences is crucial for educators as they work toward preparing students for tomorrow's world and job market. Teachers cannot continue to teach in the same way if the environment around them and world they live in is rapidly transforming. The answer to this question will make a difference to elementary teachers as they meet the demands of standards and best practices in education; it is also critical to the education of students by exposing them to the best possible learning environment.
The Effects of Teacher Levels of Technology Integration on Student Achievement in Reading and Mathematics
Valerie Fields
sdfields@ulm.edu
University of Louisiana, Monroe
The primary purpose of this study will be to determine how the level of technology implementation by fourth grade teachers in rural schools affects student achievement in reading and mathematics. The sample for this study will be fourth grade teachers and their students from two rural parishes in Northeast Louisiana. Data for the study will be collected from two sources. The 50 item survey referred to as the Levels of Technology Implementation (LoTi) Questionnaire will be used to measure teachers' level of technology integration, current instructional practices, and personal computer use. Additional demographic data will be collected through a supplement to the LoTi. Student achievement in reading and mathematics will be determined by examination of mean scores of the fourth grade students as determined by the LEAP (Louisiana Educational Assessment Program).
What Impact Does a Train-the-trainer Program on Integrating Technology into Classroom Instruction in a Parochial School Setting Have on the Trainers Own Classroom Practices?
David George
dgeorge1@wi.rr.com
Nova Southeastern University
This study will focus on the impact a of "train the trainer" workshop on Integrating Technology into the Curriculum has on the participants' own classroom practices. The data collected from the LoTi (Level of Technology Implementation) questionnaire will be used correlatively in a "before" and "after" fashion to determine any response changes over a 6 month period.
Educators' Technology Level of Use and Methods for Learning Technology Integration
Darlene Ann Griffin
University of North Texas
The purpose of this study was to describe technology learning methods that teachers attend and perceive as effective. The goal was to provide district personnel data that may be utilized when planning for more effective technology staff development. This study examined (1) the methods of learning instructional technology that are being utilized by teachers and administrators and (2) why these methods are being utilized in two Texas school districts. Data was collected from educators via an online survey consisting of demographics, technology training methods, level of technology use (CBAM 1 item), stages of adoption and technology level of use (LoTi, 50-item). Educators with different technology levels of use (high, low) differed on their perceptions and utilization of technology training methods. Specifically, educators with different technology levels of use differed in their perceptions of independent online help, and learning through trial and error technology training methods. Results from the study showed that educators tended to use the technology training method that they perceived as most effective. Educators tended to utilize learning by trial and error, peer support, and technology personnel support the most frequently for learning technology integration Educators' in the study had varying technology levels of use based on their educator categories. Administrators tended to score much higher than both elementary and secondary teachers on their technology levels of use. Participants gave a variety of reasons for utilizing certain technology training methods most frequently. The most popular reason was that the method fit into their time schedule followed by the location of the training. The least given reason was that it was the best method for learning the technology skill.
Untitled Dissertation in Progress
Del Helms
delvis@direcway.com
Pepperdine University
This study focuses on the computer efficacy of first and second year PK-12 teachers' and the possible relationship between high levels of computer efficacy and the use of technology to support student learning by first and second year teachers.Ê In this research, the LoTi Questionnaire will be administered toÊ 85 teachers, 16 support providers, 12 site administrators, 1 technology coordinator, and 1 instructional specialist in the Murrieta Valley Unified School District in Murrieta, CA.
Integrating Technology in the Urban Environment
Jeneva Ingram
jaingram7@yahoo.com
Illinois State University
This study will focus on the barriers encountered integrating technology in the urban environment. Specifically, it will seek to broaden the understanding of the barriers that prohibit technology integration.Ê The school that will be the focus of this dissertation is a small middle school that has been identified as a Rising School in the city of Chicago. The school has over one hundred and fifty computers, four computers in each classroom and a computer lab. The teachers have had access to computers and have received technology training; however little has been done to integrate technology.
The Effect of the Principal's Leadership Style on the Level of Technology Implementation and Integration in PreK-12 Schools
Bessie Jackson
jacksobg@sbac.edu
Florida Agricultural and Mechanical University
The purpose of the study is to examine the effect of (a) the principal's leadership style (transactional or transformational) and (b) the principal's perception of their leadership style on the level of implementation of technology in the classroom. By examining the principal's leadership style, as well as the level of teachers' implementation of technology in the classroom, the researcher will gain an understanding of the degree of impact that the principal's style of leadership has on the technology implementation in the classroom. Principals will complete the Level of Technology Implementation (LoTi) for Building Administrators. Teachers will complete the Level of Technology Implementation (LoTi) for Instructors.
An Investigation of the Effects on Teacher Self-Efficacy and Computer Utilization after taking the Georgia Framework for Integrating TECHnology (InTech) Training Program
Ian Johnson
Nova Southeastern University
There is a massive effort in Georgia to equip teachers with the necessary skills, knowledge, and resources to integrate technology into the curriculum to better prepare students for the 21st century. Teachers are now required to become InTech certified by the end of the school year 2005-2006 and to show how they are actually integrating technology into the classroom. As a result, Georgia has implemented the InTech training program that follows the national technology standards laid out by ISTE and NCATE. The LoTi survey instrument has been used in many school districts in Georgia to assess the teachers' level of technology integration, personal computer use, and current instructional practices.
This dissertation seeks to investigate whether the InTech training effected change in the level of technology integration, personal computer use, and current instructional practice by teachers who have completed the InTech training program. Factors such as InTech training received, teaching subject, hardware and software availability, administrative support, and on-site technology coordinator support will be investigated to find out how they relate to the overall computer technology use by teachers. A random sampling will be done of teachers in Georgia who have completed the InTech training program and the LoTi survey instrument will be the measurement tool used in this research study.
A Descriptive Study of Technology Integration and Faculty Professional Development in One Higher Education Institution
Linda Lea Larson
Pepperdine University
The study examined the usefulness of a technology mentoring program, at a large California State University, designed to help faculty integrate technology into teacher education courses. Effective strategies for implementing a technology integration program were considered from the perceptions of faculty mentors and their mentees who were teacher education faculty receiving technology integration support. More specifically, the focus was on the mentee's perceptions of (a) the most helpful aspects of mentoring, (b) the ways they changes their courses and pedagogy to integrate technology, and (c) the ways technology can enhance learning. Participants included 4 mentors and 6 mentees out of a sample of 68 faculty, the 6 mentees were randomly selected based on whether their LoTi Questionnaire scores were above or below the median: 3 were randomly selected from scores above the median and, 3 from below the median. Using descriptive research with a qualitative case study approach and with data sources that included scores on the LoTi Questionnaire (for the total LoTi scale scores, Cronbach's Alpha = .85), open-ended interviews and surveys, the study obtained faculty perceptions of their mentoring experiences, and their course syllabi to determine the extent to which faculty met technology standards. The qualitative data from the interviews and open-ended surveys were analyzed using the constant comparative method. Themes that emerged from the analysis included: (a) In learning technology integration, faculty preferred individualized coaching and a personal relationship with a mentor who had both content and teaching expertise; (b) project-based mentoring should include the mentee setting realistic goals for the project, outside practice, and mentor follow up; (c) mentors should integrate, as part of their teaching strategies, ways to make the mentees move to independence; (d) mentees faced three major challenges when integrating technology: time, fear, and technology problems; (e) all the mentors and mentees emphasized that the most helpful aspect of mentoring was individualized learning and understanding of the individual's needs; (f) the number one integration strategy mentioned by both the mentors and mentees was working on an interest-based project; and, (g) both mentors and mentees indicated mentoring helped to foster a community of practice.
The Impact of Social Studies Teachers' Level of Computer Technology Implementation on Student Achievement on the Social Studies Portion of the Georgia High School Graduation Test
John Michael MacDonald
Walden University
The purpose of this study was to examine the impact of social studies teachers' level of computer technology implementation on student achievement on the social studies portion of the Georgia High School Graduation Test. Two volunteer social studies teachers and two intact classes of high school juniors at a suburban public high school in Atlanta, Georgia, comprised the convenience sample. The Level of Technology Implementation (LoTi) questionnaire was administered to both social studies teachers. Students were randomly assigned to each social studies teacher at the beginning of the school year using the SASI software program. The independent variable was the social studies teachers' level of computer technology implementation. The dependent variable was the students' test scores on the social studies portion of the Georgia High School Graduation Test. The study was conducted by using a randomized posttest control group experimental design with a sample of 70 students. The treatment class utilized computer technology implementation strategies to learn United States history concepts, whereas the control class received direct classroom instruction on United States history concepts. Data were obtained from a state-mandated graduation test. Test scores of Group A and Group B were compared using a
Educator-Leaders in Assessment and Accountability
Dara Martinovich-Barhite
Dara.Martinovich-Barhite@dpi.state.wi.us
Harvard Graduate School of Education
The primary purpose of this study will be to determine how the level of technology implementation by fourth grade teachers in rural schools affects student achievement in reading and mathematics. The sample for this study will be fourth grade teachers and their students from two rural parishes in Northeast Louisiana. Data for the study will be collected from two sources. The 50 item survey referred to as the Levels of Technology Implementation (LoTi) Questionnaire will be used to measure teachers' level of technology integration, current instructional practices, and personal computer use. Additional demographic data will be collected through a supplement to the LoTi. Student achievement in reading and mathematics will be determined by examination of mean scores of the fourth grade students as determined by the LEAP (Louisiana Educational Assessment Program).
Principals' Perceptions of Needed Leadership in Technology in Elementary Schools
Linda Maxwell
lmaxwell@shelbyed.k12.al.us
University of Alabama, Birmingham
Rapid changes are occurring in technology in our society and in our schools. Effective leadership is pivotal in creating a culture of change and implementing technology in the schools of the 21st century. This presents new challenges for administrators as different strategies, skills, and competencies are needed. The purpose of this study was to explore the perceptions of needed leadership in technology. Results from this study could serve as a resource for other administrators in targeting areas for personal and organizational growth. The study used a mixed method design utilizing both quantitative and qualitative methods. Data collection tools consisted of surveys, interviews, and school observations.
The instruments for data collection were developed by the researcher. Surveys including a modified version of the LoTi (Level of Technology Implementation) assessment were field tested to establish validity and reliability. Demographic data were collected on 104 elementary schools in Jefferson County, Alabama, relating to socioeconomic status, size of school, per pupil spending, and students' ability to achievement ratio based on Stanford Achievement Test composite scores. Additional data were also collected through surveys to assess each school's level of implementation and each principal's personal level of implementation. A database was created and a multiple regression and bivariate analyses were conducted to analyze these data. Nine principals were selected for the interview pool. Naturalistic inquiry and a pragmatic approach characterize the qualitative component.
Interviews captured the essence of principals' perceptions of needed leadership in technology. Six research questions provided the framework for the interviews, and an interview guide was used to expanded opportunities for dialogue. School observations were also conducted at each site relating to capacity, access, and usage. Data from the interviews were analyzed using a content analysis. Five broad categories emerged from the interview analysis: The Principal's Role in Technology Implementation, Current and Projected Skills, Barriers Affecting Technology, Addressing Change--Perceptions and Strategies, and The Digital Divide-Equity Issues. Even though leadership practices and skills varied among participants, active participation in using the tools of technology, modeling the use of these tools, and support and/or encouragement were major practices identified by all 9 principals. Needed skills, current and projected, included extending existing skills through additional training. Different degrees of capacity, access, and usage were found, but principals did not perceive these 3 factors as barriers in leading the implementation process. Gender equity was also not perceived as a barrier. When adopting new methods and operations, principals motivated individuals toward change associated with the implementation of new and emerging technologies by utilizing various strategies such as staff development, planning, and collaboration.
The Impact of Instructional Technology on Student Academic Achievement in Reading and Mathematics
Betty Middleton
Bmmiddle@aol.com
South Carolina State University
This doctoral study investigated teachers' perceptions of their levels of technology implementation to determine if a significant difference exists between the level of technology implementation and student achievement in reading and mathematics. The technique used to collect data to examine these hypotheses was the administration of a survey to determine the teachers' perceived knowledge and use of educational technologies and the Level of Technology Implementation instrument. Student achievement was studied using the annual mathematics and reading scaled scores from the Metropolitan Achievement Test: Seventh Edition.
The survey was sent to all the fourth and fifth grade teachers in a local school district. Usable responses were received from 107 (N = 107) teachers. The sample for this study consisted of 62 fourth grade and 45 fifth grade teachers. The results revealed a significant difference between (1) the fifth grade teachers' self-reported level of technology implementation and the mathematics achievement scores of the fifth grade students, (2) the fourth grade teachers' self-reported level of technology implementation and the reading achievement scores of the fourth grade students, and (3) the fifth grade teachers' self-reported level of technology implementation and the reading achievement scores of the fifth grade students.
Untitled Dissertation in Progress
Byungho Park
bpp3472@garnet.acns.fsu.edu
Florida State University
This study will use the LoTi (Level of Technology Implementation) as the dependant variable. Specifically I want to measure the level of technology use of individual faculty members in his/her instruction. Then try to study the causal relationship between this variable and other selected variables from the literature review.
An Evaluation of Teacher Access, Choice, and the Impact of Laptop Computers
Joanne Romano
Joanne_Romano@sedelco.k12.pa.us
Pepperdine University
The purpose of this study is to determine the impact that access to a laptop computer has had on teachers' instructional practice and professional use. The Levels of Technology Implementation Questionnaire was chosen as it is designed to focus on how teachers perceive they are using technology to support a student-centered, constructivist learning environment, rather than focusing on the proficiency levels of using technology tools. This research will provide data to support the continuation or revision of the laptop for staff project, as well as information for planning for effective uses of technology to enhance the teaching and learning environment.
Factors Relating to Classroom Implementation of Computer Technology in Elementary Schools
Evelyn L. Schechter
LSteach2@aol.com
St. John's University
This doctoral study examined the levels of educational computer technology integration and stages of instructional practices in elementary schools in a selected New York City school district. This study had a four-fold purpose:
K-6 classroom teachers (N=237) in 12 elementary schools completed the LoTi questionnaire and addenda questionnaire. Reliability calculations using Cronbach's alpha indicated that the LoTi instrument demonstrated internal consistency on LoTi, PCU, and CIP components (r = .7427, .8148, and .7353, respectively).
A profile of teachers' levels of technology implementation was constructed. Results indicated that nearly one-in-four teachers did not use computers at all in school. Thirty-nine percent of teachers were just beginning to make use of computers in any manner, 32% of teachers were beginning to integrate technology to solve authentic problems within their classrooms, and 5% of teachers provided students with ready access to computers to solve authentic problems.
Hardware problems, time management problems, inadequate staff development, and software problems accounted for 89% of all responses to questions concerning factors that hinder computer implementation. Not owning a computer and lack of technical support were also mentioned often. Technophobia was cited 1% of the time.
District staff development, new or better software, formal coursework, and purchasing their own computers accounted for 71% of all responses to questions concerning factors that aided classroom implementation of computer technology. Other factors mentioned included teacher trial and error, use of manuals and other literature, administrative support, and the help of others. Factor analysis revealed LoTi levels to be significantly correlated to Personal Computer Use (PCU) (r = .579). In addition, LoTi levels was found to be significantly correlated to Stages of Instructional Practice (CIP) (r =.422).
Untitled Dissertation in Progress
Deonia Simmons
deonia.simmons@nassau.k12.fl.us
Nova Southeastern University
This study will investigate the technology implementation practices of classroom teachers and the necessary professional development required to elevate their instructional technology use. The following research questions comprise this study:
Untitled Dissertation in Progress
Kim Stoudt
Lorax31@aol.com
Wilmington College
This study will incorporate the Higher Education version of the LoTi Questionnaire to gauge the level of technology implementation of higher education faculty at Alvernia College.Ê The results of the study will hopefully shed insight on the pedagogical and instructional computing practices of faculty and their impact on student achievement.
Technology integration as a teaching strategy
Jerry Woodbridge
jlynettew@aol.com
Walden University
This exploratory case study of technology integration in the classroom involved 42 observations in 16 classrooms, 20 interviews, and 27 responses to an online survey. Teachers were selected because they had a common background in integrated learning and technological knowledge and had graduated between 1995 and 2002 from Jacksonville University's Master of Arts in Teaching program in Integrated Learning with Educational Technology. This case study analyzed the beliefs and classroom teaching strategies of teachers who participated in JU's MAT program. Results revealed that technology integration varied according to individual teaching beliefs, perceptions towards technology innovations, and how the teacher practiced and put technology to work in the classroom. Active, authentic, constructive, cooperative, and intentional/reflective learning were teaching strategies found in 50% of the classroom observations. Participants credited Jacksonville University's MAT program in Integrated Learning with Educational Technology with their success, where technology integration was defined, modeled, researched, supported, and explored. If technology integration is a first step towards transforming teaching and learning, then understanding pedagogical possibilities can help researchers, teacher educators, and professional development facilitators to assist teachers in transforming their classroom practice.
Untitled Dissertation in Progress
Patty Yamano
patty.yamano@lausd.net
Pepperdine University
This study will use the LoTi Questionnaire (Inservice Teacher version) to ascertain the Level of Technology Implementation of 4th and 5th grade classroom teachers in the Los Angeles Unified School District.Ê The data from the LoTi survey will then be correlated with the teachers' responses from the CyberEthics Questionnaire.Ê Approximately 350 teachers will be given the survey for voluntary participation.
Links About Instructional Technology's Impact on the Learner
Center for Applied Research in Educational Technology