Technology Integration in Urban Public Schools Brochure


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Brief report of findings from research study on technology integration in mathematics instruction in urban public schools

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Technology Integration in Urban Public Schools Brochure

  1. 1. Personal Information TECHNOLOGY IN URBAN PUBLIC SCHOOLS by Address Dr. Phyllis Harvey-Buschel Education Ed. D. July 29, 2009 Educational Leadership Bowie State University Bowie, MD M. Sc. Curr. & Instruction, 2005 George Mason University, Fairfax, Virginia M. A. Education, 2000, Trinity College, Washington DC M. Sc. Plant Biology, 1994 University of the West Indies, St. Augustine B. Sc. Agronomy, 1989, University of the West Indies, St. Augustine
  2. 2. Significant Studies Title Technology Integration: A Quantitative Examination of Factors that Impact Technology Integration in Urban Teacher Experience Public Secondary Mathematic Classrooms Grove, K., Strudler, N., & Odell, S. (2004). Mentoring toward technology Introduction use: Cooperating teachers practice in supporting student teachers. Advocates for the application of technology in U. S. schools would Journal of Research on Technology in Education, 27(1), 85-110. like teachers to move beyond the use of computers for simple tasks such as drill and practice to new applications like the use of multimedia, and as a Hazzan, O. (2003). Prospective high school mathematics teachers’ attitudes research and problem solving tool. This emphasis on integration has not toward integrating computers in their future teaching. Journal of yielded adequate achievement results because many teachers do not Research on Technology in Education, 35(2), 213-225. frequently utilize technology for instruction. This is because teachers’ ability to integrate computer technology effectively depends on their own Wright, V. H., & Wilson, E. K. (2007). A partnership of educators to knowledge about technology and the access they have to technology. The promote technology integration: Designing a master technology lack of knowledge has resulted in computer use most often in computer teacher program. Education, 128(1), 80-87. classes and not in core academic subjects such as math and science. This study analyzed teacher access to technology and its impact on technology Professional Development integration in mathematics instruction in urban public secondary classrooms. The findings from this research highlighted the need for Becker, H. J. (1999). Internet use by teachers: Conditions of professional continued dialogue on this topic by refocusing attention on technology use and teacher-directed student use. Teaching, Learning, and integration in urban public mathematics classrooms. Computing: 1998 National Survey. Report #1. Irvine, CA: Center for Research on Information Technology and Organizations. Methodology Christensen, R. (2002). Effects of technology integration education on the The study used a causal-comparative research design. In this design the attitudes of teachers and students. Journal of Research on researcher determines the cause or the reason for existing differences in Technology Education, 34(4), 411-434. groups or individuals. In a causal-comparative research the participants are already in groups prior to the study and therefore they are not subject to Technology manipulation. Kruskal-Wallis one-way analysis of variance was used to compare Barron, A. E., Kemker, K., Harmes, C., & Kalaydjian, K. (2003). Large- the two sample means for differences and the Mann-Whitney U-test was Scale research study on technology in K-12 school: Technology used to determine statistical significance using an alpha level of 0.05. integration as it relates to the national technology standards. Spearman rho correlation was used to determine the magnitude and Journal of Research on Technology in Education, 35(4), 489-508. direction of any relationship. Data for urban public secondary mathematic teachers was retrieved Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003). No access, no use, from National Center for Educational Statistics, Schools and Staffing no impact: Snapshot survey of educational technology in K-12. Survey (SASS) questionnaires for 1999-2000 school years. Variables that Journal of Research on Technology in Education, 36(1), 15-27. represented teacher experience, professional development and availability of computer technology were extracted from the SASS dataset.
  3. 3. Findings: Teacher experience had no effect on technology integration in urban public secondary classrooms. There was no difference between novice, experienced and veteran teachers and technology integration in mathematics instruction. The results for professional development indicated that teachers who participated in professional development showed significantly different (p≥ 4.77) use of computer technology for instruction and instructional activity (p≥ 5.91) in mathematics. The number of computers in a classroom significantly influenced (p≥ 37.28) technology integration in mathematics instruction in urban public secondary classrooms. The number of computers available in a classroom influenced technology integration in the mathematics instruction in urban public secondary classrooms. Teachers who have more computers in their classroom integrated technology more frequently in mathematics instruction. Conclusions and Recommendations Providing access to technology is important for integration in mathematics instruction. Effectiveness of technology cannot be determined if access is limited. Recommendations from this research are that urban public schools need to develop an appropriate plan for technology use, schools should focus on providing mathematics teachers with computers and that professional development is needed to use the technology in mathematics instruction. Additional research should be conducted using most recent data and a qualitative component to see whether utilization of technology in mathematics instruction has changed in public urban secondary schools. Research should also focus on how technology integration is linked to improved students outcomes in mathematics.