This document summarizes a study that evaluated how teachers in seven North Carolina early college high schools applied their knowledge of technology standards (ISTE NETS) after being provided laptop computers for classroom instruction. Teacher interviews revealed that while technical skills varied, teachers were progressing in laptop use over time. Teachers expected laptops to reduce lectures and increase student-centered projects and research. Analysis of teacher responses showed understanding of how laptops could enhance monitoring, assessment of student work, and professional development, as well as address ethical and legal issues of technology use. The study provides a baseline for comparing teacher knowledge as laptop integration evolves over three years.
2014_09_15 EIA & British Council Policy Seminar: Findings from DFID review of...Tom Power
What's the evidence that the use educational technology by teachers or students, improves teaching practice or learning outcomes, in international development contexts?
Presentation of the findings from the DFID topic guide on educational technology, for the EIA & British Council policy seminar, Dhaka.
2014_09_15 EIA & British Council Policy Seminar: Findings from DFID review of...Tom Power
What's the evidence that the use educational technology by teachers or students, improves teaching practice or learning outcomes, in international development contexts?
Presentation of the findings from the DFID topic guide on educational technology, for the EIA & British Council policy seminar, Dhaka.
Focuses on the Postgraduates' (Gen X) acceptance of Blackboard as an Online Teaching and Learning Platform before Online Teaching and Leaning became the Norm
ON THE USAGE OF DATABASES OF EDUCATIONAL MATERIALS IN MACEDONIAN EDUCATIONIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from country to country. The Republic of Macedonia has invested with a lot in installment of hardware and software in education and in teacher training. This research was aiming to determine the situation of usage of databases of digital educational materials and to define recommendation for future improvements. Teachers from urban schools were interviewed with a questionnaire. The findings are several: only part of the interviewed teachers had experience with databases of educational materials; all teachers still need capacity building activities focusing exactly on the use and benefits from databases of educational materials; preferably capacity building materials to be in Macedonian language; technical support and upgrading of software and materials should be performed on a regular basis. Most of the findings can be applied at both national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact
A study on the role of digital gadgets in transformation of Traditional Learn...Dr. C.V. Suresh Babu
Presentation, Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The search for knowledge is an everyday thing amongst humans. This has resulted in the enrolment of people into different institutions of learning. The development of technology and the discovery of the internet resulted in their usage for learning. Several institutions have implemented this in their programmes over the years. This paper examined the concept of e-learning; how it works, it benefits to learners, educators and the society and some challenges it faces. Consequently, its workability for mathematics educators was deduced.
Presentation: International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Focuses on the Postgraduates' (Gen X) acceptance of Blackboard as an Online Teaching and Learning Platform before Online Teaching and Leaning became the Norm
ON THE USAGE OF DATABASES OF EDUCATIONAL MATERIALS IN MACEDONIAN EDUCATIONIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from country to country. The Republic of Macedonia has invested with a lot in installment of hardware and software in education and in teacher training. This research was aiming to determine the situation of usage of databases of digital educational materials and to define recommendation for future improvements. Teachers from urban schools were interviewed with a questionnaire. The findings are several: only part of the interviewed teachers had experience with databases of educational materials; all teachers still need capacity building activities focusing exactly on the use and benefits from databases of educational materials; preferably capacity building materials to be in Macedonian language; technical support and upgrading of software and materials should be performed on a regular basis. Most of the findings can be applied at both national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact
A study on the role of digital gadgets in transformation of Traditional Learn...Dr. C.V. Suresh Babu
Presentation, Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The search for knowledge is an everyday thing amongst humans. This has resulted in the enrolment of people into different institutions of learning. The development of technology and the discovery of the internet resulted in their usage for learning. Several institutions have implemented this in their programmes over the years. This paper examined the concept of e-learning; how it works, it benefits to learners, educators and the society and some challenges it faces. Consequently, its workability for mathematics educators was deduced.
Presentation: International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
An evaluation of_the_conditions,_processes,_and_consequences_of_laptop_comput...Cathy Cavanaugh
This article examines how laptop computing technology, teacher professional
development, and systematic support resulted in changed teaching practices
and increased student achievement in 47 K-12 schools in 11 Florida school
districts. The overview of a large-scale study documents the type and
magnitude of change in student-centered teaching, technology tool-based
teaching, and student learning that were observed in 440 classrooms over
the course of a school year. By employing multiple observations in all
schools, document analysis, interviews, and teacher inquiry, an account of the
conditions, processes, and consequences (Hall, 1995) of laptop computing
was generated. Based on the analysis of data, laptop computing had a positive
impact across districts, particularly in regard to changes in teaching practices.
Increases in student achievement were also demonstrated across districts.
This study calls attention to systemic issues associated with successful laptop
implementation and provides implications for statewide laptop programs.
On the Usage of Databases of Educational Materials in Macedonian EducationIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from
country to country. The Republic of Macedonia has invested with a lot in installment of hardware and
software in education and in teacher training. This research was aiming to determine the situation of usage of
databases of digital educational materials and to define recommendation for future improvements. Teachers
from urban schools were interviewed with a questionnaire. The findings are several: only part of the
interviewed teachers had experience with databases of educational materials; all teachers still need capacity
building activities focusing exactly on the use and benefits from databases of educational materials;
preferably capacity building materials to be in Macedonian language; technical support and upgrading of
software and materials should be performed on a regular basis. Most of the findings can be applied at both
national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact.
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
This essay is North Central University course EL-7001-8 assignment 8: introduction to E-Learning. The aim is to introduce Ed.D students to principles and philosophies of e-learning as well as challenges of educators working in the field. The document is written in APA format, includes references, and has been graded by a facilitator.
14RUNNING HEAD Content Design Factors in E-learningEttaBenton28
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learningMatthewTennant613
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
Despite the literature supporting technology use in schools as ben.docxbradburgess22840
Despite the literature supporting technology use in schools as beneficial for students, and despite the wide use of social technology, schools continue to be slow to change its integration in the classroom (Livingstone, 2012). It is imperative that teachers increase their use of technology in the classroom in order to prepare our K-12 students referred to as "digital natives," for the 21st century. Though many schools have technology available for use (Alger & Kopcha, 2008), barriers exist in incorporating technology into lesson plans, namely teacher reluctance (Keengwe, Onchwari, & Wachira, 2008). Teachers' hesitation in using technology more frequently is due to a number of factors, such as lack of time to learn new technology and incorporate it into lesson plans, beliefs around using technology in instruction, availability of working technology and technical support, comprehensive professional development, and a culture that promotes using new technology, self-efficacy, and teaching methods (Alger & Kopcha, 2008).
Literature Review
Self-Efficacy toward Technology
According to Bandura (1986) individuals possess a self-system that determines how much effort people will expend on any activity. Bandura also asserts that self-efficacy beliefs may be a strong predictor of related performance. Studies have shown a positive correlation between self-efficacy in technology and technology ability (Anderson & Maninger, 2007; Anderson, Grouulx, & Maninger, 2011). According to the technology acceptance model introduced by Davis (1989), there is a correlation between users' perceived ease of use and predicted adoption of technology. In his study investigating Moodles, Yeou (2016) found self-efficacy to be a critical factor in undergraduates' use of the technology tool. In a similar study investigating pre-service teachers, Albion (2001) found that self-efficacy was the most significant factor in predicting technology use. Pre-service and in-service teachers who possess high self-efficacy in regard to technology are more apt to use technology in the classroom because they are more confident in their ability. In their study investigating teachers' use of technology, Holden and Rada (2011) found that self-efficacy directly influenced individuals' ease of use and usability of technology.
Need for Technology Integration
With the adoption of the National Education Technology Plan (NETP), providing access to technology is no longer sufficient; the NETP stresses that schools are expected to ensure "all students understand how to use technologies as a tool to engage in creative, productive, lifelong learning" (p. 16 Herold, 2016). A key element in the plan is the need to move from passive to active use of technology. Often referred to as the "digital use and divide," a gap exists between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption.
To develop .
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How libraries can support authors with open access requirements for UKRI fund...
One One Qual
1. Using ISTE NETS Standards to Frame Teacher Knowledge and Application of One-to-One
Computing at Implementation
Kevin Oliver, Jeni Corn, and Jason Osborne
Friday Institute for Educational Innovation, North Carolina State University
Poster Presentation at the Annual Meeting of the American Educational Research Association
San Diego, CA 2009
Objectives
In 2007, the authors of this proposal received a contract to evaluate a pilot study of 1:1
computing in seven Early College High Schools (ECHS) in North Carolina. Affiliated with the
Bill and Melinda Gates Foundation, the ECHS program has established over 40 alternative high
schools in North Carolina emphasizing small class sizes and academics. The program targets
students who are not likely to attend college, places them in buildings situated near or on
community college campuses, and allows them to attend both high school and community
college courses. A typical program of study allows students to graduate in five years with both a
high school diploma and an Associate's Degree, aiding in the transition to four-year universities.
In 2007, the Golden Leaf Foundation and the SAS Corporation provided funds to purchase
laptops for students and teachers in seven pilot ECHS, with the state Department of Public
Instruction funding a three-year evaluation of the initiative. The evaluation has three broad focus
questions by year. In year one, are school leaders, teachers, students, and parents ready to utilize
laptops in instruction, and what implementation issues impact their readiness? In year two, is
classroom instruction changing? In year three, what are the achievement outcomes of the
initiative, and is the environment sustainable?
Theoretical Framework
The theoretical framework for the portion of the evaluation detailed in this proposal is based on
the International Society for Technology in Education's (ISTE) National Educational Technology
Standards (NETS) for Teachers, or ISTE NETS-T (ISTE, 2000). The standards propose certain
competencies and practices for technology-savvy teachers, and thus provide one benchmark by
which teachers in 1:1 computing environments can be evaluated. The 2000 NETS-T cover six
areas of expertise elaborated in findings.
Method
Design
This evaluation is based on a mixed methods concurrent triangulation design with both
quantitative and qualitative data sources toward a goal of expanding quantitative results with
qualitative data (Creswell & Clark, 2007). On the quantitative side not detailed in this proposal, a
two-by-two, between subjects design is used to compare pilot ECHS with laptops, ECHS without
laptops, traditional high schools with laptops, and traditional high schools without laptops. This
2. design allows the evaluators to determine what effects 1:1 computing offers beyond the effects of
Early College in general.
3. Data Sources
End-of-grade achievement, classroom observation, survey, and interview/focus group data
sources are utilized in this evaluation. Looking for Technology Integration (LoFTI) was selected
as the observation protocol (SERVE, 2008). The distributed surveys utilized questions from
previous 1:1 studies in Maine, emphasizing satisfaction with technology infrastructure and
technology attitudes, beliefs, uses, and skills (Muir, Knezek, & Christensen, 2004). One
interview/focus group protocol was designed with questions to inform school infrastructure,
teacher technology competencies, instructional practices, student achievement, and more specific
21st century skills. Interview and focus group data is emphasized in this proposal, particularly
questions related to ISTE-NETS.
Procedures
ECHS pilots received laptops in early 2008, with surveys distributed the first time to pilots and
comparison schools in April and May. Site visits were conducted at the seven pilots for the first
time in April, and included classroom observations, interviews with school TFs, and separate
focus groups with school leadership and teacher teams. Follow-up surveys and site visits will be
conducted every semester throughout the three-year evaluation.
During each interview and focus group, TFs, leadership teams, and teacher teams were asked the
same set of questions, including questions designed to inform how well ECHS teachers met
ISTE-NETS at the implementation stage of 1:1 computing. Conversations were audio-taped,
transcribed, and finally imported into Atlas.ti software.
Analysis
Teacher comments were open-coded first, followed by a separate coding of the TF and
leadership comments using teacher codes as a start list to help triangulate and determine if
teacher and non-teacher groups possessed similar or different assumptions about teacher
competencies. In the findings, categories from this analysis have been sorted by the six ISTE
NETS to highlight teacher knowledge of issues and plans for using laptops at implementation.
Please note, sample quotations have been removed from the proposal to meet word-limit
requirements, but will be available in the full paper.
Findings
Technology Operations and Concepts
When asked if teachers were comfortable operating their new laptop and helping students do the
same, most schools indicated their teachers had a mix of expertise from basic to advanced.
Administrators at two schools indicated teachers at more basic levels had learned it was okay to
ask for assistance when needed. According to three schools, this assistance came from a
collaborative staff who provided assistance to one another as needed. A full six of seven schools
indicated students regularly helped staff troubleshoot a variety of technical problems. A
4. recurring trend discussed in four schools was the belief that teachers were progressing in their
use of laptops and becoming more comfortable using them over time.
Planning and Designing Learning Environments, Teaching
When schools were visited in April, most teachers had only had their laptops for a few months.
School personnel were asked to project how laptops might change the lessons that teachers
design and teach, covering two ISTE NETS. While it was not expected teachers would have
substantially changed their lessons in a few short months, responses to this question helped to
inform schools' understanding of how laptops could change classroom teaching.
Across the seven schools, over 23 different suggestions were made for how laptops might change
instruction. There were only seven suggestions, however, made by three or more schools.
Leading the list, five schools suggested laptops would significantly reduce actual teacher
lecturing and place teachers more in the role of facilitator. Complementing this suggestion, four
schools indicated laptops would allow students to engage in more project-based work. Given the
requirements of student-directed, project-based work, it is not surprising that three schools each
suggested laptops would allow teachers to give more responsibility to the students for their own
work, and laptops would support student-directed research.
Five schools also suggested having laptops would increase teacher versatility, allowing them to
better leverage internet resources and software in the classroom. Perhaps because teachers had
increased access to a greater variety of resources, four schools suggested laptops would allow
teachers to better individualize their instruction, and three schools suggested laptops would allow
advanced learners to work ahead on supplemental activities.
Assessing
During interviews and focus groups, several comments hinted at teacher understanding for how
laptops might be leveraged to assess students. These comments generally fell into two
categories--monitoring and alternative assessment.
Most schools in this initiative were implementing the classroom monitoring software DyKnow,
which allows teachers to view any student's computer screen to monitor what they are working
on, and also set up electronic feedback mechanisms to gauge student understanding at any point
in a presentation. Teachers and administrators at a few schools discussed the value in assessing
student understanding on the fly to alter the pace and direction of instruction. Most teachers
understood the value of using monitoring software, but universally agreed they could use added
professional development to implement the tool effectively.
In discussing how laptops would change classroom instruction, a few schools indicated they
expected more student-directed projects, group work, and presentations. Two schools also
requested professional development on helping students set up portfolios. These comments
suggest some schools understood the type of student work may change after implementing
laptops and may require a reappraisal of how to collect and score artifacts.
5. Enhancing Professional Practice Through Technology
ISTE suggests teachers use technology to enhance professional practice, including accessing
professional development (PD). All schools reported providing teachers with some form of PD at
the beginning of this initiative, however the subject of this PD varied widely. Over 21 different
professional development offerings were described, but only two were discussed by three or
more schools--training on SAS in Schools' Curriculum Pathways Software in four schools (a
partner in the initiative) and training on the DyKnow classroom management software in three
schools. Other trainings discussed by one or two schools included training on laptops and
wireless connectivity, on operating system and Microsoft Office software, on multimedia
software such as iPhoto and iMovie, on Moodle or other course management systems, on
classroom Promethean or Smartboard systems, and on the quot;big threequot; web 2.0 tools--wikis,
blogs, and podcasts. Five schools described three or four trainings, while two schools described
six and nine respectively, suggesting the depth of PD by site may vary as widely as the topic
areas covered. No attempt was made at the rollout of this initiative to standardize the training
provided by school TFs or external agencies, although a 1:1 Learning Collaborative was formed
after rollout which is now providing some standardized training (Friday Institute, 2008).
Schools also listed 23 PD sessions they would like to have offered. This list of desired trainings
fell into similar categories as the offered trainings, suggesting an opportunity exists to share
expertise if teachers at one school have already been trained on and implemented a tool that
teachers at other schools wish to use. The most desired PD offering was DyKnow classroom
management software, requested by six of seven schools, which might suggest schools at the
implementation stage of 1:1 have more concerns about managing student behavior than
modifying instruction. Four of seven schools, however, also requested training on planning
lessons with their new laptops, including interdisciplinary and differentiated instruction, so there
was some acknowledgment of the opportunity to modify instruction through the new laptops.
Schools discussed different strategies to address PD needs. Five schools suggested it was very
important for teachers in a subject area to communicate with and share lessons with teachers in
their subject, and four schools recommended establishing a professional learning network for
pilot teachers to communicate and share lessons. Five schools also described the importance of
building on teachers' expertise, with different suggestions for how that could be accomplished--
asking teachers what PD they need, requiring teachers to develop and teach a lesson with tools
on which they are trained, and providing follow-up and one-on-one support in the classroom
after PD, presumably by the TF.
Understanding Social, Legal, and Ethical Issues Related to Technology Use
School personnel were asked to describe how they planned to address social, legal, and ethical
issues pertaining to laptop use. Comments from schools indicated they were aware of a range of
issues with considerable advanced planning to protect students and teachers. Five of seven
schools discussed the importance of acceptable use policies and parent orientations to inform
everyone of both the risks and consequences of inappropriate laptop use.
6. The biggest concern discussed by four schools was students accessing questionable items on the
internet. Questionable items included social networking sites which three schools found
particularly troublesome with regard to student privacy and safety, as well as copyright-protected
music and video students might illegally download, and resource materials students might
plagiarize to cheat on assignments. Some teachers were relieved their schools had adequate
filters to block certain web sites, while other teachers were afraid filters might be blocking too
much information, and schools should rely more on student responsibility, school policies, and
parental oversight to manage appropriate use. This issue remains a topic of much debate.
Scientific Importance
ISTE (2000) has provided standards of knowledge and skill for teachers in technology-intensive
learning environments. Using these standards as a framework, this study depicts teacher
knowledge of laptops and related issues and their plans for implementing laptops in the
classroom. The results provide a benchmark at the implementation stage of 1:1 computing this
evaluation may use to compare pilot schools to other 1:1 studies at implementation, and to gauge
changes in knowledge, skill, and focus over time.
References
Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research.
Thousand Oaks, CA: Sage Publications.
Friday Institute. (2008). The NC 1:1 Learning Collaborative. Retrieved July 25, 2008, from
http://www.fi.ncsu.edu/1to1/
ISTE. (2000). ISTE NETS for Teachers. Retrieved July 25, 2008, from http://www.iste.org/
Content/NavigationMenu/NETS/ForTeachers/2000Standards/NETS_for_Teachers_2000.htm
Muir, M., Knezek, G., & Christensen, R. (2004a). The Maine Learning Technology Initiative
(Research Brief MLLS0401). Farmington, ME: Center for Meaningful Engaged Learning.
SERVE. (2008). Looking for Technology Integration (LoFTI). Retrieved July 25, 2008, from
http://www.serve.org/Evaluation/Capacity/EvalFramework/resources/LoFTI.php