From Zero to 1:1 in 30 Years - The Evolution of Digital Instructional Technology in a Suburban Kansas School District, 1984 - 2014

Digital instructional technology, those technologies used by teachers and/or students to assist with teaching and learning, continues to be an ever-changing and rapidly expanding integrated component in K-12 education in classrooms across the country. As school districts across the state and the country continue to wrestle with making fiscally-responsible decisions, there is a need to understand the influencing factors surrounding both the adoption and benefits of digital instructional technology use and the factors impacting decisions to use or not use these technologies. This case study exploration of digital instructional technology was guided by the central question: How has digital instructional technology evolved over time in a large suburban Kansas school district and what has influenced its adoption and use/nonuse? The primary findings of this study were: A) The current use of digital technologies adopted by the district over thirty years are varied; B) Equity, standardization, and financial feasibility contributed to the adoption of digital instructional technologies; C) Elements of external influences were noted throughout all of the user-defined eras with respect to the selection and adoption of digital instructional technologies; D) Teachers’ non-involvement with the decision-making process and their beliefs surrounding the benefits of digital instructional technologies may impact teachers’ frequency of use/nonuse, and E) Digital instructional technology adopted by this district has largely targeted improving teacher instruction as guided by various stakeholder priorities. This study contributes to the overall understanding of the evolution of digital instructional technology in one Kansas district over a defined period of time. It gives voice to the perspective of multiple stakeholders regarding the factors influencing the decision to adopt digital instructional technology. Additionally, it provides potential guidance for future district leaders with respect to making digital instructional technology selection and adoption decisions

One-dimensional collision carts computer model and its design ideas for productive experiential learning

We develop an Easy Java Simulation (EJS) model for students to experience the physics of idealized one-dimensional collision carts. The physics model is described and simulated by both continuous dynamics and discrete transition during collision. In the field of designing computer simulations, we discuss briefly three pedagogical considerations such as 1) consistent simulation world view with pen paper representation, 2) data table, scientific graphs and symbolic mathematical representations for ease of data collection and multiple representational visualizations and 3) game for simple concept testing that can further support learning. We also suggest using physical world setup to be augmented complimentary with simulation while highlighting three advantages of real collision carts equipment like tacit 3D experience, random errors in measurement and conceptual significance of conservation of momentum applied to just before and after collision. General feedback from the students has been relatively positive, and we hope teachers will find the simulation useful in their own classes. 2015 Resources added: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/46-one-dimension-collision-js-model http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/195-elastic-collisionComment: 6 pages, 8 figures, 1 table, 1 L. K. Wee, Physics Education 47 (3), 301 (2012); ISSN 0031-912

What is “technology integration” and how is it measured in k-12 education? A systematic review of survey instruments from 2010 to 2021

This systematic review provides an overview and analysis of the survey instruments measuring technology integration (TI) in educational settings from 2010 to 2021. Given the importance of addressing aspects related to the quality of TI (e.g., the use of technology to support pedagogical goals), we paid particular attention to them. Search results from the PsycINFO, ERIC, Web of Science, and Scopus databases yielded 695 records. Thirty-five different survey instruments used in 36 studies met our eligibility criteria and were then analyzed by applying content analysis. Our results indicate that the diversity of operationalizations is very high and that several instruments have no explicit conceptual or theoretical underpinnings. Most of the instruments measure aspects related to classroom practices and measure TI from the teachers' point of view. The most frequently measured pedagogical aspects of TI in instructional practices include the use of technology to (1) enhance students’ cognitive engagement, (2) promote collaboration between students, and (3) allow students to conduct research online. The study concludes with some perspectives for future research, an attempt to formulate a definition of TI, and some more general recommendations to ensure terminological unambiguity in TI research

Computer Integration in Elementary and Secondary Schools: Variables Influencing Educators

Given the prevalence of computers in education today, it is critical to understand teachers’ perspectives regarding computer integration in their classrooms. Research identifying stages of implementation, and literature identifying barriers and supports, fall short of explaining what variables impact an educator’s ultimate decision to integrate technology in their instruction. The current research surveyed a heterogeneous sample of 185 elementary and 204 secondary teachers in order to provide a comprehensive summary of teacher characteristics and variables that discriminate teachers who integrate technology from those who do not. Discriminant Function Analysis (DFA) identified the following variables as making unique contributions to discriminating high and low integrators: positive experiences with computers; teacher’s comfort with computers; specific beliefs about computer technology as an instructional tool; training; challenge; support; and, teaching efficacy. Qualitative analysis of open-ended survey questions and univariate analysis of differences between “nominated experts” and randomly selected teachers, triangulated the findings to build a model of successful integration that includes integration of content, pedagogical and technological knowledge; personal characteristics of teachers (learning style and willingness to accept challenge); and, support (both technical and human resources). Identification of discriminating individual characteristics has implications for professional development and policies regarding support and integration

One-to-one laptop programs: Is transformation occurring in mathematics teaching?

There is a body of research around the uptake of digital technologies in secondary schools, and a growing body of research specifically designed to investigate the use of one-to-one laptop programs. However this research focused on the initial uptake of the digital technology or initial implementation of a one-to-one (1:1) laptop policy. Given the expenditure of time and money associated with 1:1 laptop initiatives, investigation needs to be carried out to determine if the commitment has been worthwhile. This new study contributes to this body of research as it focused upon middle schools in which the 1:1laptop program has existed for over seven years; it sought to examine the evolution of teacher practice in mathematics education. Anonymous online surveys as well as semi-structured interviews with teachers were used to collect descriptive data. The data revealed that issues associated with the initial implementation of 1:1 laptop programs continued to be problematic, and little authentic integration of the technology had taken place in the pedagogical practices of the mathematics teachers

Influence Of University Level Direct Instruction On Educators\u27 Use Of Technology In The Classroom

Previous research regarding technology integration in education has indicated that when technology is integrated into the classroom with fidelity it can enhance educational experiences ranging from academic achievement to student attitudes toward education and student self-concept. Research has also indicated, however that despite the growing presence of technology in classrooms, it is not being effectively utilized. Further research investigating this disparity between presence of technology and integration of those technologies for student-centered learning opportunities has revealed that there are several underlying factors related to effective educational technology integration. Those factors which are considered to be most influential are (a) time, (b) teacher attitudes, (c) teacher beliefs, and (d) comfort levels regarding use of technology. These factors have also been suggested to be influenced by the level of exposure educators have to technology, insofar as, teachers attitudes, beliefs, and comfort levels have been shown to increase as the amount of exposure and formal training they receive regarding its use increases. A shift in pedagogical conceptualizations lead by the International Society for Technology in Education as, well as previous research that indicates formal training at the university level is the best means for influencing teacher’s attitudes and beliefs, has lead researchers to focus primarily on how to best prepare educators to embrace and effectively integrate technology into the classroom. This burden to develop technological pedagogical content knowledge in educators has been placed primarily on institutions of higher education who are encouraged to formulate programs intended to prepare a wave of new educators who are adequately equipped to embrace and integrate new technologies. Though contentions have been made that university level direct instruction is the most effective means to provide educators with these skills, research directly supporting these contentions and the success of such courses has not been sufficiently explored. The present study examined the effects that receiving direct instruction at the university level on the topic of technology integration into the classroom had on teachers’ ability to integrate technology into their curriculum and classroom practices. The current research also investigated the relationship between philosophies of education and integration of technology as well as the relationship between technology integration and affinity toward computer use, confidence and comfort using computers, and general school support. Also explored were the effects of levels of technology integration across level of teaching based on number of years of teaching experience and perceived scenario content. The sample for the current study was comprised of 17 individuals who were either current students or graduates of the Master in Education Program at Fort Hays State University who have completed the AEP 800 course: Introduction to Utilization of Technology in Classrooms. Of the participants, two were male and 15 were female. The variable affinity toward technology use was found to be positively correlated with level of technology integration. Additionally, participants demonstrated an ability to integrate technologies at higher levels than determined by previous research across two of the four scenarios presented. The content of the two scenarios that were found to be significant indicates that while the participants, representative of the general teaching population, have considerable knowledge relative to technology, they are not as proficient at transferring such knowledge into instructional practices