TECHNOLOGY INTEGRATION

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TECHNOLOGY INTEGRATION

• MAROBA M. ZOELLER
• UNIVERSITY OF NORTH TEXAS
• AUGUST 5, 2000

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HOW DOES TECHNOLOGY AFFECT SCHOOLS?

• 3 CENTRAL QUESTIONS POSED BY KERR (1996)
• 1. The overall level of adoption and acceptance
  of technology into schools
• 2. The impact of technology on specific patterns
  of organization within individual classrooms and
  schools
• 3. Organizational changes under conditions of
  technological change

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FACTS ABOUT OVERALL LEVEL OF TECHNOLOGY

• Office of Technology Assessment, 1995
• Approximately 5.8 million computers in use in
  schools in U. S. (1 for every 9 students)
• In 1992, average high school 54 computers
• average elmentary 25

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INTERNATIONAL COMPARISON

• ENGLAND , WALES NORTHERN IRELAND
• SECONDARY SCHOOLS 8-10 Microcomputers per school
• Elementary campuses - computers usage varies
  depending upon the enthusiasm of teachers
  administrators

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INTERNATIONAL COMPARISON

• China - School Administrators hold a collective
  vision for their schools
• Upgrade teacher competencies in technology
• Locate quality instructional software
• Secure more private funds for instructional
  technology

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INTERNATIONAL COMPARISON

• Korea -
• Many problems and difficulties
• School curriculum is not appropriate to the
  integration of technology
• Focus has been on programming skills and
  operating knowledge
• Need software beyond tutorial and
  drill-and-practice

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INTERNATIONAL COMPARISON

• SINGAPORE
• Government Intervention Report of the Economic
  Committee in 1996
• Computer to Student Ratio 12 with target use of
  40 of class time
• 2 Billion for Instructional Technology

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INTERNATIONAL COMPARISON

• SINGAPORE
• Masterplan for IT - Trains 23,000 teachers in 4
  dimension framework
• curriculum assessment
• learning resources
• teacher development
• physical and technological infrastructure

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Falling Through the Net 99

• FACTS ABOUT THE GAP IN INTERNET USAGE
• Gap expanded from 13.5 to 20 in 1999
• 32.4 OF WHITE HOUSEHOLDS
• 11.7 OF BLACK HOUSEHOLDS
• Gap between Hispanic White - Rose to 19.5 in
  1998

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Falling Through the Net 99

• ISSUES OF ACCESS IN SCHOOLS
• LOWER LEVEL INSTRUCTION
• LOWER SOCIO-ECONOMIC AND MINORITY STUDENTS
  RELEGATED TO DRILL-AND-PRACTICE AND DEFECTIVE,
  OUTDATED HARDWARE

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Technology Counts

• Education Week - October 1998
• Perspectives on Education Technology
• Impact on Test Scores, Policy perspectives,
  statistics on how technology is taking hold in
  public schools
• Archer cites NAEP links 4th 8th grade scores to
  computer math learning games and simulations

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Cuban(1986) Teachers and Machines The
Classroom Use of Technology Since 1920

• 4 Reasons why Educational Technologies failed to
  meet their potential
• 1. Teachers lack training skills
• 2. Equipment and media expense
• 3. Equipment reliability dependability
• 4. Instructional material does not fit students
  instructional needs

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Kozma Croninger (1982)

• 3 Aspects of School Failure that Educational
  Technology can successfully address
• 1. Gap between in-school and out of school
  learning
• 2. Overemphasis on lower order skills
• 3. Low engagement and motivation

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David Roger Johnson (1996)

• Failure of schools to adopt available
  instructional technologies attributable to 2
  factors
• 1. Individual assumption underlying most
  hardware and software development
• 2. Failure to utilize cooperative learning
• The best way to conduct technology-assisted
  instruction is to embed it in cooperative
  learning.

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Robert Holloway(1996)

• Factors related to frequency with which
  technology is used in classroom
• 1. Availability of hardware in classroom,
  building and district media center
• 2. Amount of teacher input into purchase of
  hardware and software
• 3. Level of administrative encouragement
• 4. Amount of training teachers had in use

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ORGANIZATIONAL CHANGE

• CUBAN (1993) Computers Meet Classroom Classroom
  Wins
• Certain cultural beliefs about what teaching is,
  how learning occurs, what knowledge is proper in
  schools, and the teacher-student focus on human
  rather than machine interaction

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ORGANIZATIONAL CHANGE

• Mehan(1985) Becker (1994b)
• Technology teaching teachers appear to be in
  schools
• 1. Where there is a strong social network of
  many computer using teachers
• 2. With a full-time technology coordinator on
  staff
• 3. In a district that provides teachers with
  formal staff development . . .

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ORGANIZATIONAL CHANGE

• 4. That have made long-term commitment to
  students using word-processing. . In subject
  matter classrooms
• 5. That have policies ensuring equity of access
  between boys and girls.
• 6. Where pattern of use extends beyond basic
  math, language arts, and computer literacy to
  fine arts, social studies

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ORGANIZATIONAL CHANGE

• 7. That allocate time at school for teachers to
  use school computer. . . For their own
  professional tasks.
• 8. That are faced with additional maintenance
• 9. That need, perhaps most costly of all,
  smaller class sizes for computer using teachers.