Secondary school reform and technology planning: Lessons learned from a ten year school reform initiative

Bain, Alan

doi:10.14742/ajet.1357

Cited by 9 publications

(13 citation statements)

References 5 publications

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“…Even though this study finds that teachers believe technology can help in the learning environment, consistent with previous research (e.g. Bain, 2004;Cavanaugh et al, 2007;Cuban, 2001;Cuban et al, 2001;Fleischer, 2012;Ross & Strahl, 2005;Shapely et al, 2010;Windschitl & Sahl, 2002;Zhao et al, 2002), many teachers are still struggling to integrate technology into the learning environment.…”

Section: Chapter 6 -Conclusionsupporting

confidence: 90%

“…Numerous studies (e.g. Bain, 2004;Cavanaugh et al, 2007;Cuban, 2001;Cuban, Kirkpatrick, & Peck, 2001;Fleischer, 2012;Ross & Strahl, 2005;Shapely, Sheehan, Maloney, & Caranikas-Walker, 2010;Windschitl & Sahl, 2002;Zhao, Pugh, Sheldon, & Byers, 2002) investigating technology in schools have shown low usage of technology by both students and teachers. In one-to-one technology-learning environments, it should be expected that teachers and students are using technology to teach and learn; yet this has not been the case in many studies on computer usage.…”

Section: Struggling One-to-one Technology Programsmentioning

confidence: 99%

“…Previous research suggests that teachers are not implementing technology into the school environment at the expected level, especially given the costly investment put into one-to-one technology initiatives (Bain, 2004;Cavanaugh et al, 2007;Cuban, 2001;Cuban et al, 2001;Shapely et al, 2010;Zhao et al, 2002).…”

Section: Impetus For the Studymentioning

confidence: 99%

“…Cuban (2001) explained that schools are purchasing technology equipment at an increasing rate, but teachers and students are not utilizing the technologies in the learning environment any more often. Many researchers suggest technology is underutilized by teachers (Bain, 2004;Cavanaugh et al, 2007;Cuban, 2001;Ross & Strahl, 2005;Shapely et al, 2010;Windschitl & Sahl, 2002) and when it is being used in the instructional process, it is typically at a very low level (Becker, 2001;Cavanaugh et al, 2007;Cuban et al, 2001;Drayton et al, 2010;Zucker & Hug, 2007). An enormous amount of money has been directed towards increasing access to technologies in schools, yet these researchers suggest that teachers are underutilizing these technologies.…”

Section: Teacher Professional Developmentmentioning

confidence: 99%

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Teachers’ pedagogical beliefs about using computing devices in one-to-one technology initiative schools

Steffensmeier¹

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Using a qualitative multiple case study design, this study investigated the ways that teachers' pedagogical beliefs about learning: 1) affect students' access to and use of one-to-one technologies and 2) shape one-to-one learning environments. Results indicate that teachers' pedagogical beliefs are not a predictor of student access to computing devices, but do impact how students use the devices in the classroom. Also, teachers' use of technology resources reflects their pedagogical beliefs. Teachers in the study reported that the increased access to technology via a one-to-one program positively impacted the learning environment by: facilitating better communication with students; empowering students; providing better feedback to students; making the teachers' job easier; providing teachers and students with better access to resources; allowing more ways to differentiate student learning; developing 21 st century technology skills; providing variety; and helping motivate students to learn. Teachers' perceived negative impacts of the one-to-one program centered on the difficulties of shifting to new classroom management methods that accommodate technology devices and the distractions associated with the computing devices. Teachers also reported that they need better professional development to successfully integrate technology into their classrooms. Future professional development for one-to-one programs should be directed towards developing student-centered pedagogies with a focus on collaboration and integration of technology into the educational curriculum. v

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Section: Chapter 6 -Conclusionsupporting

confidence: 90%

Section: Struggling One-to-one Technology Programsmentioning

confidence: 99%

Section: Impetus For the Studymentioning

confidence: 99%

Section: Teacher Professional Developmentmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ pedagogical beliefs about using computing devices in one-to-one technology initiative schools

Steffensmeier¹

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“…When IT services are integrated into the functions of an institution, the first kind of pressure experienced appears to be upon staff in their role performance, in the perception they have of the adequacy of their knowledge and skill base, and in their status relationships (Collis & van der Wende, 2002;Bain, 2004). Institutions experience a high demand for increased training and support for staff and students (Oates, 2001) and pressure upon budgets to provide training and appropriate infrastructure to support the new innovation (Poole, 1997).…”

Section: Issues In the Development Of Integrated It Systemsmentioning

confidence: 99%

Strategic development of information technology services in a provincial higher education institute

Intaganok

Waterworth

Srisamai

2005

AJET

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This paper describes a research project on the introduction of information technology (IT) services to a higher education institution in north eastern Thailand. The project considered the literature on the processes involved in the introduction of IT services to educational institutions in various parts of the world and attempted to understand the issues that institutions had to deal with in introducing and productively using IT services in teaching, scholarship and administration. It then analyses the nature of the process at the case study institution, through a range of quantitative and qualitative measures designed to draw data from staff, students and senior institutional managers. A number of similarities and differences were identified between what was found in the literature and what had occurred at the case study institution and analysis of them led to the development of a model to attempt to explain the attitudinal and practical stages through which an institution goes in adopting a technical innovation. The impact of cultural and contextual factors upon the acceptance of an innovation is stressed.

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Mobile learning for teacher professional learning: benefits, obstacles and issues

Aubusson

Schuck

Burden

2009

ALT-J

103

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This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning.

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Secondary school reform and technology planning: Lessons learned from a ten year school reform initiative

Cited by 9 publications

References 5 publications

Teachers’ pedagogical beliefs about using computing devices in one-to-one technology initiative schools

Teachers’ pedagogical beliefs about using computing devices in one-to-one technology initiative schools

Strategic development of information technology services in a provincial higher education institute

Mobile learning for teacher professional learning: benefits, obstacles and issues

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