Technology and Transformation: A Naturalistic Study of Special Students and Computers in the Middle School

Abstract

This article describes the EDC/TERC Middle School Technology Integration Project, which is investigating how technology is integrated into language arts and mathematics curricula, and its impact on mainstreamed mildly handicapped students. Over 3 years, EDC/TERC will build a model of technology integration by holistically studying four diverse school districts as they expand computer use Based on assumptions that technology integration is evolutionary and dynamic and studying it requires outside intervention, EDC/TERC has adopted a naturalistic perspective. The research approach includes 10 features: natural setting, grounded theory, emergent design, interactive researchers, intervention/analysis, qualitative procedures, case study method, triangulation of data, negotiation of results, and multiple reporting modes. The resulting model will encompass relationships between critical variables emerging from the diverse sites, the different pathways schools follow to integrate technology, and interim outcomes reflecting stages within the process.

Deepening Content Understanding in Social Studies Using Digital Text and Embedded Vocabulary Supports

“…EDC has been engaged in studying technology integration (Morocco & Zorfass, 1988;Zorfass, 2001; and the type of professional development in technology that links directly to curriculum goals, student needs and abilities, and instructional practices (Zorfass & Copel, 1995;Zorfass & Rivero, 2005) since 1986. Through two externally funded national centers-the National Center to Improve Practice, and The LINK-US Project-as well as other research, implementation, and dissemination projects, teacher professional development has been a consistently important aspect of the work (National Center to Improve Practice, 1998;Zorfass, Shaffer, & Rivero, 2003).…”

“…EDC has been engaged in studying technology integration (Morocco & Zorfass, 1988;Zorfass, 2001; and the type of professional development in technology that links directly to curriculum goals, student needs and abilities, and instructional practices (Zorfass & Copel, 1995;Zorfass & Rivero, 2005) , 1996Anderson-Inman & Zeitz, 1993). Research also has revealed that digital texts can provide a supportive learning platform for struggling readers (Anderson-Inman & Horney, 1998Boone & Higgins, 2003), and that embedded prompts asking students to answer questions or summarize information can increase student comprehension (Northeast and the Islands Regional Technology in Education Consortium (NEIRTEC), 2004).…”

Access, Instruction, and Barriers

“…Therefore, understanding how information is accessed, managed, and manipulated is far more important than simply knowing how to use operating systems or applications. Morocco and Zorfass (1988) suggested the importance of identifying individual school variables when attempting to integrate technology into the school system. The school culture can shape the way technology is used.…”