What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?

Baylor, Amy L.; Ritchie, Donn

doi:10.1016/s0360-1315(02)00075-1

Cited by 465 publications

(345 citation statements)

References 8 publications

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“…Therefore, it is important to study the role of local ICT policies on actual ICT integration in education. Recent studies reveal that ICT works in some schools and hardly in other schools because of school factors (Baylor & Ritchie, 2002;Tang & Ang, 2002). The present study is in line with research focusing on the latter school factors.…”

Section: Introductionsupporting

confidence: 91%

“…Triggs & John, 2004). Baylor and Ritchie (2002) conclude that ICT training has an important influence on how well ICT is embraced in the classroom. According to Cohen and Hill (2001), the most effective teacher training experiences are school subject specific practices, immediately relevant for classroom instruction and connected to school policy.…”

Section: The Impact Of Ict School Policiesmentioning

confidence: 99%

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ICT integration in the classroom: Challenging the potential of a school policy

Tondeur

Keer

Braak

et al. 2008

Computers & Education

298

178

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Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal's perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.

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Section: Introductionsupporting

confidence: 91%

Section: The Impact Of Ict School Policiesmentioning

confidence: 99%

ICT integration in the classroom: Challenging the potential of a school policy

Tondeur

Keer

Braak

et al. 2008

Computers & Education

298

178

View full text Add to dashboard Cite

show abstract

“…And, these findings seemed to at least align with other research (e.g. Baylor & Ritchie, 2002;Ping Lim, & Sing Chai, 2008), in that no technology tools were identified that were being integrated in science instruction in reformed ways at the beginning of the PD, which was when these teachers had not received PD support that others have found is needed.…”

Section: It Teacher Orientation Profile (Profile 1)supporting

confidence: 72%

“…Several researchers have attributed teachers' inability to move beyond using technology for administrative purposes or supporting traditional instruction to teachers' lack of confidence with technology (Lussier, Gomez, Hurst, & Hendrick, 2007;Mumtaz, 2000;Zhao & Cziko, 2001) or lack of support in the form of PD (Baylor & Ritchie, 2002;Ping Lim & Sing Chai, 2008). Instances can be found where technology-enhanced tools like scientific visualizations show promise in supporting teachers' adoption of reformed instruction practices (Varma, Husic, & Linn, 2008).…”

Section: Teachers' Technology Usementioning

confidence: 99%

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

Campbell

Zuwallack

Longhurst

et al. 2014

International Journal of Science Education

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This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science teachers at the beginning and conclusion of a year of PD. Based on the analysis completed, Information Transmission (IT) and Struggling with Standards-Based Reform (SSBR) profiles were found at the beginning of the PD, while SSBR and Standards-Based Reform (SBR) profiles were identified at the conclusion of PD. All profiles exhibited Vision I beliefs about the goals and purposes for science education, while only the SBR profile exhibited Vision II goals and purposes for science teaching. The IT profile demonstrated naïve or unrevealed beliefs about the nature of science, while the SSBR and SBR profiles had more sophisticated beliefs in this area. The IT profile was grounded in more teachercentered beliefs about science teaching and learning as the other two profiles revealed more student-centered beliefs. While no beliefs about technology-enhanced tools were found for the IT profile, these were found for the other two profiles. Our findings suggest promising implications for (a) Roberts' Vision II as a central support for reform efforts, (b) situating technologyenhanced tools within the beliefs about science teaching and learning dimension of science teaching orientations, and (c) revealing how teacher orientations develop as a result of PD.

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“…However, "technical competencies" is the primary term used in most studies reviewed, and a relatively large body of research deals with instructors' technical competencies in online learning environments (Baylora & Ritchie, 2002;Ben-Jacob, 2011;Brzycki & Dudt, 2005;FitzGibbon et al, 2012;Gibson, 2009;Mackey et al, 2012;McKimmy & Eichelberger, 2011;Orre, 2002).…”

Section: Technical Competenciesmentioning

confidence: 99%

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

Richardson

2015

OLJ

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The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using exploratory factor analysis (EFA) and reliability analysis. Twenty items from three competencies–social competencies, communication competencies, and technical competencies–were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach’s Î± > .823). Twenty items remained in the final questionnaire after deleting two items which cross-loaded on multiple factors (social competencies with classmates: five items; social competencies with instructor: five items; communication competencies: four items; and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) instrument has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to gain a better understanding of the level of freshmen college students’ online learning readiness by measuring their social, communication, and technical competencies. In addition, this study examined two factors of social integration in Tinto’s Student Integration Model (SIM) and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose of extending Tinto’s social integration model to online learning environments.

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What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?

Cited by 465 publications

References 8 publications

ICT integration in the classroom: Challenging the potential of a school policy

ICT integration in the classroom: Challenging the potential of a school policy

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

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