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FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION

MADDIN, ELLEN A.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835

Abstract Details

2002, EdD, University of Cincinnati, Education : Curriculum and Instruction.
Ohio's public schools have made an enormous investment in educational technology. Many of the barriers to using computers to support student learning identified in earlier studies have been removed or reduced. Nevertheless, examples of schoolwide technology integration in elementary settings are rare. The study used Fullan's (1991, 2001) change theory as a framework for examining the implementation of instructional technology in five elementary schools in one school district in Ohio. One of the five schools was studied in more depth than the other four. The research questions focused specifically on four change factors-Need, Clarity, Complexity, and Quality and Practicality. The research design employed both qualitative and quantitative methods. The study findings were based on four data sets: 1) a survey administered to teachers in five elementary schools, 2) two classroom observations, 3) interviews with teachers and technology leaders, and 4) artifacts from the district technology office and one school. The study demonstrated the utility of Fullan's change theory for examining implementation progress in technology integration initiatives and produced four major findings: 1) Teachers who used technology extensively for their own work also used computers more often to support student learning. 2) Teachers' direct experiences with technology played a critical role in the development of their felt need for technology integration. 3) The clarity of technology integration was strengthened through teachers' involvement in technology planning, lesson invention, peer-to-peer mentoring, and leadership modeling. 4) A majority of teachers did not feel well prepared to design technology-enhanced learning opportunities for students or to assess students' use of technology.
Dr. Janet L. Bohren (Advisor)
202 p.
elementary education; technology integration; classroom computers

Recommended Citations

Citations

  • MADDIN, E. A. (2002). FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835

    APA Style (7th edition)

  • MADDIN, ELLEN. FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION. 2002. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835.

    MLA Style (8th edition)

  • MADDIN, ELLEN. "FACTORS THAT INFLUENCE TECHNOLOGY INTEGRATION IN ELEMENTARY INSTRUCTION." Doctoral dissertation, University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021931835

    Chicago Manual of Style (17th edition)

ucin1021931835
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© 2002, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.