Abstract
This study is a secondary data analysis of the USEIT data to inform school administrators and policymakers about the factors affecting instructional technology use in elementary classrooms. Researchers developed a predictive multilevel SEM model for teacher-directed student use of technology (TDS). The model depicts relationships between factors across district, school, and classroom levels of analysis. The strongest predictors of TDS were (a) teachers’ experience with technology, belief that technology is beneficial to meet instructional goals, and perceived pressure to use technology; (b) principals’ use of technology; and (c) technology standards, teacher and student accountability to standards, and principals’ technology discretion.
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