Use Of Technology In Schools Research Articles

A ESCOLA E A COMUNIDADE DE INFORMAÇÃO: NO USO DAS TIC

As Tecnologias de Informação e Comunicação (TIC) são as ferramentas chave da sociedade em que hoje vivemos, ou seja a sociedade da informação. Neste trabalho se analisam algumas das concepções sobre a problemática do uso das tecnologias na escola, e se valoram as potencialidades educativas das mesmas.
 

Using Technology to Increase Opportunities to Respond

Delivering high rates of opportunities to respond (OTR) has been shown to improve student outcomes for students with challenging behavior. High rates of OTR can maximize student engagement while providing ways for teachers to quickly assess student content mastery. Given the increasing trend of technology use in schools, teachers can leverage technology for delivering OTR. We discuss three technology-based tools teachers can use to enhance OTR delivery with examples of how to incorporate these tools into classrooms.

A Study on the Development of Information-based Teaching Ability of Rural Primary English Teachers in Leshan City

In the modern society and the information era, information-based teaching ability is a must for primary school English teachers. Thanks to the wide use of information technology in schools, the education system has witnessed big changes in the past few years, which poses new challenges to primary school English teachers. But in western rural areas in China, most primary school English teachers are poorly-trained in terms of information-based teaching. The study takes rural primary school English teachers in Leshan City, Sichuan, China as the research object, taking advantage of approaches like questionnaire survey and interviews, etc. Based on the analysis of the status quo and the influence factors of information-based teaching ability of rural primary school English teachers, the study aims to put forward strategies in order to improve the development of information-based teaching ability of the rural primary school English teachers.

Tablet computers in Philippine public schools: school-level factors that influence technology management and use

ABSTRACTMany developing countries are investing in large-scale initiatives to deploy information and communications technology in schools. However, merely equipping schools with hardware and software does not guarantee that the technology is used effectively to improve learning outcomes. This study aims to identify factors that influence the use of technology in schools in a developing-country context. It investigates this through a multiple-case study of the Australian AID tablet computer programme in the Philippines, in which 1000 tablets were given to nine public schools for student use. Focusing specifically on the impact at a whole-school level, the study revealed factors affecting outcomes that were specific to a developing-country context, as well as confirming the relevance of more general factors identified in the literature. The study also brings to light tablet-specific benefits and issues in this context. These results have implications for the effective school-level implementation of technology programmes in developing countries. Recommendations that proceed from these are presented for policy-makers and school administrators looking to use these devices in schools.

Toward a Typology of Technology-Using Teachers in the “New Digital Divide”: A Latent Class Analysis of the NCES Fast Response Survey System Teachers’ Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95)

Background Recently, policy makers and school leaders have heavily invested in the promise that educational technology could catalyze systemic school change. Yet some critics note that the conversation surrounding technology in schools is a red herring that has not produced char, definitive, and equitable results across different school settings. In order to address this concern, prior research has mainly focused on understanding how and why teachers use technology. Still, we argue that an understudied third perspective— examining what types of technology-using teachers exist— could provide innovative and impactful insights to shape research, policy, and practice in instructional technology. Purpose of the Study We investigate the extent to which there is a typology of teachers who use technology, as well as to what extent school- and teacher-level variables predict membership in the different subgroups in the typology, by analyzing a nationally generalizable sample (2, 764 teachers) from the Teachers’ Use of Educational Technology in U.S. Public Schools, 2009 Fast Response Survey System dataset, collected by the National Center for Education Statistics. Research Design We used a three-step, one-level latent class analysis (LCA) with nationally generalizable data that identify significantly different types of technology-using teachers, as well as what covariates predict membership in the identified subgroups. Findings We find that there are four statistically significant subgroups of technology-using teachers: Dexterous (24.4%), Evaders (22.2%), Assessors (28.4%), and Presenters (24.8%). We also find that several covariates, such as student socioeconomic status, school type, enrollment, years of teacher experience, and total number of school computers, predicted teachers’ membership in these four subgroups of technology-using teachers. Conclusions Our findings reiterate the notion that technology-using teachers are not a monolithic group or are randomly distributed across school settings, finding that low-income schools are more likely to have teachers who use technology in less meaningful ways. As a quantitative phenomenology, this study provides one of the first empirically based, nationally generalizable depictions of technology use in schools, which could inform school leaders and policy makers as they evaluate new digital tools, design professional learning for teachers, and tackle inequalities in technology access, teacher knowledge, and technology-mediated learning experiences and outcomes for students.

Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology

In many innovations in technology and education in secondary schools, teachers are the crucial agents of these innovations. To select, match and support groups of teachers for particular school projects, school principals could be supported with insights into teachers’ beliefs about teaching, learning and technology. A teacher typology has been developed based on an online questionnaire completed by 1602 teachers from 59 Dutch secondary schools. Teachers are grouped on the basis of their beliefs about learned-centered teaching and attitudes towards technology, which underlie the school innovations that form the context of the current research. Five teacher types are distinguished: 1) Learner-centered teachers with technology, 2) Teachers critical of technology use in school, 3) Teachers uncomfortable with technology, 4) Teachers uneasy with learned-centered teaching and 5) Teachers critical of a clear-cut stance. This classification of teachers into these five types could be used to select or match the right group of teachers to a particular intervention or to organize different professional development activities for different types of school teachers.

Formación digital de profesores. Una revisión del tema con énfasis en los modelos de competencias/literacidades digitales

En este trabajo de cuño teórico-reflexivo, se discuten algunos factores que influyen en el uso de las tecnologías en las escuelas y se focaliza en las competencias que necesita el profesor para un trabajo integrado y efectivo apoyado por las tecnologías digitales. Con ese objetivo, se lleva a cabo una revisión bibliográfica sobre algunos modelos de competencias/literacidades digitales con énfasis en el profesor. Por último, se brindan algunos comentarios sobre las necesidades de formación digital de los profesores.

Influence of Teacher Attitudinal Factors on Use of Instructional Technology in Schools

Inventions in technology have continued to create a paradigm shift in the methodology of classroom instructional process. The use of instructional technology for teaching and learning in secondary schools performs a vital role in the instructional process in the face of increased student enrolment as a result of subsidized secondary education in Kenya. However, teachers have displayed varying attitudes towards use of the same which in turn affects achievement of learning objectives. This paper explores teacher attitudinal factors and their influence on use of instructional technology in teaching and learning in secondary schools in Vihiga County, Kenya. Data was collected using questionnaires, interview schedules and observation guides. Findings from the study indicate that 65% of the teachers who used instructional technology had positive attitudes while 35% displayed negative attitudes. A correlation of teacher’s attitudes with teaching experience, teaching load and availability of equipment showed significant relationships. This also influenced the frequency of using instructional technology in schools. Teachers who use technology during instruction should be motivated to help convince those with negative attitudes to change and incorporate instructional technology in classroom teaching.

Perceived Quality of Educational Technology Matters

In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and student achievement. While computer use at home showed a tendency for positive correlations with test scores, computer use in schools did not. Following a different approach, the study reanalyzes PISA 2012 data by combining frequency of use and positive perceptions with regard to educational technology as predictors for student test scores. When controlling for influential sociodemographic factors, results indicate that positive attitudes toward educational technology are associated with higher test scores in the large majority of countries. As positive attitudes are likely to be a result of positive experiences, it seems reasonable to conclude that it might be quality instead of quantity of educational technology use that matters.

Attitude of Teachers towards the use of Technology in Teaching

Due to the extensive use of technology in every walk of life, the educational institutes are also supposed to prepare their students to be technology literate (Kalanada, 2005). It is due to this reason the use of technology in schools in general and in classrooms, in particular, has been increasing day by day. To reap full benefits from the use of technology in education the policy planners must give due consideration to all the necessary conditions and environments, directly or indirectly, related to the technology use. Many researchers in the field of education have explore the various factors that influence the technology use in education in one way or the other. The most prominent factors amongst the factors that affect the successful use of computers in the classroom is the teachers’ attitudes towards computers. The present study was, therefore, undertaken to examine the attitude of teachers towards use of technology in teaching. For the present research a sample of 100 school teachers was drawn from 10 schools of Nurpur and Jawali Blocks of Distt Kangra by using convenient sampling technique. A self developed questionnaire was used by the researcher for the purpose of data collection. The study found that about 25% of the teachers had only favourable attitude towards use of technology in teaching. No significant difference was found between attitude of teachers towards use of technology in teaching in relation to their gender and teaching experience.

Investigating Choices of Appropriate Devices for One-to-One Computing Initiatives in Schools Worldwide

The use of technology in schools is rapidly increasing - today most notably through theone-to-one (1:1) programs that are being implemented all around the world.Considering how new technologies are emerging fast and obsoleting others in schools,there is a need to continuously monitor and understand the features of various devicesin terms of embedded technology and interaction with the users. This paper thereforepresents the nature of computing devices used in 1:1 computing programs at schoollevel around the world, including investigating the benefits of drawbacks, by means ofa systematic literature review and a survey conducted in some schools in Sweden. Thepaper also presents findings based on how the various uses of technology affectcooperation practices as well as personal exploration.

Predicting Middle School Students' Use of Web 2.0 Technologies Out of School Using Home and School Technological Variables

This study used multiple regression to identify predictors of middle school students' Web 2.0 activities out of school, a construct composed of 15 technology activities. Three middle schools participated, where sixth- and seventh-grade students completed a questionnaire. Independent predictor variables included three demographic and five computer use variables and three interaction examinations. A regression model, accounting for 25% of the variance, revealed student's ethnicity, access to technologies at home, in-school technological activities, and the school a child attends, predicted students' Web 2.0 activities out of school. Ethnicity-based (but no gender-based) technology participation gaps existed in and out of school, with students of Hispanic ethnicity showing statistically lower use of Web 2.0 activities out of school. The interaction of the school attended and in-school Web 2.0 use was a strong predictor but revealed both significant positive and negative relationships in different schools. Educators and schools must become more aware of their students' technological experiences and access to optimize technological-focused learning experiences for students in and out of school. (Keywords: middle school, Web 2.0, social technologies, participatory culture, technology use in school, technology use out-of-school, multiple regression)

South Korea’s successful education system: lessons and policy implications for Peru

South Korea’s quality education system rests on four pillars: (1) putting education at the center of a long-term development strategy, (2) getting the right people to become teachers, (3) developing these people into effective instructors, and (4) prioritizing information and communications technology in education. In contrast, education policies in Peru change from government to government, official evaluations of teacher education institutes do not exist, teachers do not receive regular training, and the use of technology in education is limited. Taking into account South Korea’s successful experience, Peru could seek to improve its education system with initiatives to support a long-term education policy, which has to include a clear plan to improve the accreditation process of teacher education institutes, the current salaries of teachers, the training of teachers, and the use of technology in schools.

The effect of technology on learning democracy

Purpose – The purpose of this paper is to discuss how the use of information technology in schools can influence students’ democratic comprehension. Design/methodology/approach – First, two different ideas of democracy are introduced and how these ideas are linked to cognitivistic and social constructivistic learning theories, respectively, is illustrated. Next, a case study is described, where Engeström’s mediational triangle is used for analysing how the use of interactive whiteboards (IWB) influences the teaching of democracy in a fifth-grade school class. Findings – The paper lists a set of preconditions and recommendations for a use of IWB as support for students’ experience of democracy as a way of living. Research limitations/implications – As the paper focuses on research design and development of didactical designs, future research and articles can further study the effects of the didactical designs and the democratic comprehension supported hereby. The paper is set in a Danish school context. Practical implications – It is argued that the IWB can be used as support for developing the students’ democratic comprehension by focusing on and, if necessary, changing the elements of the activity system, e.g. the rules and the roles concerning the use of the IWB. Originality/value – The paper’s linkage of democratic ideas, learning theory and information technology is relevant for researchers. Teachers can use the paper, as it offers didactical principles for using information technology as support for students’ democratic comprehension.

One-to-one laptops in K-12 classrooms: voices of students

In planning educational technology initiatives, the concerns of many stakeholders are typically taken into account, including the concerns of administrators, teachers, parents, and employers. The perspective of students are recognized as valuable, but not often queried or considered. This paper explores the opinions of K-12 students about a one-to-one laptop programme implementation through content analysis of 362 blog postings made by these students expressing their thoughts on the topic at three time points in two years. Employing a bottom-up coding strategy, this paper identified seven themes that represented students’ opinion of technology use in schools: more efficient and productive learning, tools for better writing, access to information, engagement with new media, remaining relevant in a technological world, share and learn from peers, and individualized and differentiated instruction. This study suggested that, when new technology tools are used in schools, students should not only be viewed as learners but also be considered as real writers with valuable opinions. Students also should be provided the opportunity to write for an authentic purpose and audience using diverse forms of digital media.

The Relationship between Principals’ Technology Leadership and Teachers’ Technology Use in Malaysian Secondary Schools

The aim of the study is to examine of technology usage in Malaysian secondary schools and the influence of principals on technology use. This study focuses on principals’ technology leadership behavior according to the National Educational Technology Standards for Administrators (NETS-A). The sample for this study consisted of 115 principals from public schools in Kedah, Malaysia. Two survey instruments were used in this study. First, the Principals Technology Leadership Assessment PTLA survey is to measure the independent variable, Principals’ Leadership Behaviour. Secondly, a TTU (Teachers Technology Use) to measure teachers’ technology use in schools. The relationship between PTLA and TTU was measured using a simple linear regression analysis. The study revealed that the PTLA was not found to be a good predictor of school technology use, F(1, 83) = 12.48, p < .0005 and principals’ technology behavior accounted for 12.1% of explained variability in teachers’ technology use in the classroom. The regression equation is as follows: Teachers’ Technology Use (TTU) = -0.825 + 0.037 (PTLA score). Thus the equation shows that one unit of change in PTLA score could increase the teachers’ technology use by .04. Finally, the implications for principals as well as teachers are discussed.

Healthy Practices in Teaching &amp; Learning with Information Technology, and Evaluation Method in Classroom

Thousands of candles can be light from a single candle, and the life of candle will not be reduced. Happiness never decreases by being sharing. One of the most satisfying aspects of teaching at the college or university level may be found in the mentoring connection that faculty members can develop with their students. A good mentoring connection can be what is sometimes called a “peak experience” for both mentor and student. A sharing of something unique that no one else may experience in quite the same way. The student experiences an acceptance of ideas and contributions that may be unequalled in previous life experience. Although there has been a strong move forward to get educational technology into the hands of teachers and students, many barriers to implementation still exist. The integration of technology into the curriculum will not succeed without giving teachers sufficient time to practice, explore, conceptualize, and collaborate. Professional development activities may not provide ongoing, hands-on training for teachers or practical strategies for implementing technology into lesson plans. Initial technology funding may not be sustained and thus not capable of providing upgrades, maintenance, and ongoing professional development. Fortunately, these obstacles can be addressed and overcome. This Critical Issue provides practical information for promoting technology use in schools, college, and university.

An Effective Use of Information and Communication Technology in Education Systems of Countries in South-East Europe

The use of technology in schools in reasonably large scale began in many developed countries earnest in the 1980s and in the 1990s. Commercial usage of the Internet and fast development of Information Technology helped convince governments of these countries that the time was right to make large investments in ICTs. In most middle and low developed countries, this process started a little later, and have (until recently) proceeded more slowly. As a result, in the last ten years, education systems began to adopt the use of ICT policies in significant amounts (or are planning to do so). On the other hand, Programs and Curricula from the fields of Information & Communication Technology (ICT), which are the research focus of this paper, have to be updated very frequently as a result of fast development in the last 10 years. The first author of this paper used his experience and knowledge of different Educations Systems situation in SEE Countries, as he was the Member of The Kosovo State Council for Curriculum (KSCC), from 2009 to 2013. The existing structure of the education system of SEE countries need to be supported with the necessary ICT equipment and Software, which will engage the students in the Society of Knowledge. This is also the case for the training and qualifications of teachers, although there are individual cases involving ICT in teacher training programs. Through this paper, which propose the new concept of the education system, the conclusion recognizes the need to introduce ICT and EU standards. Management Systems in the field of education of SEE countries are mostly outdated and inadequate and does not use the possibilities offered by ICT. Hence there is a need to introduce ICT in the management system and the system that ensures the quality of the education system. This research paper investigates the importance of ICT and the impact on: curriculum development and implementation, Student/Learner-centered teaching/learning, Competency-based approaches, Integrated teaching and learning, Flexibility and mobility, Transparency and accountability. Finally, the research shows that the ICT and e-learning literacy of teachers needs to change and academics need to embrace new technology since SEE countries are now reconnected to the most recent developments in science, technology and culture. The methodology of the research is focused on the comparative model of this issue, between the models in EU and South-East European Countries (SEE). The main conclusions and recommendations will be useful to be implemented within Educational Systems of SEE countries, and as an impact, the contribution of the paper will be shown as a possible model of Education System supported be ICT in the countries of SEE DOI: 10.5901/ajis.2014.v3n2p91

The Impact of Using PowerPoint Presentations on Students’ Learning and Motivation in Secondary Schools

Different studies show that the use of technology in schools (as the most important part of education system) has developed new ways of teaching and learning. It enhances learning by providing a better understanding of the topic as well as motivating students. This study was carried out in Lar to investigate the effectiveness use of technology on teaching English (TEFL) process and if the learners prefer this new way of teaching over traditional instruction methods. Fifty-six female students of a secondary school in Lar were the subjects of this study. The subjects were split into two groups, (Experimental and Control). Each group was taught separately, one by using technology in class(e.g; video-projector, power-point, …), the other through a traditional method such as textbooks. An independent sample t-test was carried out and showed that there was a significant difference between the means of the two groups. It represented that teaching based on the use of technology had a significant positive effect on learners’ scores. Analyses showed that the experimental group learners performed better than the control group.

Cloud Computing, Regulatory Policy and Student Privacy

Rapid change in the technology landscape has resulted in the introduction of a range of new technologies into the classroom. But unlike the past use of technology in schools, many of these new products and services introduce two new dynamics that school counsel (and the teachers and administrators they support) need to understand fully. First, many of these new products and services are run “in the cloud” by a third party service provider as opposed to on servers operated by the school’s IT staff. This third party operation and control can raise important new regulatory compliance issues, including data protection and data privacy issues, as your school and student data will be handled by a third party. Second, increasingly these products and services are available without monetary payment for teachers to deploy directly in their classrooms. This means that the products or services often won’t go through a more formal procurement process where regulatory compliance and other similar issues would be evaluated. These new cloud products and services are being widely adopted by schools across the country because they lower school costs, increase productivity, and maximize innovation and efficiency. With a renewed partnership between the school’s counsel, teachers, school administrators and school IT staff, those benefits can be reaped without sidestepping important regulatory obligations, such as student privacy.