|
|
|
Conditions for Classroom Technology Innovations
by Yong Zhao, Kevin Pugh, Steve Sheldon & Joe Byers - 2002
This article reports on a study of the complex and messy process of classroom technology integration. The main purpose of the study was to empirically address the large question of "why don’t teachers innovate when they are given computers?" rather than whether computers can improve student learning. Specifically, we were interested in understanding the conditions under which technology innovation can take place in classrooms. For a year, we followed a group of K?2 teachers who attempted to carry out technology-rich projects in their classrooms. These teachers were selected from more than 100 recipients of a technology grant program for teachers. The study found 11 salient factors that significantly impact the degree of success of classroom technology innovations. Some of these factors have been commonly mentioned in the literature, but our study found new dimensions to them. Others have not been identified in the literature. Each factor can be placed in one of three interactive domains, the teacher, the innovation, and the context. The article discusses the 11 factors in detail and proposes a model of the relationship among the different factors and their domains.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
|
|
- What's In, What's Out - An Analysis of State Educational Technology Plans
- Will Technology Really Change Education?: From Blackboard to Web
- The Center for Research on Information Technology & Organizations Presents - Internet Use by Teachers
- The Computer Enters the Classroom
- The Tech-Savvy English Classroom
- Illuminating Texts: How to Teach Students to Read the World
- The Wired Tower: Perspectives on the Impact of the Internet on Higher Education
- Increasing Student Learning Through Multimedia Projects
- A New Role in Facilitating School Reform: The Case of the Educational Technologist
- A Manifesto for Instructional Technology: Hyperpedagogy
- Powering Up: Learning to Teach Well With Technology
- New Literacies in Action: Teaching and Learning in Multiple Media
- Scaling Up Success: Lessons Learned from Technology-Based Educational Improvement
- Using Technology Wisely: The Keys to Success in Schools
- A New Deal for Fireside Chats?
- Meaningful Learning Using Technology: What Educators Need to Know and Do
- Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms
- Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns
- Design Thinking. Innovation lernen – Ideenwelten öffnen
- WISE Science: Web-Based Inquiry in the Classroom
- A Dialogic Inquiry Approach to Working With Teachers in Developing Classroom Dialogue
- Taking Care of Youth and the Generations
- Quick Hits for Teaching with Technology: Successful Strategies by Award-Winning Teachers
- Tomorrow's Innovators: Essential Skills for a Changing World
- How To Make Innovations Practical
- Then, Let Them Eat Screens
- Using Social Media Effectively in the Classroom: Blogs, Wikis, Twitter, and More
- Bridging Research, Policy, and Practice: Voices from Inside the Academy
- Don’t “LEGO” of Public Schools: The Movie as Yet Another LEGO Instruction Manual
- The Handbook on Innovations in Learning
- Research on Technology in English Education
- Prompting Reflections for Integrating Self-Regulation Into Teacher Technology Education
- Lessons Learned from a Chalkboard: Slow and Steady Technology Integration
- Technology-Based Assessments for 21st Century Skills: Theoretical and Practical Implications from Modern Research
- Bridging Between Research and Practice: Supporting Professional Development Through Collaborative Studies of Classroom Teaching with Technology
- Bridging Between Research and Practice: Supporting Professional Development Through Collaborative Studies of Classroom Teaching with Technology
- Virtual Coaching for Instructional Leaders: A Multi-Method Investigation of Technology-Enabled External Assistance
|
|
|
- Yong Zhao
Michigan State University
E-mail Author
YONG ZHAO is associate professor of Technology in Education and Educational Psychology at the College of Education, Michigan State University. His research interests include technology infusion in educational settings and the social political implications of the Internet.
- Kevin Pugh
University of Toledo
E-mail Author
KEVIN PUGH is an assistant professor at the University of Toledo. In addition to technology, his research interests include motivation, science education, and Dewey's philosophy of education (particularly his aesthetics). Recent publications include "Learning Science: A Deweyan Perspective" in The Journal of Research in Science Teaching, Volume 38, with coauthors K. J. Pugh and the Deweyan Ideas Group at Michigan State University.
- Steve Sheldon
Johns Hopkins University
E-mail Author
STEPHEN SHELDON is currently working as a research scientist at The Center for School, Family, and Community Partnerships, located at Johns Hopkins University. His research interests include understanding why parents choose to become involved in their children's education, particularly how parents' social networks function as a resource related to their involvement. In addition, he is studying the development of school programs for school, family, and community partnerships and their impact on student outcomes.
- Joe Byers
Michigan State University
E-mail Author
JOE L. BYERS is professor emeritus at Michigan State University. His research interests include the quantitative analysis of data relating the impact of technology on students, teachers, the curriculum, and schools.
|
|
|
|
|
Executive Summary
Full Text in PDF Format
Email this article
Print this article
Post a Comment
