The Study

This article by Associate Professor Yong Zhao, Professor Emeritus Joe Byers, and colleagues Kevin Pugh (University of Toledo) and Stephen Sheldon (Johns Hopkins University) reports on a study of the complex process of classroom technology integration.

Findings

The main purpose of the study was to better understand the conditions under which technology innovations can successfully take place in classrooms. For a year, the researchers followed a group of 10 teachers or groups of teachers who attempted to carry out technology-rich projects in their classrooms. Data collection included a survey, interviews, and observations. The authors found 11 salient factors that had a significantl impact on the degree of success of classroom technology innovations. Factors included teachers’ technology proficiency, compatibility between teachers’ pedagogical beliefs and the technology, the degree to which a technological innovation differs from the prior educational practices of the teacher or dominant set of values, beliefs and practices of the school culture, and the human and technological infrastructure to support integration. Each factor could be placed in one of three interactive domains: the teachers, the innovation, and the context. Findings reveal a very narrow view of what teachers need in order to use technology -- some technical skills and a good attitude. Many in-service workshops often take the format of motivational speeches by a “forward-looking visionary” and sessions on how to use a piece of software. Few, the authors note, pay much attention to the pedagogical or curricular connections. Even fewer attempt to help teachers develop their knowledge of the social and organizational aspects of the school. They conclude that teachers need to look carefully not only within themselves but also at their technological and social environments before they begin to implement innovative uses of technology in their own classrooms and teaching.

What It Means To You

To what degree does your district support teachers in integrating innovative technological practices into their teaching? Is technology easily available to instructors? Are they aware of the resources and technological support available to them and their projects? How can your district increase teacher awareness of what is available and help them innovate with technology and teaching?

For More Information

Zhao, Y., Pugh, K., Sheldon, S. & Byers, J.L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.

< back to 2003 ed-research reports