Measures of Teacher Stages of Technology Integration and Their Correlates with Student Achievement
American Association of Colleges of Teacher Education Annual Meeting,
Two self-report measures of technology integration are introduced along with a formal model illustrating their utility as outcome measures for level of technology infusion in classroom environments. Findings from two Texas studies involving: (1) more than 500 teachers from a large metropolitan school district; and (2) technology expenditures from a random sample of 100 Texas school districts illustrate that: technology integration as measured by Stage of Adoption can be predicted with high accuracy based on secondary school teachers' self-reported will, skill, and access to technology tools; higher classroom technology integration as measured by Concerns-Based Adoption Model Level of Use is positively associated with higher average elementary school classroom scores in Iowa Test of Basic Skills Vocabulary, Reading, and Writing; and average school district Scholastic Aptitude Test scores can be reasonably well predicted based on knowledge of district level technology expenditures. The paper proposes that the Will, Skill, Tool Model of Technology Integration warrants further testing in additional large-scale studies. (Author/SM)
Christensen, R., Griffin, D. & Knezek, G. (2001). Measures of Teacher Stages of Technology Integration and Their Correlates with Student Achievement. Presented at American Association of Colleges of Teacher Education Annual Meeting 2001.
Cited ByView References & Citations Map
Jacque Ewing-Taylor, Pamela Cantrell & Kenneth Gibson, Raggio Research Center, University of Nevada, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 841–842
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