Identifying Teacher, School, and District Characteristics Associated with Middle and High School Teachers' Use of Technology: A Multilevel Perspective

2005 ◽  
Vol 33 (4) ◽  
pp. 369-393 ◽  
Author(s):  
Laura M. O'Dwyer ◽  
Michael Russell ◽  
Damian Bebell
Keyword(s):  
High School ◽  
Educational Technology ◽  
School Districts ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Organizational Characteristics ◽  
Learning Tool ◽  
School Teachers ◽  
Use Of Technology ◽  
Multilevel Perspective

Investment in educational technology has increased rapidly in recent years and many observers have begun to question whether, and how technology is being used as a teaching and learning tool. In order to address this issue, this research used survey data collected from 1,404 middle and high school teachers in 52 schools across 22 Massachusetts school districts to examine how technology is being used by upper grade teachers, and examines the school and district organizational characteristics that are associated with increased use of technology as a teaching and learning tool. Specifically, this research used hierarchical linear regression (HLM) techniques to model the teacher, school and district characteristics associated with five specific teacher uses of educational technology. This research found that both teacher and organizational characteristics were each found to be associated with the five technology uses, and characteristics varied in their ability to predict the five different uses.

scholarly journals Identifying Teacher, School and District Characteristics Associated with Elementary Teachers' Use of Technology:A Multilevel Perspective

2004 ◽  
Vol 12 ◽  
pp. 48 ◽  
Author(s):  
Laura M. O'Dwyer ◽  
Michael Russell ◽  
Damian J. Bebell
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Teacher Characteristics ◽  
Organizational Characteristics ◽  
Multilevel Regression ◽  
Learning Tool ◽  
Technology In The Classroom ◽  
Policy Makers ◽  
Use Of Technology ◽  
Multilevel Perspective

Over the past decade, investment in technology for schools has increased at a dramatic rate. Although policy makers are eager to understand the ways in which technology use in schools is affecting student learning, we believe that a critical preliminary step toward assessing the impacts of technology on teaching and learning requires the examination of the varied uses of technology in schools as well as the contexts that are likely to affect the use of technology in the classroom as a teaching and learning tool. Previous research examining technology use has focused on teacher characteristics and has neglected to explore the potentially alterable, organizational characteristics that may be affecting the adoption and use of technology in the classroom. In light of this argument and using survey data collected from 1490 elementary classroom teachers in 96 schools in 22 Massachusetts districts, this research examines how technology is being used by elementary school teachers, and examines the school and district organizational characteristics that are associated with increased use of technology as a teaching and learning tool. In addition to examining technology-use as a multi-faceted construct, using multilevel regression techniques this study provides evidence that schools’ organizational characteristics are associated with teachers’ use of technology in the classroom. Organizational characteristics such as districts’ and schools’ leadership practices and emphasis on technology, the type and amount of technology-related professional development available to teachers, as well as the amount of technology-related restrictive policies in place were found to be associated with the four measures of teachers’ use of technology examined in this study. Individual teacher characteristics such as constructivist beliefs, higher confidence using technology and positive beliefs about the efficacy of technology were each found to be associated with increased use of technology in the classroom.

A Multimedia Learning Tool that Allows High School Teachers and their Students to Engage in Scientific Research

2010 ◽  
pp. 83-110 ◽  
Author(s):  
Jacqueline S. McLaughlin
Keyword(s):  
High School ◽  
High School Teachers ◽  
Multimedia Learning ◽  
Scientific Research ◽  
Learning Tools ◽  
Learning Tool ◽  
School Teachers ◽  
Computer Based Learning ◽  
Computer Based ◽  
Teachers Attitudes

This chapter presents a new and different type of multimedia learning tool, the so-called “research module.” This unique, learner-centered, multimedia tool aims to create a learning environment wherein high school teachers and their students engage in higher-order, inquiry-based activities that allow them to “do” actual scientific research in the classroom. This chapter also describes the design and implementation of these computer-based resources, as well as assessment data on student learning, and perceptions of both textbooks and computer-based learning tools. It also reveals high school teachers’ attitudes toward the use of both computer-based resources and textbooks.

scholarly journals Measuring Teacher Buy-in for the Texas Pay-for-Performance Program

2021 ◽  
Vol 6 ◽  
Author(s):  
Jaehoon Lee ◽  
Michael Strong ◽  
Doug Hamman ◽  
Yifang Zeng
Keyword(s):  
High School ◽  
School Districts ◽  
Educational Reform ◽  
High School Teachers ◽  
Discriminant Validity ◽  
Pay For Performance ◽  
Test Theory ◽  
Critical Component ◽  
School Teachers ◽  
Texas School Districts

Teacher buy-in is a critical component for the success of any educational reform, especially one involving evaluation and compensation. We report on an instrument developed to measure teacher buy-in for district-developed designation plans associated with a state pay-for-performance (PFP) program, and teacher responses. We used modern test theory to investigate the instrument’s psychometric properties, a procedure often missing from research reports of self-designed surveys. A sample of 3,001 elementary, middle school, and high school teachers in Texas school districts participated in the survey. Our results suggest satisfactory reliability of the instrument and adequate discriminant validity in measuring distinct but related aspects of teacher buy-in. In addition, we found that teacher support for PFP as instantiated in their particular districts was generally high, but still buy-in levels varied significantly among different teacher groupings, pointing the way for future developers of pay-for-performance schemes to improve or maximize their acceptance.

scholarly journals POLYMERS IN COMPULSORY SECONDARY EDUCATION AND HIGH SCHOOL IN SPAIN: ANALYSIS OF TEXTBOOKS AND TEACHER'S OPINION

2015 ◽  
Vol 12 (24) ◽  
pp. 74-81
Author(s):  
Ángel SERRANO-AROCA ◽  
Joan Josep SOLAZ-PORTOLÉS
Keyword(s):  
High School ◽  
Content Analysis ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Key Factors ◽  
Structured Interviews ◽  
School Teachers ◽  
Level Of Knowledge ◽  
Assessment Questionnaire

Even though the study of polymers is included in the school secondary curriculum in Spain, all the signs are that this topic is not being adequately addressed in the classroom. For this reason, this paper focuses on two key factors for polymers teaching and learning at secondary level: teachers and textbooks. A qualitative methodology, based on semi-structured interviews and a content analysis of textbooks, has been used. Six High School teachers have participated in this research. Attempts have been made to find out teachers' opinion about introducing contents of polymers in the classroom by means of semi-structured interviews. The content analysis of textbooks used in many schools of Spain has been carried out through the application of a assessment questionnaire. The results obtained as regards the polymers suggest that: a) Teachers provide only a limited amount of time for this topic in the curriculum; b) Textbooks do not include a large part of basic contents; and c) The low level of knowledge of students is justified by a) and b).

QUALITY OF MAKING LESSON PLANS BY SENIOR HIGH SCHOOL TEACHERS IN SIAK REGENCY

2021 ◽  
Author(s):  
Zulhafizh Zulhafizh
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Senior High School ◽  
Lesson Plans ◽  
School Teachers ◽  
Descriptive Research ◽  
Research Findings

This study aimed to find out and toanalyze quality of lesson plans by senior high schoolteachers in Siak Regency. The lesson plans designed by teachers of the schools function as aguideline for them to run teaching and learning process at schools. It is a descriptive research. Dataof this study were collected through an instrument filled out by 142 respondents. They were seniorhigh school teachers in Siak regency. Data analysis was presented through descriptive statistics.The research findings revealed that quality of making lesson plans of senior high school teachers inSiak regency belong to the very high category (4.304 or 86.10%). The lesson plans aimed to matchteaching material with predetermined competencies, allocate time effectivelyand efficiently, decidemedia/tools as well as teaching materials, describe learning objectives and in detail, decideassessment techniques in accordance with the demands of the curriculum, organize teachingmaterials based on sequences and groups, decide appropriate teaching methods, design learningprocedures in accordance with competencies required, and decide appropriate references(textbooks, modules, computer program and so forth) to be used. These findings show that makinga lesson plan requires creativity and pedagogical skills. Creativity andmotivation lead to positiveaction in presenting quality, realistic, and concrete lesson plans

Problem Solving Within the Mathematics Classroom: Challenges and Recommendations

2021 ◽  
Vol 19 (2) ◽  
pp. 101-111
Author(s):  
Avalloy McCarthy-Curvin ◽  
Camella Buddo ◽  
Lois George
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
School Teachers ◽  
Is Implementation ◽  
Professional Development For Teachers ◽  
Mathematics Teaching And Learning ◽  
Teaching Learning

This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study. The findings indicated that the teachers generally used a problem solving approach during instruction very regularly and felt extremely competent when using the approach. Some of the most frequently reported challenges included students’ lack of interest and tenacity in solving problems; teachers’ heavy workload; and the time consuming nature of the approach. One key recommendation to address the challenges raised is implementation of professional development for teachers to guide them in effectively incorporating problem solving as a teaching/learning approach in the mathematics classroom.

Technology Use on My Campus

2012 ◽  
pp. 80-86
Author(s):  
Diana Ramirez
Keyword(s):  
High School ◽  
Technology Use ◽  
Teaching And Learning ◽  
Media Specialist ◽  
Current Status ◽  
Urban High School ◽  
Learning Tool ◽  
Use Of Technology

Ms. Gonzalez, librarian/media specialist of an urban high school, is asked to prepare a presentation to explain the results of her study of the current status of technology use to a panel of campus stakeholders. The goal of the presentation is to inform the panel of stakeholders so they can develop a plan to further implement the use of technology as a teaching and learning tool on campus.

Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology

2020 ◽  
pp. 004723952096133
Author(s):  
Nihan A. Dogan ◽  
Kara Dawson ◽  
Albert D. Ritzhaupt
Keyword(s):  
High School ◽  
Technology Integration ◽  
High School Teachers ◽  
Analysis Of Variance ◽  
Technology Use ◽  
Item Analysis ◽  
School Teachers ◽  
Use Of Technology ◽  
Frequent Use ◽  
Integration Strategies

This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers ( N =  1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology’s value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could provide important insights.

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