Differences among Urban, Suburban, and Rural Schools on Technology Access and Use in Eighth-Grade Mathematics Classrooms

1995 ◽  
Vol 24 (1) ◽  
pp. 83-92 ◽  
Author(s):  
Emiel W. Owens ◽  
Hersholt C. Waxman
Keyword(s):  
Rural Schools ◽  
Technology Use ◽  
School Setting ◽  
Suburban Schools ◽  
Eighth Grade ◽  
Technology Access ◽  
Mathematics Classrooms ◽  
Teacher Survey ◽  
Use Of Technology ◽  
National Educational Longitudinal Survey

One of the potential dangers related to technology occurs when technology access and use are not equitably distributed. This study examined the access and use of technology in urban, suburban, and rural schools by using teacher survey data from the eighth-grade cohort of the National Educational Longitudinal Survey of 1988 (NELS:88). The subjects were 3,825 eighth-grade mathematics teachers who answered questions on the extent to which students had access to technology and how they were using it in their mathematics class. The results indicated that there were several significant differences on technology use by type of school setting. Teachers from suburban schools were more likely to report using calculators than teachers from urban and rural schools. Teachers from rural schools reported that they were less likely to use calculators and computers than teachers from suburban and urban schools. Finally, teachers from rural and suburban schools were more likely to report that their students used computers for enrichment purposes, while urban teachers were more likely to report that computers in their schools were used for remediation.

scholarly journals Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use

2017 ◽  
Vol 3 (1) ◽  
pp. 16 ◽  
Author(s):  
Sara Jolly Jones
Keyword(s):  
Technology Integration ◽  
Technology Use ◽  
School Context ◽  
School Setting ◽  
Individual Student ◽  
Technology In The Classroom ◽  
Teacher Background ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Teachers Attitudes

As technology becomes ubiquitous in society, there is increasing momentum to incorporate it into education. Montessori education is not immune to this push for technology integration. This qualitative study investigates four Upper Elementary Montessori teachers’ attitudes toward technology and technology integration in a public school setting. Interviews and observations were used to understand the teachers’ thoughts and actions regarding technology in the classroom. Both the school context and teacher background played important roles in teachers’ beliefs and actions. Teachers in this study expressed positive views of technology in general, exhibiting high technology efficacy and valuing the development of technology skills in their students. However, all four teachers struggled to include instructional technology in ways that are consistent with a Montessori paradigm. Although individual student use of adaptive tutoring software was the most common use of technology, the teachers varied greatly in both the amount of student time spent on computers and the roles that technology played in their classrooms.

The Use of Technology in Managing Diabetes in Youth Part 2—Insulin Pump Technologies: Information and Tips for the School Nurse

2020 ◽  
Vol 35 (4) ◽  
pp. 188-195
Author(s):  
Cari Berget ◽  
Leah Wyckoff
Keyword(s):  
Technology Use ◽  
Insulin Pump ◽  
School Setting ◽  
Glucose Monitoring ◽  
School Nurses ◽  
Insulin Pump Therapy ◽  
Control School ◽  
Pump Therapy ◽  
Use Of Technology ◽  
Diabetes In Youth

Insulin pump technologies are commonly used by youth with type 1 diabetes (T1D) for intensive insulin therapy, the gold standard for T1D care. Insulin pump technologies are advancing rapidly, with new insulin pumps becoming available every year offering improvements in glycemic control. School nurses must understand the basics of insulin pump therapy and distinguish between advanced pump technologies to best support their students with T1D. This is the second article in a three-part series on the use of technology in managing diabetes in youth. The first article described continuous glucose monitoring (CGM) devices and provided tips for the school nurses in incorporating CGM into the student’s individualized healthcare plan. The purpose of this article is to summarize insulin pump technologies, from conventional insulin pump therapy to advanced automated insulin delivery systems and to describe keys to success with insulin pump technologies. Part 3 will focus on special considerations and problem solving related to technology use in the school setting.

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

Strategic Innovation and Service Delivery in Public Universities in Kenya: A Case of Kenyatta University

2019 ◽  
Vol 3 (III) ◽  
pp. 199-211
Author(s):  
Stella Gati Maroa ◽  
Mary Namusonge
Keyword(s):  
Regression Analysis ◽  
Service Delivery ◽  
Diffusion Of Innovation ◽  
Technology Use ◽  
Public Universities ◽  
Policy Objective ◽  
The Public ◽  
Strategic Innovation ◽  
Use Of Technology ◽  
The Government

Strategic innovation is a strategic tool that can be used to align the institution’s resources and capabilities with opportunities in the external environment in order to enhance survival and long term success of the organization.  Innovation promotes use of technology consequently impacting positively on service delivery. Public universities reforms have been a necessary and on-going policy objective for the Government of Kenya. Innovation as one of the approaches to the reforms is intended to induce an overhaul the public university system to better serve the needs of both government and the citizens with improved delivery of public services. In Kenya technology in public institutions has not been effectively used to enhance service delivery more so institutions where technology use has been embraced, its impact on service delivery has not been assessed effectively. This study applied the institutional theory, diffusion of innovation theory and stakeholders theory of management to determine how strategic innovation at Kenyatta University impacts on service delivery. The general objective of this study therefore was to determine the effect of strategic innovation on service delivery in Kenyatta University. Specific objectives included finding out the influence of eLearning, online student registration and use of e-messaging services on service delivery in Kenyatta University. A population of 72,000 students admitted to Kenyatta University was used from which random sampling was conducted to a sample of 200 students using Nassiuma’s formula. Data was collected by disbursing physically the questionnaires to the students. Descriptive and regression analysis was conducted using SPSS 22 to provide findings on the study. The study conducted a multiple regression analysis to estimate the model for the study. The study had a coefficient of correlation R of 0.912 an indication of strong of correlation between the variables and a coefficient of adjusted R2 was 0.814.This means that there was a significant correlations between the variables and service delivery at Kenyatta University however other factors that are not considered in the research paper contribute approximately 18.6% of the service delivery at Kenyatta University. Therefore, a very extensive further research is highly required to investigate and come up with other factors of the viability to service delivery at Kenyatta University. The study concluded that the strategic innovation of the public universities ranges from the products and services offered and is determined by the technology that is revolutionizing the current global world and has improved the service delivery at Kenyatta University. A strategic innovation brings a lot of advantages and has a great impact on human and business daily life. Therefore, strategic innovation development is the best choice in helping higher institution of learning stay on track.

scholarly journals Older Adults’ Adaptations to the Call for Social Distancing and Use of Technology: Insights From Socioemotional Selectivity Theory and Lived Experiences

2021 ◽  
pp. 073346482199686
Author(s):  
Shoshana H. Bardach ◽  
Elizabeth K. Rhodus ◽  
Kelly Parsons ◽  
Allison K. Gibson
Keyword(s):  
Older Adults ◽  
Technology Use ◽  
Technology Training ◽  
Well Being ◽  
Socioemotional Selectivity Theory ◽  
Structured Interviews ◽  
Socioemotional Selectivity ◽  
Social Distancing ◽  
Use Of Technology ◽  
Comparison Approach

Social distancing guidelines during COVID can be isolating, especially for older adults, with potential for poor health outcomes. Technology offers opportunities for remote connection, yet, older adults’ use of and perspectives on technology during this time remain largely unknown. The purpose of this study was to gain insight into older adults’ technology use and preferences to inform the development of a technology training intervention to support older adult well-being. Semi-structured interviews were conducted with 30 older adults. Interviews were analyzed using an iterative, constant comparison approach. Findings were consistent with Socioemotional Selectivity Theory; respondents were primarily interested in technology to support emotionally meaningful goals. Participants indicated limited interest in technology training, referencing diminished future time perspectives to explain disinterest. Findings suggest that efforts to encourage older adults’ expanded technology adoption should highlight how use supports emotionally meaningful goals and provide low-effort, timely training, tied to specific and clear applications.

Rethinking Religious Practice and Activities through the lenses of Information and Communication Technologies in the era of the COVID-19 Pandemic

2021 ◽  
Author(s):  
M.Z Ramorola
Keyword(s):  
South Africa ◽  
Information And Communication Technologies ◽  
Technology Use ◽  
Communication Technologies ◽  
Religious Practice ◽  
Social Needs ◽  
Religious Organizations ◽  
Religious Activities ◽  
Use Of Technology ◽  
Information And Communication

There has been a steady rise in the practice and performance of religious activities within the cyberspace since the 1980s. Many pastors have embraced the use of technology in their religious and ministerial practices. However, what would be more critical is to understand how technology, once adopted and operational would assume the function of support and fulfil religious members’ spiritual, emotional and social needs. This paper discusses technology use in religious organizations, particularly during the lockdown period of Covid-19 between March 2020 to the July 2021. The article uses South Africa as a research context to explore technology use and its role to address the challenges of support, space and practice. The paper employed a qualitative interpretive paradigm to source data from six members from different religious organizations in South Africa. Three themes arose from the data: information and communication technologies provide space for religious member to network; information and communication media facilitate religious practice and activities; and information and communication technologies enhance management of resources.

scholarly journals Promoting educational opportunity and achievement through 1:1 iPads

2017 ◽  
Vol 34 (5) ◽  
pp. 409-427 ◽  
Author(s):  
Gayle Y. Thieman ◽  
Tatiana Cevallos
Keyword(s):  
Student Achievement ◽  
Survey Data ◽  
Low Income ◽  
Technology Use ◽  
Administrative Support ◽  
Educational Opportunity ◽  
White Female ◽  
Technology Access ◽  
Content Type ◽  
Instructional Use

Purpose The purpose of this paper is to expand the growing body of research on the educational impact of 1:1 mobile devices, investigating the iPad’s potential to reduce the disparity of access to high-quality instructional technology and achievement for low income, racially, and linguistically diverse students. Design/methodology/approach This three-year, mixed-method study investigated the degree to which a 1:1 iPad initiative reduced the disparity of technology access and instructional use and improved student learning and attendance. The research design included survey data on student technology skills, experiences and use and teacher focus groups to confirm and contextualize the survey data. Findings Across all three years, ninth graders and students who were white, female, eligible for free/reduced lunch and those with stable enrollment were more likely to have an individual iPad (THP). Having a THP was associated with greater satisfaction, ease and frequency of technology use, higher attendance and GPA. Research limitations/implications Inequitable distribution, inconsistent administrative support, and uneven faculty support for iPads limit generalizability. Practical implications This research identifies barriers to successful technology integration and impact on student achievement including inequitable access, inconsistent administrative and teacher support, and limited professional development. Originality/value This research focuses on an issue of digital equity that has not yet been studied in depth with 1:1 iPads and investigates students’ technology access, experiences and use to support student achievement in a high poverty, highly diverse high school.

scholarly journals Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels

2021 ◽  
Author(s):  
Blaine Pedersen ◽  
Matthew C. Makel ◽  
Karen E Rambo-Hernandez ◽  
Scott J. Peters ◽  
Jonathan Plucker
Keyword(s):  
Eighth Grade ◽  
Mathematics Classrooms ◽  
Grouping Students ◽  
Achievement Levels

Using TIMSS 2019 mathematics data, we investigated the variance in achievement within U.S. fourth and eighth-grade classrooms. Approximately 23% of students in a typical grade four classroom are expected to score at or below the low benchmark whereas 14% meet or exceed the advanced benchmark; these numbers are 35% and 14% for grade eight classrooms. Approximately 69% of grade four and 35% of grade eight classrooms included students across all four TIMSS benchmarks. About 68% and 37% of the variance lies within classrooms. Grouping students primarily based on age appears to yield classrooms with vast academic variability.

Abstract 229: Cardiopulmonary Resuscitation Compliance of Clinical Nurses Using Feedback Technology from the Zoll R Series Defibrillator

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_4) ◽  
Author(s):  
Martha A Boudreau
Keyword(s):  
Visual Feedback ◽  
Chest Compression ◽  
Technology Use ◽  
Healthcare Providers ◽  
Rest Period ◽  
Visual Display ◽  
Chest Compressions ◽  
Compression Performance ◽  
Clinical Nurses ◽  
Use Of Technology

Use of technology driven devices aimed at providing audio-visual feedback during CPR have been developed, however research is limited to their usefulness effecting chest compression quality of clinical nurses who are often first to respond and begin chest compression on patients experiencing cardiac arrest. This study aimed to examine CPR chest compression compliance of nurses with and without feedback from the Zoll R Series® defibrillator on a manikin. Hypothesis: Audio-visual feedback technology use from the Zoll R Series defibrillator improves the percentage of appropriate chest compression depth and rate of nurses during a CPR manikin demonstration exercise. Methods: Thirty-four nurses participated using an AHA approved manikin. Each nurse performed two minutes of uninterrupted chest compressions without feedback, followed by a rest period and two minutes of uninterrupted chest compressions using feedback technology from the defibrillator. Compression data for rate and depth and total compressions in target within AHA 2015 ECC Guidelines were recorded by the defibrillator and entered into Zoll RescueNet® software. Demographics obtained for years of BLS and ACLS certification. Results: Of the 34 nurses, mean years of ACLS certification was 3.4 years and 11.7 certified years of BLS. Compressions performed with feedback showed a higher percentage of compressions in target (M = 87.37, SD= 15.95) including rate (M= 86.33, SD =15.13) and depth (M= 97.12, SD = 5.63) of compressions compared to percent compressions in target without feedback (M= 64.42, SD = 30.54) including rate (M= 65.73, SD = 32.44) and depth (M=93.34, SD = 19.99) of compressions. Twenty nine or 85% of the 34 nurses improved chest compression performance using feedback. No significant correlation found between years of BLS and ACLS certification and pre and post feedback compliance. Conclusions: Defibrillators offering verbal encouragement and a visual display allow for adjustments in rate and depth of compressions to maintain chest compressions compliance within ECC Guidelines. Further studies should investigate whether the incorporation of feedback technology use in mock code and CPR training sessions could improve CPR performance of healthcare providers including nurses.

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