Understanding factors associated with teacher-directed student use of technology in elementary classrooms: A structural equation modeling approach

Analyses presented here are secondary data analyses of the Use, Support and Effect of Instructional Technology study aimed at identifying predictors of teacher-directed student use of technology (TDS) in elementary classrooms. Using data from a convenience sample of 1040 teachers nested within 81 schools in 21 Massachusetts' school districts, researchers developed a teacher-level structural equation modeling for TDS depicting relationships between and among factors associated with TDS. Researchers relied on diffusion and adoption theories as well as prior empirical evidence to specify the hypothetical model. Evidence presented here suggests that the strongest predictors of TDS are as follows: (1) teachers' experience with technology, (2) belief that technology is beneficial to meet instructional goals, (3) perceived importance of technology for teaching and that (4) experiencing obstacles with the integration of technology appears to be one deterrent to teachers using technology in the classroom. The most important finding reported here is that two of the most important factors in increasing TDS are teachers' beliefs about the benefits of technology and perceived importance of technology for teaching. [ABSTRACT FROM AUTHOR]

[1]  Harris Cooper,et al.  Effect Size Substantive Interpretation Guidelines : Issues in the Interpretation of Effect Sizes , 2007 .

[2]  Peggy A. Ertmer,et al.  Teacher Technology Change , 2010 .

[3]  Laura M. O’Dwyer,et al.  Examining Teacher Technology Use , 2003 .

[4]  Barbara M. Byrne,et al.  Structural equation modeling with EQS : basic concepts, applications, and programming , 2000 .

[5]  Damian Bebell,et al.  One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative , 2010 .

[6]  P. Twining.  Oversold and underused: computers in the classroom , 2002 .

[7]  Smita Guha,et al.  Integrating Computers in Elementary Grade Classroom Instruction—Analyses of Teachers' Perceptions in Present and Preferred Situations , 2001 .

[8]  Rex B. Kline,et al.  Principles and Practice of Structural Equation Modeling , 1998 .

[9]  Helena P. Miranda.  Education research, measurement and evaluation predictors of technology use for elementary school teachers in Massachusetts: A multilevel SEM approach , 2007 .

[10]  Mansureh Kebritchi,et al.  Factors affecting teachers' adoption of educational computer games: A case study , 2010, Br. J. Educ. Technol..

[11]  David C. Dwyer,et al.  Education and technology : reflections on computing in classrooms , 1996 .

[12]  Laura M. O’Dwyer,et al.  How Teachers' Uses of Technology Vary by Tenure and Longevity , 2007 .

[13]  Laura M. O’Dwyer,et al.  Identifying Teacher, School and District Characteristics Associated with Elementary Teachers' Use of Technology:A Multilevel Perspective , 2004 .

[14]  M. Russell,et al.  Predictors of Teacher-Directed Student Use of Technology in Elementary Classrooms , 2011 .

[15]  Cynthia E. Glidden.  How to Design and Evaluate Research in Education (2nd ed.). , 1993 .

[16]  Anthony J. Guarino,et al.  Predicting Teacher Computer Use: A Path Analysis , 2000 .

[17]  Jody Britten,et al.  Envisioning Effective Laptop Initiatives. , 2008 .

[18]  Laurie Lewis,et al.  Internet Access in U.S. Public Schools and Classrooms: 1994-2005. Highlights. NCES 2007-020. , 2006 .

[19]  Eileen Wood,et al.  Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration , 2008, Comput. Educ..

[20]  Laura M. O’Dwyer,et al.  Identifying Teacher, School, and District Characteristics Associated with Middle and High School Teachers' Use of Technology: A Multilevel Perspective , 2005 .

[21]  Dan Surry,et al.  Diffusion Theory and Instructional Technology , 1997 .

[22]  Cynthia Paris.  Teacher Agency and Curriculum Making in Classrooms , 1993 .

[23]  Murray D. Smith,et al.  Structural Equation Modeling: Concepts, Issues, and Applications , 1996 .

[24]  G. A. Marcoulides.  Multilevel Analysis Techniques and Applications , 2002 .

[25]  H. Becker,et al.  Teacher Professional Engagement and Constructivist-Compatible Computer Use , 2000 .

[26]  Peggy A. Ertmer.  Teacher pedagogical beliefs: The final frontier in our quest for technology integration? , 2005 .

[27]  Peggy A. Ertmer,et al.  Technology-Using Teachers: Comparing Perceptions of Exemplary Technology Use to Best Practice , 2000 .

[28]  Henry Braun,et al.  Reconsidering the Impact of High-stakes Testing , 2004 .

[29]  Laura M. O’Dwyer,et al.  Measuring Teachers’ Technology Uses , 2004 .

[30]  Basmat Parsad,et al.  Internet Access in U.S. Public Schools and Classrooms: 1994?2003. ED TAB. NCES 2005-015. , 2005 .