Observation of Technology Use: Identifying Instructional Strategies Used in K-12 Schools Fethi Inan The Center for Research in Educational Policy The University of Memphis Deborah L. Lowther The University of Memphis Steven M. Ross The Center for Research in Educational Policy The University of Memphis AECT Orlando, FL, USA Oc , 2005

Background of problem Rationale Increase student achievement Prepare students for the future workforce Attempts Create computer lab and provide internet access. Almost every school has Internet access and about one computer per every five students (see figure>>)see figure>>) Consequences Unfortunately increased availability of technology in the school has not lead to improvement in classroom teaching practices

Research Questions What is the level of computer availability in the classrooms and to what extent are these technologies used in instruction? What type of classroom orientation, instructional strategies and student activities are conducted in technology-integrated classrooms? Is there any common pattern between types of computer activities (production tools, Internet and research tools, and educational software) and classroom practices (classroom orientation, instructional strategies, and student activities)?

Participants The 39 schools in Tennessee 13 of which had received Title II Part D (EdTech) funding from the No Child Left Behind act and 26 of which received funding from the Technology Literacy Challenge Fund (TLCF). Both grants required whole school professional development under the guidance of a full-time technology coach.

Data Collections Instruments The School Observation Measure (SOM) SOM was developed to determine the extent to which different common and alternative teaching practices are used in a targeted one-hour lesson. Survey of Computer Use (SCU) SCU was designed to capture (a) computer capacity and currency, (b) configuration, (c) student computer ability, and (d) student activities while using computers.

Procedures ProgramInstruments# Schools# ObservationTime TLCFSOM, SCU26104Spring 2002 EdTechSOM, SCU1339Spring 2004

Data Analysis Descriptive statistical procedures Two-way cross-tabulations analysis

Findings: Computer Activities Frequency of Student Computer Activities (N=143) NO (%)R(%)O(%) F(%) E(%) Word Processing Database Spreadsheet Draw/Paint/Graphics/Photo-imaging Presentation Authoring Concept Mapping Planning Internet Browser CD Reference Communications Drill/Practice/Tutorial Problem-Solving Process Tools Scale: NO= Not Observed R= Rarely O= Occasionally F= Frequently E= Extensively

Findings: Instructional Strategies Frequencies of Instructional Strategies Used (N=143) NO (%)R(%)O(%)F(%)E(%) Instructional Orientation Direct instruction (lecture) Team teaching Cooperative/collaborative learning Individual tutoring Instructional Strategies Higher-level instructional feedback Integration of subject areas Project-based learning Use of higher-level questioning strategies Teacher acting as a coach/facilitator Parent/community involvement Scale: NO= Not Observed R= Rarely O= Occasionally F= Frequently E= Extensively

Findings: Instructional Strategies Frequencies of Instructional Strategies Used (N=143) NO (%)R(%)O(%)F(%)E(%) Student Activities Independent seatwork Experiential, hands-on learning Systematic individual instruction Sustained writing/composition Sustained reading Independent inquiry/research Student discussion

Summary of Strategies Showing Significant Association with Computer Applications WordDrawingPresentationInternetDrill Instructional Orientation Direct instruction (lecture) Team teaching Cooperative/collaborative learning  Individual tutoring Instructional Strategies Higher-level instructional feedback Integration of subject areas  Project-based learning  Θ Use of higher-level questioning strategies Teacher acting as a coach/facilitator  Parent/community involvement in learning Student Activities Independent seatwork  Θ  Experiential, hands-on learning Systematic individual instruction Sustained writing/composition  Sustained reading Independent inquiry/research  Student discussion  Note:  = Positive & Significant, p <.05  = Positive & Significant, p <.01 Θ = Negative & Significant, p <.05

Conclusion This study revealed that classroom practices tend to be more student-centered where technology is integrated into lessons while students use the Internet, word processing, and presentation software. Although this study revealed relationships between the software and instructional strategies, it did not examine the direction of this relationship. Further studies can investigate whether the computer applications lead to use of student-centered strategies or vise versa.