1. Understanding Technology Use Using Multilevel Modeling Laura M. O’Dwyer inTASC Boston College April 21 st, 2003

2. Technology Use and Previous Research Becker, Ravitz & Anderson et al (1998) found that teacher technology use was influenced by: –Teachers’ pedagogy and philosophy –Subject area and grade level –Access to technology and the location of the technology –School Climate/Culture Lemke – school/district leadership effect use

3. Vision Resources Curriculum & Instructional Model Policies and Standards Leadership Physical Infra. Support/Personnel Prof. Development. School LeadershipPrincipal. Beliefs Principal Preparedness Teacher BeliefsTeacher Preparedness Home Resource Education Resources StudentsUse School Culture Community District Level School Class

4. Teachers’ Use of Technology District Characteristics School Characteristics Principal Characteristics

5. What are Multilevel Techniques? Ideal for use with data that are nested –Teachers are nested within schools or districts Generalization of OLS regression in which a regression equation is created for each level of data –Regression coefficients refer to specific levels in the data –Total variance in the outcome is partitioned into within group and between group components –Add predictors that explain the available variance –Available software such as HLM, MLwin etc.

6. Why use Multilevel Techniques? Provide increased power in the prediction of outcomes Can avoid within group dependency Can avoid aggregation bias Allows for the heterogeneity of regression slopes

7. Modeling Outcomes Using Multilevel Techniques Partition the variance into its within and between group components –the unconditional model Add predictors that explain some of the available variance

8. Example: Modeling Teacher Use of Technology for Preparation USEIT Study conducted by inTASC Outcome variable: –Teacher use of technology for preparation 4 Item scale Mean = 0, s.d. = 1

9. Unconditional Model Models Level 1 Equation Level 2 Equation

10. Variance Structure – Teacher Technology Use for Preparation

11. Statistical Models Level 1 Equation Level 2 Equation

12. Predictors Teacher Characteristics Teacher pedagogical beliefs Teacher beliefs about technology Teacher confidence using technology School Characteristics School mean student ease of access to technology at home School mean perception of obstacles to technology use School mean principals’ emphasis on technology District Characteristics Professional development focuses on technology District leaders discuss technology Variety of available tech-related professional development

13. OLS v Multilevel Solution 0.273 0.000 *Teacher believes in teacher- centered instruction -0.057 0.077 -0.088 0.001

14. Conclusions Multilevel modeling provides better representation of the effects of school and district characteristics Can model different relationships within schools Ideal for modeling technology use where school, district and policies may have powerful effects