2.  This study will :  Explore teachers comfort level with the technology in their classroom  Explore how they use technology in their classrooms  Gather information about what they feel they need to improve their technology skills

3.  Newly remodeled school  “Loads” of money spent on:  Smartboards  Document cameras  Senteos  Laptop carts  Science labs with 14 computers each  iTouch carts for each department grade level

4.  My classroom  My lesson plan

5.  Anne Arundel County Public School  Approximately 1500 students grades 6- 8  Predominantly white, upper- socioeconomic class community  Extremely active parental involvement

6. How do I increase the use of technology among veteran teachers at my school?

7.  21 st century literacy  Technology use by students › limitless resources › Differentiation › Responsibility › engagement  Technology use by teachers › Gap between teachers and students › Comfort levels

8.  Quantitative research- gives us the numbers  Qualitative research- gives us the how, why  Teacher research- gives the how, why to a specific question for a specific classroom/teacher- can’t usually be generalized

9.  Research journal  Survey  Interviews

10.  Meet with administration  Professional development  eCoaches  Online learning communities  Time

11.  Anderson, N. (2005). ‘Mindstorms” and ‘Mindtools’ aren’t happening: digital streaming of students via socio-economic disadvantage. E-Learning, 2, 2, 144- 152  Becker, H., (1994) How exemplary computer using teachers differ from other teachers: implications. Journal of Research on Computing in Education, 26, 3.  Camhi, S., (2010) Extreme makeover: How the 2009 Sylvia Charp Award winner used technology to transform a once struggling school district. Learning and Leading with Technology, February 2010.  Cochran-Smith, M. & Lytle, S. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher,19, 2-11.  Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.  Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.  Gosmire, D., & Grady, M. (2007). 10 Questions to answer for technology to succeed in your school. Education Digest: Essential Readings Condensed for Quick Review,72, 8, p 12-18.  Johnson, A. (2002). A short guide to action research (3 rd edition) Boston, MA: Allyn & Bacon.

12.  Marzano, R.J.,(2003). What works in schools: Translating research into action.Alexandria, VA: ASCD.  Mills, G. (2000). Actio research: A guide for the teacher researcher. Upper Saddle River, NJ: Prentice Hall.  Papert, S. (1980). Mindstorms: children, computers, and powerful ides. Brighton: Harvester Press  Riel, M. (1994). Educational change in a technology-rich environment. Journal of Research on Computing in Education, 26, 4.  Sheingold, K. & Hadley, M., (1990) Accomplished teachers: integrating computers into classroom practice. New York: Center for Technology in Education, Bank Street College of Education.  Snoeyink, R., (2002). Thrust into technology: How veteran teachers respond. Journal of Educational Technology Systems, 30, 1, p.85- 111.  Steinberg, B, Kaplan, K., Borock, J. (2007) Enhancing adolescent literacy achievement through integration of technology education in the classroom. Reading Research Quartely 42, 3, 416-420.