An Ecological Case Study of Two Middle Schools’ Technology Integration

Michelle Fulks Read, Sara Jolly Jones, Joan E. Hughes, Gloria Gonzales-DholakiaThe University of Texas at Austin

Technology Integration

•Digital Communication Technologies

•Support Socio-constructivist Instruction

•Subject Area Content

Saguaro MS

• Rural

• 1,000 students

• 74% Hispanic

• 20% African-American

• 74% Econ. Disadvantaged

• MET AYP “Acceptable”

• 1 lab, 2 carts, 8 library computers

• Shared Tech. Integration Specialist

Porter MS

• Urban

• 1,000 students

• 50% White (w/transfers)

• 50% Hispanic/African-Am

• 39% Econ. Disadvantaged

• MET AYP “Acceptable”

• 4 labs, 2 carts, 18 library computers

• Dedicated Tech. Integration Specialist

Research Question

Are there differences in technology integration between Porter and Saguaro Middle Schools looking at factors related

to students, teachers, and leaders?

Data collection…

• Student, teacher and leader surveys

Saguaro MS

• 4 leaders• 11 teachers• 234 students

Porter MS

• 9 leaders• 16 teachers• 309 students

Data Analysis…

• Descriptive measures

• Pearson’s coefficient

• Chi-square

• t-Tests

Technology Activities

• Communication

• Web

• Productivity

• Creativity

Significant Factors…

• School

– Strong and significant for in-school

– None or weak significance outside of school

• Gender

• Grade

• Computer Ownership

– 83% of Saguaro students own a computer

– 95% of Porter students own a computer

Reported Student Use

0%

10%

20%

30%

40%

50%

60%

70%

Pe

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ge o

f St

ud

en

ts(o

f th

ose

wh

o in

dic

ate

d u

se)

Porter Saguaro

In-school

Out-of-school

Both

Porter Students…

• 3.5 to 5 times more likely to participate in technology activities in school

– Most difference in Creativity Activities

• 3.5 to 4.75 times more likely to participate in technology activities both in and out of school

– Most difference in Creativity Activities

Saguaro Students…

• Reported more frequent use of technology in all categories

•Reported higher skill levels in regards to productivity activities

In-Class Technology Use

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Math Writing Math Writing

Pe

rce

nta

ge o

f U

sers

Teachers

Students

Summary…

• More out-of-school technology use than in-school use at both school

• More teacher use of technology than student use

• Porter students are significantly more likely to report use of technology in school and in- and out-of-school

Teacher Beliefs and Attitudes

• Technology Self-efficacy:– Porter= 3.14– Saguaro=2.96

• Attitudes Toward Technology:– Porter=3.17– Saguaro=3.46

• Directive /Constructivist Philosophy– Porter=2.05– Saguaro=1.9

Breakdown of teachers use…

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Read a blog or wiki Social Networking Online productivity Share creations online

Pe

rce

nta

ge o

f Te

ach

ers

Porter

Saguaro

Participation in professional development opportunities

0%

5%

10%

15%

20%

25%

30%

35%

40%

Pe

rce

nta

ge r

ep

ort

ing

Porter Saguaro

Skill

Content

Differences in leaders’ knowledge

17 1320

30

1023

715 12

29

1218

16 2118

22

11

17

1410

9

19

14

18

17 1922

17

20

21

1317

18

25

19

17

1922

15

26

11

14

10

1410

26

9

26

8

15 13

21

8

18

15

18

10

12

11

2027

2114

31

12

17

11

22

12

27

12

28

0

20

40

60

80

100

120

140

160

180

NET

S-A

To

tal S

core

Social, Legal & Ethical Issues

Assessement & Evaluation

Support, Management & Operations

Productivity & Professional Practice

Teaching & Learning

Leadership & Vision

Differences in leaders’ ranking of improvement in various categories.

0%10%20%30%40%50%60%70%80%90%

100%

Pe

rce

nta

ge o

f A

gre

em

en

t

Porter Saguaro

Not Successful Moderately Successful Very Successful

Digital DivideDigital

Inequality

For more information or a copy of the complete paper, contact:

Joan E. Hughes, PhD

The University of Texas at Austin

E-mail: joanh@mail.utexas.edu

www.techedges.org