<p> Increasing technology intervention in rural schools is still a herculean task, especially with the lack of adequate infrastructures and limited resources. The purpose of this quantitative, causal comparative study was to determine the impact of technology interventions on student achievement in rural Nigerian schools. The study explored the differences in student achievement in mathematics and English between technology and nontechnology schools and established a relationship between teachers' level of technology implementation and student achievement. The convenience sample comprised 2,369 examination scores in mathematics and English of Senior Secondary Level 2 (SS2) students and purposive sampling of 34 teachers who participated in an online survey. Data were analyzed using multivariate analysis of variance (MANOVA), the level of technology implementation (LoTi) framework, and Pearson's correlation coefficient test. The results showed significant differences in student achievement between technology and nontechnology schools. However, the LoTi framework results indicated a low level of technology implementation in classroom instruction and no significant relationship between teachers' technology integration and student performance. Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it. This study is resource material for stakeholders in education to ascertain the technology that worked best, teachers' professional development, and other infrastructures, prior to the deployment of technology interventions. The results could be useful for increasing teachers' technology integration and improving student performance, thereby leading to positive social change.</p>

This study examines Colombian teachers' use of Information and Communication Technologies (ICTs) as teaching and learning tools from a social cognitive perspective. Personal and environmental factors were studied in order to understand what predicts the use of computers and the Internet within the population of Colombian teachers. The variables used as predictors for use of ICTs were chosen following Ertmer's (2005) description of first—and second—order (internal and external) barriers for technology integration, as well as Becker and Riel's (2000) categorization of teachers' professional engagement levels. These variables are self-efficacy beliefs regarding technology use for pedagogical purposes, beliefs about the perceived value of computers for instructional purposes, professional engagement, demographic and contextual variables (e.g. age, gender, grade level, discipline). Use of ICTs was categorized following types of uses proposed by Bebell et al. (2004) in the USEit project. The types of ICT uses introduced in the present study are Grading, Planning, Students Use (advanced use and routine use), Professional Communication and Delivering Instruction. Participants included 241 school teachers who responded to an online survey consisting of 32 questions. The results of the study suggest the importance of teacher leadership, measured here through variable professional engagement as well as teachers' self-efficacy in the process of adopting ICTs for pedagogical purposes. Surprisingly, beliefs about the perceived value of computers for instructional purposes did not predict, as hypothesized, teachers' use of ICTs. In line with previous studies, this research found that Colombian teachers use ICTs more for administrative tasks than for teaching and learning purposes. Most demographic and contextual variables were not predictors of use of ICTs.The findings of this study inform the design of interventions to improve Colombian teachers' use of ICTs as teaching and learning tools. This study also contributes to knowledge by exploring teachers' self-efficacy and beliefs from the perspective of professional engagement. / Cette étude examine comment les enseignants colombiens utilisent les Technologies de l'Information et de la Communication (TICs) comme instruments d'appui à l'apprentissage d'une perspective sociocognitive. La recherche s'est portée sur les caractéristiques personnelles et les facteurs liés à l'environnement qui peuvent permettre de comprendre ce qui influence l'utilisation des ordinateurs par les enseignants colombiens. Les variables utilisées comme prédicteurs de l'utilisation des TICs ont été choisies en relation aux barrières de premier et second ordre (internes et externes) à l'intégration des technologies identifiées par Ertmer (2005), ainsi qu'à la classification des niveaux d'engagement professionnel des enseignants développée par Becker et Riel (2000). Ces variables sont l'auto-efficacité par rapport à l'utilisation des technologies, les croyances par rapport à la valeur des ordinateurs, l'engagement professionnel, et les variables démographiques et contextuelles (âge, sexe, niveau de la classe enseignée, matière).Les différentes catégories d'utilisation des TICs sont celles proposées par Bebell et al. (2004) dans le projet USEit, à savoir l'Administration des Notes, la Planification, l'Utilisation par les Etudiants (usage avancé et usage routinier), la Communication Professionnelle, et l'Enseignement. 241 professeurs ont participé à une enquête par Internet comportant 32 questions. Les résultats de l'étude soulignent l'importance des caractéristiques de leadership des enseignants, mesurées ici par la variable d'engagement professionnel ainsi que l'auto-efficacité dans le processus d'adoption des TICs à des fins pédagogiques. Un des éléments surprenants dans les résultats fut l'observation que les croyances sur la valeur attendue de l'utilisation des ordinateurs ne sont pas corrélées avec l'utilisation des TICS par les enseignants. En accord avec les résultats des études précédentes sur ce sujet, cette étude a trouvé que les enseignants colombiens utilisent les TICs plus pour des tâches administratives que pour améliorer l'apprentissage des élèves. La plupart des variables démographiques et contextuelles n'ont pas d'influence sur l'utilisation des TICs. Les résultats de cette étude peuvent servir à orienter la conception d'interventions pour améliorer l'utilisation des TICs à des fins pédagogiques par les enseignants colombiens. Cette étude contribue aussi à une meilleure compréhension de l'auto-efficacité des enseignants par rapport à leur engagement professionnel.

<p> The purpose of this study was to examine factors that may have influenced the decision to implement tablet technologies within classroom environments. These factors were grouped and limited to three distinct areas: social and political influences, perceived benefits of implementation, and influence of varying types of hardware, software and operating systems. Results indicate that if technology leaders felt external pressures to keep pace with technological advancements of other corporations, they were more likely to report pressures from the other social political factors being studied. Multiple perceived educational benefits were identified including improvement to classroom instruction, increased differentiation of instruction, enhanced collaboration, better communication and positive public responses. Hardware preferences were found to describe the characteristics found in the Apple line of products. Despite the identification of these perceived educational benefits, a majority of those responding felt that tablet devices did not impact student testing achievement.</p>

<p> Teachers at Mason County High School are changing from predominantly teacher led instruction to increased student engagement by providing blended learning opportunities through technology integration. Every student and teacher at Mason County High School was provided an iPad as a resource to enhance instruction. The purpose of this case study is to document the journey of Mason County High School's iPad 1:1 implementation. A result of the case study was the creation of an iPad 1:1 Integration Guide. The Integration Guide is a beneficial resource for any school considering an iPad 1:1 implementation. The iPad 1:1 Integration Guide was created using iBooks Author, available for download on iTunes University. Findings from the research are embedded into the 1:1 iPad digital integration guide. Chapters of the integration guide consist of the following: </p><p> Chapter 1 - Introduction. The iPad 1:1 Journey documented as a Case Study. Why make the transition to Next Generation Learning with an iPad 1:1? </p><p> Chapter 2 - Administrative Considerations. Planning, Collaboration, Cost Analysis, End User Device, and Implementation Considerations. </p><p> Chapter 3 - Instructional Components. Professional Development / Next Generation Learning, Delivery of Instruction, Content Delivery, iPad Resources and Educational Apps. </p><p> Chapter 4 - Technical Aspects. Cloud Based Computing, Network Infrastructure, Deployment / Mobile Device Management, Technical Assistance and Next Generation Classroom Equipment. </p><p> Chapter 5 - Student Impact. Data Analysis Method and Local Context, iPad Focus Groups, Motivated Strategies for Learning Questionnaire (MSLQ), Achievement and Cost Analysis.</p>

This work seeks to explore and evaluate some of the evolving technological tools available for instruction and learning in the field of education. An assessment is made of the value and effectiveness of using new technologies, and associated educational theories on existing and emergent technologies are considered. A study is made of Second Life, an online virtual reality simulator, and its educational potentials are considered along with those of video-gaming and other emerging learning tools and spaces. These are the foundations for the discussion about the potentials of integrating new technologies into teaching, learning, and education as a whole. / Ce travail engage à explorer et analyser certains des instrumentstechnologiques disponibles pour l’instruction et l’apprentissage dans le domaine del’éducation. L’utilisation des nouvelles technologies dans le domaine sont mis enrevue, et les théories associées aux outils existant et émergeant sont évalués. Uneétude est faite de Second Life, un logiciel simulant la réalité virtuelle, et sespotentiels éducatifs sont considérés avec ceux des jeux vidéo et d’autres nouveauxgenres d’apprentissage. Ceci fait la base de la discussion concernant les potentielsde l’intégration des nouvelles technologies dans l’enseignement, l’apprentissage, etl'éducation dans son ensemble.

<p> The purpose of this mixed methods study was to assess the perceptions of classroom teachers, administrators and professional support staff in one Midwest school district regarding the usefulness and effectiveness of the iPad device as an instructional and support tool within the classroom. The need to address classroom teacher, administrator and professional support staff perceptions was crucial as the researched school district approved the move to one-to-one student iPad implementation. Quantitative and qualitative data were collected from three role-specific online surveys containing Likert scale and open-ended questions. Qualitative data were collected during face-to-face interviews. </p><p> The quantitative data suggested classroom teachers did not perceive the positive effects of the iPad on classroom instruction while professional support staff did perceive the positive effects of the iPad to support classroom instruction. Overlapping themes emerged from the qualitative data sources and the most prominent themes noted: iPad as a job specific tool; iPad as a student tool; and professional development in learning how to utilize the iPad in an educational setting. Additional outlier theme responses included: time, specifically the lack of time in general and the need for time to use the device, and 21st century skills, specifically the absence of responses connecting the iPad to 21st century skills. The researcher presented results from the iPad pilot exit survey secondary data from the study school district. Due to the rapid evolution of technology the need to assess perceptions in an educational setting will continue. The results of this study add to the growing amount of research on mobile technology and educators' perceptions regarding technology implementation. </p>

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3816. Adviser: Charles M. Reigeluth. Title from dissertation home page (viewed May 8, 2008).

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007. / Title from PDF t.p. (viewed Nov. 18, 2008). Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0531. Adviser: Barbara A. Bichelmeyer.

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3120. Adviser: Thomas M. Duffy.

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed on May 13, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3121. Adviser: Thomas M. Duffy.