Evaluation Of The Texas Technology Immersion Pilot
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Evaluation Of The Texas Technology Immersion Pilot
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Author : Kelly Shapley
language : en
Publisher:
Release Date : 2008
Evaluation Of The Texas Technology Immersion Pilot written by Kelly Shapley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
The Technology Immersion Pilot (TIP), created by the Texas Legislature in 2003, called for the Texas Education Agency (TEA) to establish a pilot project to "immerse" schools in technology by providing a wireless mobile computing device for each teacher and student, technology-based learning resources, training for teachers to integrate technology into the classroom, and support for effective technology use. The TEA has used federal Title II, Part D monies to fund Technology Immersion projects for high-need middle schools. Researchers are conducting a four-year investigation of the effects of Technology Immersion on schools, teachers, and students. The Texas Center for Educational Research is the TEA's primary partner for the evaluation that began in the 2004-05 school year and will continue through 2007-08. Given that TIP is a pilot project, one aspect of the research has centered on studying how the 21 treatment schools implemented the Technology Immersion model. As a way to gauge schools' progress, researchers developed quantitative measures of implementation fidelity (i.e., the extent to which a school implemented the prescribed components of Technology Immersion). Additionally, researchers have explored the nature of implementation through site visits conducted at middle schools on four occasions: fall 2004 (project initiation), spring 2005 (first year), spring 2006 (second year), and spring 2007 (third year). During site visits, the authors conducted interviews with district administrators, school principals, and technology leaders; focus groups and interviews with core-subject teachers; and focus groups with students. Structured conversations with educators and students solicited their views on project implementation and opinions about project effects on everyone involved. Evidence from the first two project years revealed that some schools struggled to implement the Technology Immersion model as designed, while other schools reached far higher levels of implementation. Thus, in the third year researchers investigated "why" some schools and teachers made notable progress toward creating technology-immersed schools and classrooms, while others had minimal success. Their study of third-year implementation was guided by two major research questions: (a) What are the differences between higher and lower Technology Immersion schools, and what factors explain variations in implementation; and (b) what are the differences between teachers who report higher and lower levels of Classroom Immersion, and what factors are associated with those differences? An overarching purpose of the study was the identification of traits of higher implementing schools and teachers that would provide information on effective implementation practices for other educators wanting to pursue Technology Immersion. Qualitative analyses provide new insights and advance their understanding of how schools reached higher levels of Technology Immersion, and how teachers created technology-immersed classrooms. Importantly, the authors find that it is not just the characteristics of schools or teachers that made the greatest difference, but consistent with the immersion model, it was the supportive conditions that advanced project goals. District and school leaders at higher Technology Immersion schools set the direction for school change and provided continuous supports that fostered higher levels of implementation. Foremost, leaders championed the benefits of Technology Immersion for students as the justification for arduous efforts aimed at school and classroom change. Notable also was the importance of continual outreach to parents who had to shoulder responsibility for individual laptops along with their children. Findings also point to the significance of teacher support for Technology Immersion, as teachers act as the gatekeepers to students' experiences with laptops. Teachers, including veterans, who worked in schools with sufficient technical support, extensive opportunities for professional development, encouragement and accountability for changed practices, collegial working environments, and consistent messages from leaders about the importance of immersion for students grew incrementally toward higher levels of Classroom Immersion over time. Moreover, the quality of school and classroom implementation was vitally important for students. Higher levels of implementation allowed students to use laptops more often for learning both within and outside of school, to use laptops for more varied and complex assignments and projects, and to use laptops for more intellectually rigorous schoolwork. Evidence suggests that these kinds of experiences improved the quality of students learning opportunities as well as their academic achievement, particularly for special populations such as English language learners, higher and lower achievers, and special education students. Many students also benefited personally through greater personal organization and responsibility and preparation for college and future employment. Appended are: (1) Measurement of Implementation Fidelity; and (2) Observation of Teaching and Learning. Individual chapters contain footnotes. (Contains 8 figures, 18 tables and 7 exhibits.
Evaluation Of The Texas Technology Immersion Pilot
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Author : Kelly Shapley
language : en
Publisher:
Release Date : 2006
Evaluation Of The Texas Technology Immersion Pilot written by Kelly Shapley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with categories.
The Technology Immersion Pilot (TIP) sets forth a vision for technology immersion in Texas public schools. The Texas Education Agency (TEA) directed nearly $14 million in federal Title II, Part D monies toward funding a wireless learning environment for high-need middle schools through a competitive grant process. A concurrent research project funded by a federal Evaluating State Educational Technology Programs grant is evaluating whether student achievement improves over time as a result of exposure to technology immersion. The Texas Center for Educational Research (TCER)--a non-profit research organization in Austin--is the TEA's primary partner in this landmark effort. The overarching purpose of the study is to conduct a scientifically based evaluation at the state level to test the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. This executive summary highlights the major findings from the study. [For the full report, "Evaluation of the Texas Technology Immersion Pilot: First-Year Results," see ED536290.].
Evaluation Of The Texas Technology Immersion Pilot
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Author : Kelly Shapley
language : en
Publisher:
Release Date : 2006
Evaluation Of The Texas Technology Immersion Pilot written by Kelly Shapley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with categories.
The Technology Immersion Pilot (TIP) sets forth a vision for technology immersion in Texas public schools. The Texas Education Agency (TEA) originally directed more than $14.5 million in federal Title II, Part D monies toward funding a wireless learning environment for high-need middle schools through a competitive grant process. A concurrent research project funded by a federal Evaluating State Educational Technology Programs grant is evaluating whether student achievement improves over time as a result of exposure to technology immersion. The Texas Center for Educational Research (TCER)--a non-profit research organization in Austin--is the TEA's primary partner in this four-year endeavor. The overarching purpose of the study is to scientifically investigate the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects as measured by the Texas Assessment of Knowledge and Skills (TAKS). Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. The evaluation employs a quasi-experimental research design, and in the first year, included 22 experimental and 22 control schools. In the project's second year, however, the research design was modified when two middle schools in one district (one experimental and one control) were lost due to damage caused by Hurricane Rita on the Texas Gulf coast. Thus, second-year results (for the 2005-06 school year) are for the remaining 21 treatment and 21 control schools. A re-analysis of baseline data for the new sample revealed that school and student characteristics generally were unchanged and differences between comparison groups remained statistically insignificant. In the second year, researchers examined the nature of project implementation at the immersion sites. Additionally, they gauged the effects of technology immersion on teacher and student mediating variables as well as the effects of immersion on students' reading, mathematics, and writing achievement. Some of the second-year findings include: (1) Immersion teachers grew in technology proficiency and in their use of technology for professional productivity at significantly faster rates than control teachers; (2) Technology immersion had no statistically significant effect on Cohort 1, seventh graders' achievement in reading, mathematics, or writing; and (3) Most of the middle schools struggled in the second year to implement the prescribed components of technology immersion. Appended are: (1) Theoretical Framework for Technology Immersion--Literature Review; (2) Survey Items and Scale Reliabilities; (3) Measuring Implementation Fidelity; (4) Effects of Technology Immersion on Schools; and (5) Technical Appendix--Hierarchical Linear Modeling (HLM). Individual chapters contain footnotes. (Contains 17 figures and 63 tables.).
Evaluation Of The Texas Technology Immersion Pilot
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Author : Kelly Shapley
language : en
Publisher:
Release Date : 2007
Evaluation Of The Texas Technology Immersion Pilot written by Kelly Shapley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
The Technology Immersion Pilot (TIP), a project sponsored by the Texas Education Agency (TEA), leverages federal Title II, Part D funds to support a wireless learning environment for high-need middle schools. A concurrent research project funded by a federal Evaluating State Educational Technology Programs grant is evaluating whether student achievement improves over time as a result of exposure to technology immersion. The Texas Center for Educational Research (TCER)--a non-profit research organization in Austin--is the TEA's primary partner in this four-year endeavor that began in the 2004-05 school year and will continue through 2007-08. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration, and technical support for immersion. The overarching purpose of the study is to scientifically investigate the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects (English language arts, mathematics, science, and social studies) as measured by the Texas Assessment of Knowledge and Skills (TAKS). The study also examines relationships that exist among contextual conditions, technology immersion, intervening factors, and academic achievement. Accordingly, researchers have annually conducted site visits to treatment and control campuses in order to better understand initial conditions and changes over time. Visits to campuses in fall 2004 and spring 2005 established the comparability of treatment and control schools and documented first-year implementation. In spring 2006, follow-up site visits to each of the 22 immersion and 22 control schools focused on second-year activities (encompassing the 2005-06 school year). Researchers conducted interviews with principals, technology coordinators, and central administrators and focus groups with a sample of sixth- and seventh-grade teachers and students. In the second year, two middle schools in one district (one immersion and one control) were excluded from analyses due to disruptions of school operations caused by Hurricane Rita on the Texas Gulf coast. Thus, second-year results are for 21 immersion and 21 control schools. Data gathered at control campuses verified that the availability and use of technology had not changed substantially since the project's inception, while data gathered at immersion schools contributed to an in-depth examination of second-year implementation. This report combines qualitative data (from interviews and focus groups with selected subjects) and quantitative data (from surveys of all teachers and students) to provide a comprehensive description of second-year implementation of technology immersion. The authors measured implementation using standard-based scores defining four levels of immersion ("minimal," "partial," "substantial," and "full") and standardized implementation indices (z scores). Both types of scores produced measures for five immersion support components (Leadership, Teacher Support, Parent and Community Support, Technical Support, Professional Development) and two teacher and student immersion components (Classroom Immersion and Student Access and Use). Appended are: (1) Characteristics of Individual Campuses; (2) Site Visit Data Collection Methods; and (3) Measuring Implementation Fidelity. Individual chapters contain footnotes. (Contains 16 tables, 8 figures and 6 exhibits.) [For "Evaluation of the Texas Technology Immersion Pilot: An Analysis of Second-Year (2005-06) Implementation. Executive Summary," see ED536292.].
Evaluation Of The Texas Technology Immersion Pilot
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Author : Kelly Shapley
language : en
Publisher:
Release Date : 2006
Evaluation Of The Texas Technology Immersion Pilot written by Kelly Shapley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with categories.
The Texas Education Agency (TEA) used Title II, Part D monies to fund a wireless learning environment for high-need middle schools through the Technology Immersion Pilot (TIP). A concurrent research project funded by a federal Evaluating State Education Technology Programs grant is scientifically evaluating whether student achievement improves over time as a result of exposure to technology immersion. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. The study of technology immersion employs a quasi-experimental research design with middle schools assigned to either treatment or control groups (22 schools in each). While the overarching purpose of the study is to scientifically test the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects, the evaluation also aims to examine the relationships that exist among contextual conditions, technology immersion, intervening factors, and student achievement. Data gathered through site visits to all participating middle school campuses in fall 2004 and spring 2005 allowed an in-depth examination of campus conditions, school and classroom activities, and educational roles and processes through interviews with key personnel, focus groups with teachers and students, inventories of technology resources, and reviews of documents. Appended are: (1) Technology Immersion Evaluation Design; (2) Characteristics of Technology; and (3) Technology Use in Core Subjects. Individual chapters contain footnotes. (Contains 12 tables and 1 figure.) [For "Evaluation of the Texas Technology Immersion Pilot: An Analysis of the Baseline Conditions and First-Year Implementation of Technology Immersion in Middle Schools. Executive Summary," see ED536297.].
Evaluation Of The Texas Technology Immersion Pilot
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Author : Kelly Shapley
language : en
Publisher:
Release Date : 2008
Evaluation Of The Texas Technology Immersion Pilot written by Kelly Shapley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
The Technology Immersion Pilot (TIP), created by the Texas Legislature in 2003, set forth a vision for technology immersion in public schools. Senate Bill 396 called for the Texas Education Agency (TEA) to establish a pilot project to "immerse" schools in technology by providing a wireless mobile computing device for each teacher and student, technology-based learning resources, training for teachers to integrate technology into the classroom, and support for effective technology use. In response to this non-funded legislative mandate, the TEA has used more than $20 million in federal Title II, Part D monies to fund "technology immersion" projects for high-need middle schools through a competitive grant process. Concurrently, a research study, partially funded by a federal Evaluating State Educational Technology Programs grant, is evaluating whether student achievement improves over time as a result of exposure to technology immersion. The Texas Center for Educational Research (TCER)--a non-profit research organization in Austin--is the TEA's primary partner for this four-year evaluation that began in the 2004-05 school year and will continue through 2007-08. The overarching purpose of the study is to scientifically investigate the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects as measured by the Texas Assessment of Knowledge and Skills (TAKS). The evaluation also examines the relationships that exist among contextual conditions, technology immersion, intervening factors (school, teacher, and student), and student achievement. The research design is quasi-experimental with middle schools assigned to either treatment or control groups. This report concentrates on information gathered during the 2006-07 school year, but analyses also include data from the first (2004-05) and second (2005-06) project years. The research includes 42 grades 6 to 8 middle schools drawn from rural, suburban, and urban locations in Texas. Schools are divided equally between the treatment group (21) and control group (21). The middle schools are typically small (402 students, on average); however, enrollments vary widely (from 83 to 1,447 students). While schools are mainly concentrated in small or very small Texas districts (less than 3,000 students), about a third of schools are in very large districts (10,000 or more students). Some of the findings include: (1) In the third year, immersion teachers continued to grow in technology proficiency and in their use of technology for professional productivity at significantly faster rates than control teachers; (2) Technology immersion significantly increased students' technology proficiency and reduced the proficiency gap between economically advantaged and disadvantaged students; (3) Technology immersion had no statistically significant effect on students' TAKS reading achievement; and (4) Although the overall level of implementation increased between the second and third project years, just a quarter of schools reached substantial levels of technology immersion. Appended are: (1) Theoretical Framework for Technology Immersion--Literature Review; (2) Characteristics of Participating Schools; (3) Survey Items and Scale Reliabilities; (4) Measurement of Implementation Fidelity; (5) Technical Appendix--Hierarchical Linear Modeling (HLM); and (6) Effects of Technology Immersion on Schools. Individual chapters contain footnotes. (Contains 25 figures, 82 tables and 1 exhibit.).
Evaluation Of The Texas Technology Immersion Pilot
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Author : Kelly Shapley
language : en
Publisher:
Release Date : 2009
Evaluation Of The Texas Technology Immersion Pilot written by Kelly Shapley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
The Technology Immersion Pilot (TIP), created by the Texas Legislature in 2003, was based on the assumption that the use of technology in Texas public schools could be achieved more effectively by "immersing" schools in technology rather than by introducing technology resources, such as hardware, software, digital content, and educator training, in a cyclical fashion over time. The Texas Education Agency (TEA) invested more than $20 million in federal Title II, Part D monies to fund Technology Immersion projects at high-need middle schools through a competitive grant process. Concurrently, a research study partially funded by a federal Evaluating State Educational Technology Programs grant has investigated whether student achievement improved over time through exposure to Technology Immersion. The Texas Center for Educational Research (TCER) was TEA's partner for a four-year evaluation of the implementation and effectiveness of the Technology Immersion model. The study addressed five major research questions: (1) What was the effect of Technology Immersion on teachers and teaching?; (2) What was the effect of Technology Immersion on students and learning?; (3) What was the effect of Technology Immersion on students' academic achievement?; (4) How well was Technology Immersion implemented; and (5) What was the relationship between implementation and student academic outcomes? The fourth-year evaluation provides final conclusions about the effects of Technology Immersion on schools, teachers, and students. This report combines information gathered during the fourth project year (2007-08) with data from the first-through-third implementation years (2004-05 through 2006-07). The study's quasi-experimental research design has allowed inferences about the causal effects of Technology Immersion through comparisons between 21 treatment schools and 21 control schools. Like previous years, outcomes represented the effects of Technology Immersion for schools that generally reached less than full implementation. Major findings from the fourth year are described. A final section discusses the quality of Technology Immersion implementation, prospects for sustainability of the model, and implications for educational policy. Appended are: (1) Theoretical Framework for technology Immersion--Literature Review; (2) Characteristics of Participating Schools; (3) Survey Items and Scale Reliabilities; (4) Measurement of Implementation Fidelity; and (5) Technical Appendix--Hierarchical Linear Modeling (HLM). Individual chapters contain footnotes. (Contains 26 tables and 73 figures.).
Effects Of Technology Immersion On Teaching And Learning
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Author : Kelly S. Shapley
language : en
Publisher:
Release Date : 2006
Effects Of Technology Immersion On Teaching And Learning written by Kelly S. Shapley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with categories.
The Technology Immersion Pilot (TIP) sets forth a vision for technology immersion in Texas public schools that links ubiquitous access to technology with student achievement. The Texas Education Agency (TEA) directed nearly $14 million in federal Title II, Part D monies toward funding a wireless learning environment for high-need middle schools through a competitive grant process. Concurrently, a federally funded research project is scientifically evaluating the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects as measured by the Texas Assessment of Knowledge and Skills (TAKS). Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. This evaluation, with 22 experimental and 22 control sites, is also examining the relationships that exist among contextual conditions, technology immersion, intervening factors (school, teacher, and student), and student achievement. Of particular interest are the effects of technology immersion on teachers' classroom practices and students' learning opportunities. Accordingly, this report centers on classroom observations conducted in sixth-grade classrooms at immersed and control schools during fall 2004 (prior to immersion) and spring 2005 (during early implementation). Appended are: (1) Theoretical Framework for Technology Immersion; (2) Observation of Teaching and Learning; and (3) Framework of Assessment Approaches and Methods. (Contains 3 figures and 10 tables.).
The Design Of Future Educational Interfaces
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Author : Sharon Oviatt
language : en
Publisher: Routledge
Release Date : 2013-08-21
The Design Of Future Educational Interfaces written by Sharon Oviatt and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-08-21 with Computers categories.
The Design of Future Educational Interfaces provides a new multidisciplinary synthesis of educational interface research. It explains how computer interfaces can be redesigned to better support our ability to produce ideas, think, and solve problems successfully in national priority areas such as science and mathematics. Based on first-hand research experience, the author offers a candid analysis of emerging technologies and their impact, highlighting communication interfaces that stimulate thought. The research results will surprise readers and challenge their assumptions about existing technology and its ability to support our performance. In spite of a rapid explosion of interest in educational technologies, there remains a poor understanding of what constitutes an effective educational interface for student cognition and learning. This book provides valuable insights into why recent large-scale evaluations of existing educational technologies have frequently not shown demonstrable improvements in student performance. The research presented here is grounded in cognitive science and experimental psychology, linguistic science and communications, cross-cultural cognition and language, computer science and human interface design, and the learning sciences and educational technology.
The Texas Rural Technology R Tech Pilot Program
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Author : Catherine Maloney
language : en
Publisher:
Release Date : 2008
The Texas Rural Technology R Tech Pilot Program written by Catherine Maloney and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
Recognizing the challenges rural districts face in providing broad curricular offerings and supplemental educational services to students, in 2007, the 80th Texas Legislature authorized the creation of a pilot program designed to provide technology-based supplemental educational services to rural school districts that show an overall academic need as demonstrated by their 2007 state accountability ratings. The Rural Technology (R-Tech) Pilot Program provides nearly $8 million in funding for technology-based supplemental education programs, including online courses, to students in Grades 6 through 12 in high-need, rural districts. In establishing R-Tech, Legislators called for the pilot program to be evaluated to assess its effectiveness, requiring an interim report in December 2008 and a final evaluation report in December 2010. The following results are drawn from the evaluation's first interim report (Texas Center for Educational Research [TCER], December 2008). The interim report describes the characteristics of R-Tech districts and campuses, the students they enroll, and the teachers they employ. It presents baseline data on students' academic outcomes and describes how districts plan to implement the R-Tech program in their schools. Report sections provide baseline information and are descriptive in nature. They provide important information about the context for and implementation of the R-Tech pilot program, but they do not comprise an assessment of the pilot's effectiveness. A comprehensive evaluation report, due in December 2010, will evaluate the pilot program's effectiveness, including its effect on students' academic achievement and college readiness outcomes, as well as its cost effectiveness. [For the full report, "The Texas Rural Technology (R-TECH) Pilot Program: Interim Evaluation Report," see ED536698.].