Another research paper commenting on technology use in schools has surfaced – Zhao and Frank (2003). Factors affecting technology use in schools: An ecological perspective. American Educational Research Journal, 40, 807-840.
The authors argue that much of the previous work has evaluated single variables through correlational studies and more complex approach is required. The description of the ecological approach is interesting. I will warn you that authors have decided to explain what an ecological approach is by contrasting the movement of computer applications into some schools as similar to the invasion of the Great Lakes by the zebra mussel. This comparison is not just mentioned, but it is used extensively throughout. I had to keep telling myself that in this case I was supposed to be a supporter of the Zebra Mussel and that I wanted it to be allowed to survive.
For “stat types”, think of a regression model that includes main effects and interactions. The main effects might be things like the ecosystem (district), the teacher, and the interactions might involve the teacher and ecosystem.
A couple of findings:
Teachers who perceive pressure from and receive help from colleagues were more likely to involve their students in the use of technology (a teacher-ecosystem interaction). Help from others who are not close colleagues did not seem to be influential. If this would include “computer coordinators”, I would find this both interesting and disappointing since it has long been argued that schools must put money into such sources of support.
The more a teacher believes computers are compatible with personal teaching style, the more likely the teacher is to use technology with students.
I must admit that after being impressed by the ecosystem model and the call for more complex ways of attempting to understand the use of technology, I was not that impressed by the quality or uniqueness of the questionnaire data. The “interaction” findings seem similar to what others have reported. Because the study also selected districts that had invested heavily in technology (see my post of 2/20), the access variable was not in play. In the big scheme of things (a larger ecological perspective), the level of access may interact in very significant wants with the variables evaluated in this study. Any variable that adds another significant challenge (access), my influence other parts of the ecosystem model and result in different outcomes.
I do think the attempt to build an ecological model makes good sense and this study may prompt more work of this type.
There were also some specific findings that may be helpful. I tend to look for data that might be used as benchmarks or indicators. There were some data on student use of technology in specific ways. I am summarizing here by indicating the % of students estimated to make a particular use of technology as least once a month.
– Student inquiry (search electronic database, WebQuest – I am not certain whether general web searching would be included) – 45%
– Student-to-student communication (publish web site, e-group projects) – 19%
– Core curriculum skill development (e.g., drill and practice) – 71%
I am surprised that the inquiry category is this low (unless general web searches were excluded). I am disappointed that the student-to-student category was so low (obviously because we try to promote such activities).
