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Impact of New Information Technologies on Teachers and Students

Impact of New Information Technologies on Teachers and Students. National Institute for Multimedia in Education (NIME) Tokyo, Japan November 27, 2002 Gerald Knezek Professor of Technology and Cognition, University of North Texas Denton, Texas, USA gknezek@tenet.edu.

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Impact of New Information Technologies on Teachers and Students

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  1. Impact of New Information Technologies on Teachers and Students National Institute for Multimedia in Education (NIME) Tokyo, Japan November 27, 2002 Gerald Knezek Professor of Technology and Cognition, University of North Texas Denton, Texas, USA gknezek@tenet.edu

  2. Instrumentation Research • ‘91:Young Children’s Computer Inventory (YCCI) • ‘93:Computer Attitude Questionnaire (CAQ) • ‘95:Teachers’ Attitudes Toward Computers (TAC) • ‘96:Teachers’ Attitudes Toward Information Technology (TAT) • ‘97:Stages of Adoption of Technology (Stages) • ‘99:Concerns-Based Adoption Model -- Levels of Use (CBAM LoU) • ‘01:Apple Classroom of Tomorrow (ACOT)

  3. Emerging Areas • Technology Self-Efficacy • (Confidence in Competence) • TPSA: Email, WWW, Integrated Applications, Teaching with Technology • Pedagogical Style • Directed vs. Constructivist • Engaging Teachers/ Engaged Learners

  4. Brazil Columbia Japan Korea Mexico Netherlands Russia Taiwan Thailand United States of America Data from Many Nations

  5. Multi-Lingual Collaborators • Japan: Miyashita, Sakamoto & Sakamoto, Furuta • Mexico: Morales, Avila • Netherlands: Voogt, Moonen & Moonen, Collis, Pelgrum & Plomp • New Zealand: Campbell, Gower, Selby, Lai • Taiwan: Liao

  6. Findings Across Cultures • Early exposure higher computer attitudes • Gender differences • No gender differences at grade one • Grade 4-5 females’ IT enjoyment > males • Grade 7-12 males > females • 3+ years of usagepositive learning impact • Teacher beliefs are consistent across cultures • Teacher self-efficacy classroom use • Teacher integration requires will, skill, technology access • Technology integration proceeds through well-defined stages

  7. Stages of Adoption • One item, self assessment • Six Stages • Awareness • Learning the Process • Understanding and application of the process • Familiarity and confidence • Adaptation to other contexts • Creative applications to new contexts • Christensen (1997) based on Russell (1995)

  8. CBAM Levels of Use • One item, self assessment • 8 levels • Non-use • Orientation • Preparation • Mechanical Use • Routine Use • Refinement • Integration • Renewal • Griffin & Christensen (1999) based on Loucks, Newlove, & Hall (1975)

  9. ACOT Teacher Stages • One item, self assessment • 5 levels • Entry • Adoption • Adaptation • Appropriation • Invention • Clark (2001) based on Apple Classroom of Tomorrow

  10. Findings Regarding Teachers • Teachers’ Needs and Beliefs • Teachers’ Attitudes • Teachers’ Attitudes by Stages • Online Data Collection/Feedback

  11. Teachers’ Needs & Beliefs • Needs depend on motives, training, resources • Emerging Model is Will, Skill, Tool • Beliefs are independent of resources • Beliefs are consistent across nations

  12. Teacher Attitudes Teacher Technology Classroom Skills Practices Technology Availability_Use Will, Skill, Tool Model ofTechnology Integration Achievement

  13. Reading Technology Proficiency TAC TAAS Achievement TAT Will ITBS TPSA-Email CBAM-LOU TPSA-Web Classroom Integration Skill TPSA-IA Adoption TPSA-TT CHOURS Technology Home-PC Home-WWW Facilities Model of Technology Integration

  14. Structured Equation Model forReading Achievement, 2000-2001

  15. Stages of AdoptionPre-post Measure in Texas

  16. Texas Teacher Skills 1999 (n=262)

  17. Texas Teacher Attitudes by Stage 1998 (n=1141)

  18. Findings Regarding Students • High vs. Low Integration Classrooms • Home Computer Access • Age Trends • Gender Differences • Attitudes Toward School

  19. Grade 1-12 TrendsAcross 14 Texas Schools (Spring 2000)

  20. Gender Differences

  21. Gender Differences Cont.

  22. Findings Regarding University Faculty

  23. References • Becker, H. (2000). Pedagogical motivations for student computer use that lead to student engagement. Center for Research for Information Technology and Organization. [Online] Available: http://www.crito.uci.edu • Hall, G.E. & Rutherford, W. L. (1974). Concerns questionnaire. Procedures for adopting educational innovations/CBAM Project. R&D Center for Teacher Education, University of Texas at Austin. • Knezek, G., & Christensen, R. (2000). Refining best teaching practices for technology integration: KIDS project findings for 1999-2000. Denton, TX: University of North Texas. 132 pages. • Milken, (1999). Milken Exchange on Education Technology and Peter D. Hart Research Associates. Transforming learning through technology. [Online] Available: http://www.mff.org/edtech • Russell, A. L. (1995). Stages in learning new technology: Naïve adult email users. Computers in Education, 25(4), 173-178.

  24. For More Information • Multi-National Research • http://www.iittl.unt.edu/iittl/PLANIT • Online Instruments • http://www.iiittl.unt.edu • Detailed Findings (2002) • Education and Information Technologies 7(4), p. 369-376

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