Exemplary Technology-Supported Schooling Cases in the USA






Multicase Reports > Methodology of the Exemplary Technology-Supported-Schooling Case Studies Project > Conceptual Frameworks of the Exemplary Technology-Supported-Schooling Case Studies Project > Contributions of Professional Community to Exemplary Use of Technology > Leading the Learning: Expertise and Technology Integration Support Staff > Teacher and Student Roles in the Technology-Supported Classroom > Sustainability and Transferability > Implementation Effectiveness > Teachers' Learning Environments > Curriculum and Assessment Aspects of Technology-supported Schooling Methodology of the Exemplary Technology-Supported-Schooling Case Studies Project Abstract. Special methodological strategies are needed to adequately study the changes that result from the diverse strategies used for integration of information technology into education. Qualitative methods are needed to supplement quantitative approaches so that key factors are identified and hidden meanings uncovered. Additional complexity was added to this project because the case studies were intended to represent the processes of innovation in the United States with respect to technology-supported instructional reforms for two international studies. This paper describes this background as well as the process of selecting case study sites, data collection, coding, and analysis of the observations and interviews. The eleven cases, along with their demographics, are summarized. An appendix contains the analytic codes used for the textual analysis for the case study reports. (A earlier version of this paper was presented at the Annual Meeting of the American Educational Research Association, April 2002, New Orleans, LA.) Conceptual Frameworks of the Exemplary Technology-Supported-Schooling Case Studies Project Abstract. As noted in the study overview, this project was intended to produce three sets of case study reports: one for the U.S. educational community, one for an OECD Quality of Schooling study, and one for the IEA SITES study. The OECD study did not have a formal conceptual framework but it emphasized reform in the school as an organization. The IEA SITES study emphasized innovation at a classroom level and its conceptual framework is described in this report. The frameworks effectively guiding the design of the study and the analysis of the cases are discussed. Reflections are given regarding the implications of these frameworks for the research conducted and for future studies of this type. Contributions of Professional Community to Exemplary Use of Technology Abstract. From a preliminary analysis of six case study sites, the professional community of teachers, that is, shared activities and a group culture oriented toward improving their roles as teachers, was found to play an important role. Professional community appears to be an essential complement to technology leadership, support staff, and professional development programming in ensuring effective implementation of instructional reforms. Beliefs about the need to learn how to apply technology to instruction and professional community appear to be mutually supportive, that is increases in one create conditions for increases in the other. (A revised version of this paper was published in the Journal of Computer Assisted Learning 18, 4 (December 2002), 489-497.) Leading the Learning: Expertise and Technology Integration Support Staff Abstract. This study illustrates how support is not just a matter of consulting with teachers about their technology issues, but it is a matter of using one's expertise to provide technology and instruction ideas, recommendations, and help to the school as a whole. We argue that such support is a form of leadership because without such input, the school would flounder and lose direction in its technology-relevant programs. Discussing support as an aspect of leadership reminds us of how complex changes in schools require significant attention to details, and cannot just be obtained through visionary statements alone. Also, these cases suggest that successfully implementing a complex improvement effort warrants a team-based leadership approach. (Paper presented at the 84th Annual Meeting of the American Educational Research Association, April 2003, Chicago, IL.) Teacher and Student Roles in the Technology-Supported Classroom Abstract. This paper examines how a range of technologies support teacher and student practices and contribute to a transformation in their traditional roles. Three new roles for students were identified: self-learner, team member, and knowledge manager. The new teacher roles found were: instructional designer; trainer; collaborator; team coordinator; advisor; and monitoring and assessment specialist. The new roles of both students and teachers are often associated with project-based or inquiry learning. The relationship of technology innovations in instruction to these new roles is discussed. (Paper presented at the Annual Meeting of the American Educational Research Association, April 2002, New Orleans, LA.) Sustainability and Transferability Abstract. This paper presents two preliminary conclusions about the sustainability and transferability of the Innovative Pedagogical Practices Using Technology (IPPUT) practiced by teachers at the schools in this group of case studies. One finding is that the teachers who practice the IPPUT consistently report that they expect to continue the instructional practice in the future. The second finding is that systemic factors such as school culture, district support, and state policies influence the sustainability and transferability of the IPPUT. Systemic factors that were most mentioned included: funding, shared vision; strong leadership that is shared with teachers; public and private sector partnerships; professional development that is institutionalized and extensive; high quality technical and instructional support; climate that is supportive of reform efforts; and commitment to exploiting technological capabilities. (Paper presented at the Annual Meeting of the American Educational Research Association, April 2002, New Orleans, LA.) Implementation Effectiveness Abstract. The U.S.A. cases discussed here had all implemented an instructionally focused, technology-supported innovation across most of the school. This made it possible to observe attributes of the school context that appeared to be critical for successful implementation of innovative teaching practices utilizing educational technology. The learning environments model supported by our cross-case analysis was derived from adapting the principles learning of Bransford, et al. (1999) to teachers and merging them with the theory of learning organizations (Senge, 2001). Organizational actions, such as policies and staffing, can shape teachers' learning environments, and appear to be essential to sustaining and refining such practices. (Paper prepared for presentation on September 12, 2002 at the annual meeting of the European Conference on Educational Research, Lisbon, Portugal.) Teachers' Learning Environments Abstract. TBA Curriculum and Assessment Aspects of Technology-supported Schooling Abstract. TBA
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