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Project Overview

Instruments

The following Instrument were used to collect the data throughout the life of the project. All the instruments are congruent with the conceptual framework and informed by the existing literature on one-to-one computing in the K-12 environment.

Interviews and Focus Groups

  1. Teacher Interview Questions. (PDF download). The goal of the teacher interview is to discern the teacher's schema for instructional decision making i.e. Where are you going with the lesson? How are you going to get there? and How will you know you are there? This includes how they are affected by accountability policies and what they take into account for technology integration decisions.
  2. Teacher Focus Group Questions. (PDF download). The goal of the teacher focus group is to discern the teachers’ schema for instructional decision making i.e. Where are you going with the lesson? How are you going to get there? and How will you know you are there? This includes how they are affected by accountability policies and what they take into account for technology integration decisions.
  3. Central Office Personnel Interview Questions. (PDF download).
  4. School Administrator Interview Questions. (PDF download).
  5. Student Focus Group Questions. (PDF download).

Observations

  1. Classroom Observation Protocol. (PDF download).Observation protocols were informed by and modeled on three sources: 1) Technology Observation Instrument for Nebraska PT3 Catalyst Project; 2) effective learning environment attributes (Bransford, Brown, & Cocking, 1999); and 3) The North Central Regional Education Laboratory Range of Use chart (2000). Researchers designed the Nebraska PT3 observation instrument to document integration of technology in the classroom and used the International Society for Technology in Education (ISTE) National Educational Technology Standards for Teachers to define the variables. Using the hybrid observation protocol, we were able to record the overall format and activities of the lesson, and at the same time quantitatively assess classroom organization, cognitive activity, classroom interaction, student role, teacher role, student engagement, technology integration, teacher’s technology use, student’s technology use, and authenticity of learning every five minutes on a modified Likert scale and multiple choice format.

Surveys

  1. Teacher Survey. (PDF download). The teacher survey was informed by and modeled on the Profiling Educational Technology Integration (PETI) SETDA/Metiri Resources for Assessing Readiness & Use (SETDA/Metiri Website PDF downloads)

References

Bransford, J., Brown, A., & Cocking, R. (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Nebraska PT3 Catalyst Project Observation Resource Page (Website)

North Central Regional Educational Laboratory. (2000). Range of use chart. Retrieved from October 14, 2005 from http://www.ncrel.org/engauge/framewk/efp/range/efpranin.htm

Profiling Educational Technology Integration (PETI) SETDA/Metiri Resources for Assessing Readiness & Use (SETDA/Metiri Website ).