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Technology support : its depth, breadth and impact in America's schools : teaching, learning, and computing : 1998 national survey report #5

Author: Amy M Ronnkvist; Henry Jay Becker; Ronald E Anderson; Educational Resources Information Center (U.S.)
Publisher: [Irvine, CA] : Center for Research on Information Technology and Organization, the University of California, Irvine and the University of Minnesota ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [2000]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
This report, the fifth in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," provides a framework for defining the various dimensions of technology support. Research has shown that teachers lack adequate support for the use of information and communication technologies (ict). In this report, the term "support" is used in its broadest sense, so that it encompasses a wide range of  Read more...
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Details

Genre/Form: Numerical/Quantitative Data
Reports, Research
Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Amy M Ronnkvist; Henry Jay Becker; Ronald E Anderson; Educational Resources Information Center (U.S.)
OCLC Number: 48190299
Notes: Shipping list no.: 2001-0409-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2001]. 1 microfiche.
Description: 1 volume
Other Titles: Its depth, breadth and impact in America's schools
Teaching, learning, and computing :
Responsibility: Amy M. Ronnkvist, Sara L. Dexter, Ronald E. Anderson.

Abstract:

This report, the fifth in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," provides a framework for defining the various dimensions of technology support. Research has shown that teachers lack adequate support for the use of information and communication technologies (ict). In this report, the term "support" is used in its broadest sense, so that it encompasses a wide range of resources for teachers. These resources include, but are not limited to, facilities, presence of a support staff, personal help and guidance, professional development, and professional incentives. While the term "support" is generally understood in the literature, the more specific term "technology support" is much less apparent due to the fact that it has come to refer to a variety of things. The inconsistency with which the term has been used is problematic, in that it is not always clear which dimensions of technology support teachers are lacking. This report aims to rectify this problem by providing a framework for defining the various dimensions of technology support. To begin, it utilizes data from school administrators, technology coordinators, and teachers to examine the presence of each of these dimensions in American primary and secondary schools. Using the ceo Forum's (1999) professional development framework, the report then elaborates on the definition of technology support to identify high-quality technology support. Finally, the presence of high-quality technology support is correlated with teachers' uses of educational technology. Data are presented in 14 tables throughout the report. Description of indicators ordered alphabetically is appended. Contains 23 references. (Author/AEF).

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