Using the power of research to inform ICT integration in education

Posts tagged ‘educational technology’

How does the client-vendor relationship determine the success of Information Technology Outsourcing (ITO)?

Jorg Verbaas (2010)  “It takes two to tango”.  A Review of the Empirical Literature on Information Technology Outsourcing Relationship Satisfaction. Ph.D. dissertation, Tilburg University, Draft Paper

There is growing recognition that the overall client-vendor relationship, and not only the contract, plays a critical role in Information Technology Outsourcing (ITO) success. However, our understanding of how ITO relationships function is limited. This paper contributes to this understanding by reviewing empirical literature on ITO success in terms of relationship satisfaction. A key finding is that the majority of reviewed studies concentrates on client satisfaction, thus neglecting the vendor perspective. We argue that this raises questions about the construct validity of these studies. Consequently, concerns exist about the validity and reliability of their empirical findings. Some scholars have acknowledged the problem and use a dyadic perspective. However, a review of these studies reveals that the authors have underestimated their contributions and do not explain why there is a problem. Therefore, the purpose of this paper is to highlight their contributions by comparing the findings of the dyadic perspective studies with those of the “client perspective” research. In doing so, we assess whether the dyadic studies produce better explanations for ITO success than the client-oriented studies. We argue that this is indeed the case, by producing a better view on how underlying mechanisms of ITO relationships work.

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How do Teachers Experience the Importance of ICT-Supportive School Leaders?

Ove Edvard Hatlevik & Hans Christian Arnseth (2012) ICT, Teaching and Leadership: How do Teachers Experience the Importance of ICT-Supportive School Leaders? Nordic Journal of Digital Literacy / 2012 / Nr 01

The purpose of this study was to explore the relations between teachers’ experiences with ICT-supportive school leaders, perceived usefulness of computers, perceived learning outcomes for students and teachers’ use of computers in their teaching. A total of 386 teachers from a nationwide sample of primary and lower secondary schools participated in the study. The correlation analysis revealed that teachers with higher levels of ICT-supportive leaders reported higher levels of perceived usefulness of computers, perceived learning outcomes for students and more frequent use of computers compared with teachers reporting lower levels of ICT-supportive leaders. Regression analysis indicated that two factors, ICT-supportive school leaders and perceived learning outcomes for students using computers, explained 25 percent of the variation in perceived usefulness of computers.

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Is there a relationship between the use of computer technology in instruction and student achievement in mathematics?

Megan Carpenter Townsend (2012) Computer Technology, Student Achievement, and Equity: A Multilevel Analysis of the Relationship between High School Students’ Use of Computers, Gender, and Mathematics Achievement, A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Educational Research and Policy Analysis Raleigh, North Carolina 2012

The purpose of this study is to examine the relationship between the use of computer technology in instruction and student achievement in mathematics across a wide spectrum of students and schools. Of particular interest are the roles that the gender of the student, teachers’ exposure to professional development in technology, and specific uses of computer technology play in the relationship between the use of computer technology in mathematics classes and student achievement in mathematics.

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How Effective is Education Technology in Enhancing Reading Achievement?

Alan C. K. Cheung,  Robert E. Slavin (2011) The Effectiveness of Education Technology for Enhancing Reading Achievement: A Meta-Analysis, The Best Evidence Encyclopedia,  Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education (CDDRE)

The present review examines research on the effects of technology use on reading achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between education technology and study features. A total of 85 qualified studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of similar focus, the findings suggest that education technology generally produced a positive, though small, effect (ES=+0.16) in comparison to traditional methods. However, the effects may vary by education technology type. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of education technology in the past few decades are not producing educationally meaningful effects in reading for K-12 students. In contrast, innovative technology applications and integrated literacy interventions with the support of extensive professional development showed somewhat promising evidence. However, too few randomized studies for these promising approaches are available at this point for firm conclusions.

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Are Instructional Design and Educational Technology Overlooked by Academic Library Administrators?

John D. Shank, Nancy H. Dewald (2012), Academic Library Administrators’ Perceptions of Four Instructional Skills, College & Research Libraries vol. 73 no. 1 78-93

The profession is in the midst of an unprecedented paradigm shift, moving from print-based to digital-based information. This dramatic change is impacting, and will continue to impact, the academic library. Clearly, it is vital to have highly skilled employees who are able to rapidly adapt to the changes as well as drive the innovations within the field. This study raises a very big question: who is responsible for driving that process? If, as the authors suppose, library administrators are key players in facilitating the hiring of new or redefined positions, then, based on the survey data, library administrators might be restraining change within the educational role of the library because of their biases.

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Do teachers really implement their constructivist beliefs about learning when they integrate technology?

Judson, E. (2006) How Teachers Integrate Technology and Their Beliefs About Learning : Is There a Connection? Knowledge Creation Diffusion Utilization (2006) Volume: 14, Issue: 3, Publisher: Association for the Advancement of Computing in Education

Research indicates that teachers who readily integrate technology into their instruction are more likely to possess constructivist teaching styles. Evidence suggests there is a parallel between a teachers student-centered beliefs about instruction and the nature of the teachers technology-integrated lessons. This connection between the use of technology and constructivist pedagogy implies constructivist-minded teachers maintain dynamic student-centered classrooms where technology is a powerful learning tool. Unfortunately, much of the research to date has relied on self-reported data from teachers and this type of data too often presents a less than accurate picture. Versus self-reported practices, direct observations that gauge the constructivist manner in which teachers integrate technology are a more precise, albeit protracted, measurement. In this study 32 classroom teachers completed a survey to measure their beliefs about instruction, but they were also directly observed and rated with the Focus on Integrated Technology: Classroom Observation Measurement (FIT:COM). The FIT:COM measures the degree to which technology integrated lessons are aligned with constructivist principles. Analysis did not reveal a significant relationship between practices and beliefs. Although most teachers identified strongly with constructivist convictions they failed to exhibit these ideas in their practices.

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