The Impact of School Technology Infrastructure on Teachers' Technology Integration: A Survey in Thirteen Countries
This paper uses survey data collected from participants of the Intel Teach professional development program in thirteen developing countries to examine how differing degrees of access to information and communications technology (ICT) influences technology use with students. The PD course promotes student-centered uses of technology and project-based approaches. The researchers created indices of the robustness of teacher and student access to ICT to examine the influence of teacher and student access on the use of technology in the classroom. The analysis found that, above a minimal level of access, teachers’ access to technology did not influence frequency or type of technology use with students. However, the analysis did find that students’ access was important. Teachers were more likely to use technology with students if they had access in classrooms and in computer labs, rather than just computer labs. A 1 to 1 environment was similar to the combined classroom and lab access. These findings suggests that providing students multiple and flexible access to computers is important to encourage teachers to use more ICT with their students.
||Student Computer Access, Teacher Computer Access, 1 to 1 Computing Environment, ICT Integration, Web 2.0 Tools, ICT Infrastructure, International Research, Quantitative Analysis
Ubiquitous Learning: An International Journal, Volume 5, Issue 4, pp.29-40.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 913.457KB).
Senior Research Scientist, Center for Children and Technology, Education Development Center, New York, NY, USA
Daniel Light, a Senior Scientist at EDC’s Center for Children and Technology, has a background in qualitative and quantitative sociological research methodologies. His work focuses on the social issues of school reform and technology integration across school systems both in the US and internationally. Dr. Light did his doctoral research on the role of technology integration in high school reform in an urban school district. Dr. Light is particularly involved in educational technologies in Latin America. He has done project work throughout the region with longer involvement in projects based in Costa Rica, Argentina, Brazil, Guatemala, and Peru. Dr. Light has worked with technology integration projects in Peru and Guatemala and was the co-director of a study on seven successful SchoolNets in Latin America. Dr. Light has worked with technology integration projects throughout the United States, working on projects including the evaluation of youth development and school-to-work programs, the design of technology-related needs assessment instruments, impact studies of technology use with students, and the role of guidance counseling in helping students plan for the future.
Research Associate, Center for Children and Technology, Education Development Center, New York, NY, USA
Elizabeth Pierson, a Research Associate at EDC’s Center for Children and Technology, has worked both internationally and in US on a variety of projects, all related to education and development. These projects, funded by Cisco, IBM, Intel, and the Inter-American Development Bank, have all focused on 21st-century school and system reform. Her work also focuses on evaluating the effectiveness of a range of small and large scale educational technology interventions aimed at improving teaching and learning. Prior to joining EDC, she worked at a school principal leadership development academy in New York City, directed youth-led community development projects in Panama and Costa Rica, coached high-school field hockey, and taught science and English to elementary students at a bilingual school in Quito, Ecuador. Elizabeth holds an M.A. in International Education Development from Columbia University's Teachers College and a B.A. in Environmental Studies from Vassar College.