Technology use in a middle school in 1997 and 2007

Technology Use in a Middle School in 1997 and 2007 Melinda L. Marple The purpose of this study was to determine if any changes in technology integration and adoption of computer technology had taken place at ABC Middle School from the initial pilot study in 1997 and the follow-up study in 2007. This research looked for changes in the teachers’ computer anxieties, attitudes and computer use from the previous study. Research showed that teacher anxiety had an impact on the teachers’ willingness to integrate the technology into their curriculum. So it is important to understand the anxiety level in order to assess the willingness-to-integrate level. This study also looked at the computer technology infrastructure; including the physical components, connectivity, and training in 2007. A comparison was also made to see how the infrastructure had changed since 1996. Research showed that in order to have strong technology integration, the infrastructure must be kept up-to-date and accessible. Finally the study looked at the impact these changes had on the school. Technology impact looked the level (frequency of) integration, attitudes, and training in the school. Research showed that by having a strong technology strategy, the impact of the technology in the school increases. Results from the study found that teachers have less anxiety towards using computers in 2007 than they did in 1997. There is an even more negative correlation between the level of anxiety and level of training. Teachers still had an overall positive attitude about the use of computers, but still have some frustrations. Lack of time, not enough of the right kind of training, and frustration over the outdated computers were major areas of concern that were found in the study. The infrastructure of the school had definitely increased, with more computers and faster computers. Internet connection, e-mail and a Local Area Network also enhanced the technology in 2007. Other devices, such as the interactive whiteboard and increased security features have also been incorporated into the school. Teacher training had also become more specific. The level of training had increased from 1997 to 2007, yet many teachers still feel they could benefit from more training when it comes to using the new technology. Developing different training strategies and providing time and support for the teachers would enhance their technology integration. Technology has had an impact on the teachers. Findings from this study showed that all of the teachers in 2007 were using the technology to some degree. Major uses include EdlineTM/Gradequick, use of the Internet for lesson development, curriculum planning, and communicating with parents via e-mail. All of these are examples showing the teachers’ readiness in adopting the technology, and these applications were not even possible in 1997. Technology will be part of the future and it is important that the school continues to increase its infrastructure, provide support and training, and encourage technology to further enhance the education of the students. This study provided a guideline for the school to plan better ways to further integrate and implement the technology in the future. Technology Integration iii Acknowledgements As I reflect on my graduate work at West Virginia University I thought back to the people who influenced me as I worked through the programs. My advisor for my Masters in Instructional Technology, Dr. W. Michael Reed, provided me with a strong understanding of research in instructional technology. With his guidance, I developed the first part of this study. For the early part of my Doctorate in Technology Education, my advisor was Dr. George Maughan, with whom I worked as a graduate assistant and gained valuable experiences. Dr. Neal Shambaugh, my committee chair and advisor provided the guidance and motivation during the later part of my doctoral studies. He provided wonderful support and feedback as I moved through the competency exams, prospectus, research, dissertation and defense. I would also like to acknowledge the rest of my committee, Dr. David McCrory, whose technology integration courses helped guide the basis of my study. I greatly appreciate him working with me even in his retirement. Dr. Jaci WebbDempsey’s qualitative courses provided the framework for my mixed-method approach and I appreciated her guidance in working with my methodology. Dr. Carol Markstrom agreed to be on my committee without even meeting before. I found her perspective from outside of the technology field to be very insightful and I appreciated her suggestions. Dr. Paula Nelson provided support to me when I e-mailed her stressing as I was working through the process. Her encouraging words helped me move forward. I also want to thank my family for all of their support. My husband, Mark Marple helped take over with the children while I attended my many evening classes and he helped keep things going during the busy times. My daughters, Lindsay and Emily, were actually the reason why I began my graduate studies. After having my first daughter, I wanted to be a stay-at-home mother. By going to graduate school part-time, I was able to be home with my children during the day and take classes in the evening. I finished my Masters while 8 months pregnant with my second daughter, and shortly after that I began my Doctorate degree. By working on the degree slowly, often just one semester at a time, I was able to be home with my children but continue to grow in my field (My youngest daughter is almost 10, so it took awhile to finish). I hope my daughters will learn that they to can do anything they want to do in life if they just stick with it and try. The people that provided me the most motivation and support through the whole graduate program would be my parents, Peter and Laurie Marshall. My father was the one to first encourage me to sign up to take classes. He also would continue to encourage me to move forward and tease me about taking the “slow road”. My mother provided so much encouragement and support at times when I felt like giving up. She would proofread my papers, guide me through the process and just listen when I needed to talk. I would also like to thank the Middle School principal and teachers that worked with me in completing surveys and interviews and allowing me access to the school for the infrastructure study. I hope this study will prove beneficial to the school in better integrating the technology into their school. Technology Integration iv