Technology use in a middle school in 1997 and 2007
Authors: Neal Shambaugh
Venue:  (2008)

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 Lack of time, not enough of the right kind of training, and frustration over the outdated computers were major areas of concern that were found in the study.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 Edline&trade;/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.