Technology Use in an Urban Setting: Implications for Schools Change
Berhane Teclehaimanot, University of Toledo, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
A study of technology use in a large urban Midwestern school district found that teachers have equipment available to them, but it is oftentimes inadequate, inconvenient, or not working. Teachers would like to use technology, but in reality they don't use it. Part of the reason is lack of professional development. However, software limitations, school district policies that limit access and usage, and lack of technical support also account for this limited usage. Teachers are not requiring their students to use the equipment, but they would like to do so. This is due to limited software and hardware availability; focus on drill-and-kill applications, inadequate funding, and lack of school district vision for technology integration. A model for school change is presented and implications for change in technology usage in schools are discussed.
Teclehaimanot, B. (2006). Technology Use in an Urban Setting: Implications for Schools Change. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1837-1847). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).