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Technology investment, use and evaluation: An exploratory study of the practices in Illinois school districts

, Loyola University Chicago, United States

Loyola University Chicago . Awarded



The purpose of this study was to determine the extent to which Illinois school districts link organizational goals with their technology investment, use and evaluation.

The population used for this study consisted of all Illinois public school districts except Chicago. A 29 item survey was developed for the purpose of this study. Two pilot studies were completed to establish the validity and reliability of the instrument. A total of 872 surveys were sent to Illinois superintendents or technology directors. Five hundred forty-three usable surveys were returned for a total return rate of 62 percent.

Descriptive statistics including percentages, mean scores and standard deviations were applied to analyze survey responses. Further analysis was done with ANOVAs which were used to correlate responses with district size, type, wealth and percentage of low income students.

Two major themes emerged from the analysis of district responses about their technology investment, use and evaluation: (1) Illinois school districts generally reported their use of computer technology has not resulted in gains in traditional measures of student performance. Districts, however, gave strong indications they have experienced and documented improvements in practices and outcomes associated with constructivist learning theory. (2) Districts indicated they have not evaluated and applied computer technology as a means to reconfigure the interconnected structural elements within the school organization. District responses indicated they have evaluated and used technology as a means to automate administrative processes currently in place.


Schlichting, G.T. Technology investment, use and evaluation: An exploratory study of the practices in Illinois school districts. Ph.D. thesis, Loyola University Chicago. Retrieved April 24, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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