Technology Support: Its Depth, Breadth and Impact in America's Schools. Teaching, Learning, and Computing: 1998 National Survey Report #5.

Autor/inn/en	Ronnkvist, Amy M.; Dexter, Sara L.; Anderson, Ronald E.
Institution	Center for Research on Information Technology and Organizations, Irvine, CA.; Minnesota Univ., Minneapolis.
Titel	Technology Support: Its Depth, Breadth and Impact in America's Schools. Teaching, Learning, and Computing: 1998 National Survey Report #5.
Quelle	(2000), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Computer Assisted Instruction; Computer Mediated Communication; Computer Uses in Education; Educational Research; Educational Resources; Educational Technology; Elementary Secondary Education; Professional Development; School Surveys + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Computernutzung; Bildungsforschung; Pädagogische Forschung; Bildungsmittel; Unterrichtsmedien
Abstract	This report, the fifth in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," provides a framework for defining the various dimensions of technology support. Research has shown that teachers lack adequate support for the use of information and communication technologies (ICT). In this report, the term "support" is used in its broadest sense, so that it encompasses a wide range of resources for teachers. These resources include, but are not limited to, facilities, presence of a support staff, personal help and guidance, professional development, and professional incentives. While the term "support" is generally understood in the literature, the more specific term "technology support" is much less apparent due to the fact that it has come to refer to a variety of things. The inconsistency with which the term has been used is problematic, in that it is not always clear which dimensions of technology support teachers are lacking. This report aims to rectify this problem by providing a framework for defining the various dimensions of technology support. To begin, it utilizes data from school administrators, technology coordinators, and teachers to examine the presence of each of these dimensions in American primary and secondary schools. Using the CEO Forum's (1999) professional development framework, the report then elaborates on the definition of technology support to identify high-quality technology support. Finally, the presence of high-quality technology support is correlated with teachers' uses of educational technology. Data are presented in 14 tables throughout the report. Description of indicators ordered alphabetically is appended. Contains 23 references. (Author/AEF)
Anmerkungen	Teaching Learning & Computing, Department of Education, University of California-Irvine, 2001 Berkeley Pl., Irvine, CA 92697-4650 ($8). Tel: 949-824-8965. For full text: http://www.crito.uci.edu/TLC/html/findings.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC