Here Is a Revised List of Key Issues and Their Sub-Components

Kevin,
I'm finding it very difficult to answer such broad questions.
I've written major papers on these topics.
Can I send you a draft of a paper I'm currently writing that tries to
summarize?
I've attached a couple links of completed work below.
Let me know if you can use these. I hope they help.
Jason
Here's the list of issues...

from this project:
Here are two papers I've written previously

Here is a revised list of key issues and their sub-components.
As this list is finalized, it will guide construction of the instrument
we are producing.

If you have drawn conclusions from your work, or if you have plausible
ideas that should be considered, it is important that you share these
now!

We especially want to hear questions about the overall direction of the project, too.

- jason

TWELVE KEY ISSUES (v2) IN EDUCATIONAL TECHNOLOGY REFORM

I. Desire for Technological Innovation
II.Vision of Student Learning (independent of technology)
III. Vision of Technology as a Tool for Learning
IV. Technical & Classroom-related Knowledge & Skills
V. Participation
VI. School Culture & Collegial Support
VII. Time
VIII. Stakeholder Support for Technology-based reforms
IX. Available Resources
X. Supportive Leadership
XI. Change Agentry & Reform Strategies Supporting Innovation
XII. Ability to Handle Accountability & Assessment Issues related to Reforms
----

SUBCOMPONENTS LIST for TWELVE KEY ISSUES (v2)

I. Desire for Technological Innovation
a. intrinsic motivation related to the innovation
b. anticipated benefits for students
c. pervasiveness in society
d. observed benefits from initial/prior use...
e. work-force related

II. Pedagogical Beliefs & Practices
a. beliefs about teaching and learning (students as active learners)
b. reform practices (projects, group work, students posing questions, students directing/assessing their own work, etc.)
c. practice not limited to fixed-content curriculum (or overly standardized test-constrained)

III. Vision of Technology Use as a Tool for Learning
a. type of software used
b. objectives for software use
c. ability to link technology to support curriculum (help!)

IV. General Technical and Classroom-related Knowledge & Skills
a. "technical"
b. "classroom-related" (e.g., managing multiple activities at the same time)

V. Participation in Decisions & Planning
a. input is sought for decisions
b. involved in planning (e.g., software purchases, professional development decisions)
c. leadership orientation (Becker & Riel)
d. proposed - Who makes decisions about curriculum? (students, teachers, both, other)

VI. School Culture & Collegial Support
a. number of discussions with other teachers (NSN)
b. rewards & incentives for innovation and risk-taking (needs to be re-written)
b. see Becker & Riel Paper

VII. Time for Learning About, Planning, and Carrying Out New Activities
a. for learning about new activities
b. planning new activities (NSN)
c. for carrying them out (NSN)
d. see Hunter paper

VIII. Community & Stakeholder Involvement and Support for Reform
Practices & Technology
a. community members (not parents)
b. parents
c. big companies
d. local college or university
e. students as leaders

IX. Available Resources
a. access to technology in the classroom and Internet connectivity
b. location of computers most frequently used (class vs. lab vs. library/media)
c. technical and curricular support
d. professional development opportunities
e. teacher access for professional purposes -- home, desktop, laptop, Internet

X. Supportive Leadership
a. % of school administrators using technology
b. overall stance of administrators
c. supports innovation by teachers (help!)

XI. Change Agentry & Reform Strategies
a. strategies for spreading lessons and practices from "experiments" within the school
b. strategies for learning about lessons and practices from other sources
c. recognizing leaders within the school who are doing valuable work
d. meetings among staff to discuss change (NSN measure failed)
e. school mission statement supports reform practices (help!)

XII. Ability to Handle Accountability & Assessment Issues related to Reforms
see my earlier message

Finally, I guess we leaving out demographic data to a large extent. We don't usually get that from teachers about their community or school population, and we can't afford to alienate people by asking questions about themselves that may be irrelevant. We probably could ask teachers to characterize their students, %chapter1, %racial-minority, ability-levels, but I wouldn't want to go much further than that. I'm not even sure these are all necessary. It boils down to what you want the survey to do. For now, I would emphasize that these issues should apply in any setting, right? Right! Do people have
thoughts on that?