Tobye Rae Nelson
March 9, 2005
Annotated Bibliography
Baker EL. Technology: How Do We Know It Works? Presented at the Secretary's Conference on Educational Technology-1999.
This white paper from the Secretary's Conference on Educational Technology-1999 provides a good starting point for evaluating a technology-based learning system. The author discusses questions and guidelines to consider when beginning to evaluate and points to be considered when designing an evaluation, including the process of obtaining and implementing technology, the beneficiaries (students) of the technology, and the reason for the educational innovation. There is a discussion of the measurement of outcome and impact of the innovation.
Cradler J. Implementing Technology in Education: Recent Findings from Research and Evaluation Studies. 11p.
This article presents an approach to implementing technology in an educational organization. This approach places emphasis on the instructional and student needs. Through subsequent planning the technology is integrated in ways that enhance the learning and instructional opportunities. The minimal components for a school-level and classroom-level technology plan are presented based on findings from the California Model Technology Schools Projects. The school level plan includes six steps leading to development of a classroom intervention plan. Classroom planning steps are addressed. Staff development, evaluation planning, and budget and funding planning follow the classroom plan. A number of lessons learned pertaining to technology planning and integration from the California project are included.
Dooley KE. Towards a Holistic Model for the Diffusion of Educational Technologies: An Integrative Review of Educational Innovative Studies. Educational Technology & Society, 1999;2(4):1236-4522.
This article presents a review of the literature on the adoption of technology in schools with emphasis on addressing questions of how adoption research can help to explain how technology is or can be adopted in educational institutions. The author presents an adoption model that addresses context, concerns about technology, and an individuals' stage of adoption to provide a "holistic" view of the process within an educational institution. Three K-12 schools were used in the research to develop and validate the model.
Durrington VA, Repman J, Valente TW. Using Social Network Analysis to Examine the Time of Adoption of Computer-Related Services Among University Faculty. Journal of Research on Computing in Education, Fall 2000;33(1).
This research used social network analysis to study the diffusion of two computer-based services within a single university. Collegial and friendship communication patterns and relationships of faculty members introduced to the innovations were studied to determine if these variables were related to time until adoption.
Ellsworth, J. Surviving Change: A Survey of Educational Change Models. ERIC Clearinghouse on Information & Technology; Syracuse University
This book examines different change models, from Everett Rogers' Diffusion of Innovations to specific educational models, such as Zaltman and Duncan's model for overcoming resistance to achieve change.
Scheffler FL, Logan JP. Computer Technology in Schools: What Teachers Should Know and Be Able to do. Journal of Research on Computing in Education, 1999;31(3).
This study identified computer competencies important for teachers through a Dephi panel and subsequent survey of K-12 technology coordinators, university faculty, and secondary teachers. Respondents indicated that the most important competencies were those that address integrating computer use into the curriculum and facilitating use of computers in instruction.
Schneberger S, Jost K. Educational Technology Adoption: An Information Systems Perspective. Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology. ERIC Document No. ED373759.
This article compares and contrasts educational technology and information systems and draws conclusions about the similarities and differences in the adoption patterns of each. Several adoption and implementation models, both individual and organizational, are presented and discussed with regard to their usefulness in addressing the adoption of educational technology.
Yildirim S. Effects of an Educational Computing Course on Pre-service and In-Service Teachers: A Discussion and Analysis of Attitudes and Use. Journal of Research on Computing in Education, Summer 2000;32(4).
This article reports on the changes in attitudes toward computer use by pre-service and in-service teachers attending and educational computing class. Computer experience, having a home computer, and, if currently teaching, the use of computers in the schools where they are teaching influenced teacher attitudes toward computers.