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Corpus Christi, TX, United States

Shapley K.,Austin Research Associates | Sheehan D.,Texas Center for Educational Research | Maloney C.,Texas Center for Educational Research | Caranikas-Walker F.,Texas Center for Educational Research
Journal of Educational Computing Research | Year: 2010

In the study of the Technology Immersion model, high-need middle schools were "immersed" in technology by providing laptops for each teacher and student, instructional and learning resources, professional development, and technical and pedagogical support. This article reports third-year findings for the teacher component of the theory-driven evaluation. Using hierarchical linear modeling (HLM) to analyze longitudinal survey data, we found that Technology Immersion has a statistically significant effect on teachers' growth rate for technology knowledge and skills, ideological affiliations with technology integration and learner-centered instruction, and the frequency of class activities involving technology. Treatment teachers' technical proficiency and their school's innovative culture, ongoing professional development, and parent/community support predicted teachers' higher classroom immersion. The authors discuss the viability of the Technology Immersion model and implications for technology integration in classrooms. © 2010, Baywood Publishing Co., Inc. Source


Shapley K.S.,Austin Research Associates | Sheehan D.,Texas Center for Educational Research | Maloney C.,Texas Center for Educational Research | Caranikas-Walker F.,Texas State University
Journal of Technology, Learning, and Assessment | Year: 2010

In a pilot study of the Technology Immersion model, high-need middle schools were "immersed" in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers' Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or fewer of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students' use of laptops outside of school for homework and learning games was the strongest implementation predictor of achievement. © 2010 by the Journal of Technology, Learning, and Assessment. Source

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