School-Wide Factors Facilitating Technology Integration and Implementation

School-Wide Factors Facilitating Technology Integration and Implementation

Ronald E. Anderson (University of Minnesota, USA) and Sara Dexter (University of Minnesota, USA)
Copyright: © 2009 |Pages: 3
DOI: 10.4018/978-1-60566-198-8.ch271
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Abstract

We focus our remarks about recommendations for overcoming barriers to technology integration and implementation at the school level, that is, concerning elements that are associated with the overall school technology environment and shared by all the teachers at a school. These elements are usually beyond the control of any one teacher, but as a group the teachers at a school can, and do, influence the decisions and priority setting that would put these elements into place. The basis for these remarks are primarily from the findings of the Teaching, Learning, and Computing ‘98 national survey (www.crito.uci.edu/tlc) and are further elaborated upon in Dexter, Anderson, and Ronnkvist (2002), who describe the quality technology support conditions that are associated with increased teacher and classroom uses of technology; Anderson and Dexter (2001), who note additional technology organization attributes under administrators that influence the emergence of a technology-supported culture or community; and Ronnkvist and Anderson (2001) and Dexter and Seashore (2001), who identify professional community as a mechanism for increasing teachers’ learning about, and integration of, technology.
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Quality Technology Support

Part of what makes teachers’ integration activities feasible or not is the quality of technology support at a school. Dexter et al. (2002) describe technology support as encompassing both technical and instructional domains. In both of these domains, teachers need facilities, staff support, incentives, and opportunities to provide feedback (see Table 1).

Table 1.
Technology support content and resources used to deliver technology services to teachers
Resource TypeTechnical DomainInstructional Domain
FacilitiesNetwork and Internet access, hardware,
software
Content-area specific software,
communications access to pedagogical
expertise
Staff assistance and
necessary services
Technical support, help desk, network
services
Instructional expertise and background
of support personnel
One-on-one personal
guidance, help
Computer experts for trouble-shootingGuided practice, consultation for
curriculum integration
Professional developmentOperating equipment, general software,
etc.
Pedagogy, models implementation
Strategies
IncentivesRelease time; free hardware, software
and network access; anticipation of
expert status
Release time, support focusing on
instructional content

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