Evaluation of the Use of Technology in Illinois Public Schools: Final Report

Transcription

1 Evaluation of the Use of Technology in Illinois Public Schools: Final Report Prepared by: Gary Silverstein Joy Frechtling Atsushi Miyaoka Westat 1650 Research Boulevard Rockville, Maryland Prepared for Research Division Illinois State Board of Education 100 North First Street Springfield, Illinois June 2000 NOTE: The views, findings, conclusions, and recommendations expressed in this report are those of the authors and do not necessarily represent the official views, opinions, or policy of the Illinois State Board of Education. xv

2 EXECUTIVE SUMMARY This report presents findings from an evaluation of the use and impact of learning technologies in Illinois public schools. The evaluation commissioned in 1998 by the Illinois State Board of Education (ISBE) and conducted by Westat, a research firm in Rockville, Maryland was designed to determine the nature, extent, and effectiveness of the application of technology for improving education in Illinois (Request for Proposals: Evaluating the Use of Technology in Illinois Schools, Illinois State Board of Education, December 1, 1997). Of particular interest was whether teachers and students had access to and were making use of computers and the Internet, as well as the link between schools use of learning technologies and student achievement. Overview of Learning Technologies in Illinois In 1995, the ISBE developed the K-12 Information Technology Plan to establish a vision for learning technologies in Illinois schools, determine the current status of schools, and identify strategies for closing the gap between where schools are today and where we want them to be tomorrow. The plan was designed to set forth a vision for educational excellence using information technologies in a range of applications to support new models of learning. In addition to Internet access, the plan included putting computers into classrooms, training teachers to use technology, and providing highquality software and online resources. The plan also provided a design for a state infrastructure that includes learning technology hubs, a statewide computer network, and a systemic effort that attacks the weak fronts of previous campaigns. In April 1996, ISBE conducted a survey of all Illinois public school districts and schools to establish baseline data about the status of technology in Illinois schools. The survey found a high studentto-computer ratio (typically with pre-pentium PCs). In addition: Half of responding schools had access to the Internet. Few classrooms were connected to the Internet. xvi

3 A third of the responding schools had students who were using the Internet for instruction. Half of the schools had a technology plan. Study Overview It is in this context that Westat initiated a 2.5-year study of the use of technology in Illinois public schools. The primary purpose was to assess the implementation and impact of learning technologies in the K-12 classroom. The broad research questions focused on seven primary areas access; usage; competency; student learning; productivity; best practices; and factors that influence access, usage, competency, student learning, and productivity. Multiple data collection strategies used to address these research questions included the following: A review of existing documents and materials to inform the development of survey instruments and interview protocols. A May 1998 mail survey of 440 elementary, middle, and high school principals. The survey was used to assess the scope and implementation of learning technologies in a representative sample of Illinois public schools. An October 1998 mail survey of 718 K-12 teachers from the same sample of schools that participated in the 1998 principal survey. This survey was used to obtain more detailed information on teachers use of learning technologies at the classroom levels. Spring 1999 site visits (referred to in the report as the Year 2 case studies or Year 2 site visits ) to 15 Illinois public schools that appeared to be making effective use of learning technologies in the classroom. The resulting case studies were used to provide more detailed information on factors affecting teachers use of learning technologies in the classroom. A November 1999 followup mail survey of the 440 elementary, middle, and high school principals who responded to the May 1998 survey. The survey was used to track changes over time in the scope and implementation of learning technologies in a representative sample of Illinois public schools. February 2000 telephone interviews with 28 K-12 teachers and 28 school-based technology coordinators to obtain more detailed information on local activities and outcomes. March 2000 site visits (referred to in the report as the Year 3 case studies or Year 3 site visits ) to five Illinois public schools that appeared to be having difficulty making effective use of learning technologies in the classroom. The purpose was to gain a better understanding of problems that can hinder teachers and students access to learning technologies. xvii

4 An analysis of state assessment data from the school year to determine the extent to which the use of learning technologies affects students academic performance. Summary of Findings This section summarizes results from the study of technology usage in Illinois public schools. Key findings that relate to the ISBE evaluation questions that guided the study are presented in Exhibit E-1 (at the end of the Executive Summary). Access to Learning Technologies Illinois schools gained significantly greater access to more powerful and versatile computers in the 18 months between the initial and followup principal surveys. Over four-fifths of schools, including 96.7 percent of high schools, have Pentium computers. The ratio of students to instructional computers has also improved, with schools reporting one instructional computer for every 5.2 students. In fact, by 1999, the Illinois ratio of students per instructional computer was equal to or better than the national average. Equally impressive, almost all Illinois schools reported that they were connected to the Internet. The proportion of Illinois schools with Internet access in at least one classroom also increased from 65.8 percent in May 1998 to 83.9 percent in November Finally, 71.1 percent of Illinois schools reported using T1, T3, DS1, and DS3 lines compared with 63 percent of schools nationwide. Schools in some regions of the state reported substantial increases in their use of high-speed dedicated connections. In spite of these impressive increases in technology access, significant disparities remain. The average classroom has only 1.9 computers which has hindered the ability of some teachers to make effective use of the Internet and other learning technologies. In addition, schools in Hub 7 (Chicago) and high-poverty schools lag behind the rest of the state in several significant categories, including access to laptop computers, ratio of students to computers, number of computers per classroom, and Internet access. This finding generally mirrors trends that have been reported in several recent nationwide studies of technology usage in public schools. xviii

5 Professional Development and Technical Proficiency A considerable proportion of Illinois teachers had participated in technology training in the 12 months prior to the followup principal survey. 1 These teachers were more likely to have received instruction in computer and software skills than in the integration of learning technologies into the curriculum. However, interviews with teachers and technology coordinators suggest that educators recognize the need to emphasize curriculum integration skills with one teacher commenting, When we started, the emphasis was on skills. In the last two years, the emphasis has been on integrating rather than learning the skills. Teachers in Hub 7 and in high-poverty schools were less likely to have received training in using computers and telecommunications, while high school teachers were less likely than elementary and middle school teachers to have received training in how to integrate learning technologies into the curriculum. Professional development is generally provided by school districts, regional offices of education, learning technology hubs, and institutes of higher education. In most cases, principals and teachers report having moderate or ample access to training. While teachers are generally satisfied with their technology-focused training and on-the-job technical support, only half report that it has been successful in supporting reform efforts, state curricula and assessments, and the Illinois Learning Standards. Over half of Illinois schools offer incentives to encourage teachers to participate in technology-focused professional development. Factors that hinder schools efforts to provide technology training include teachers resistance to modifying their instructional practices, the expectation that teachers will obtain technology training on their own time with no incentives or compensation provided to those who elect to attend, and lack of statewide or district-level mandates for required technology proficiency levels. Most teachers consider their skill levels on computers to be intermediate or expert. However, they generally label their skill level as beginner or intermediate for specific computer functions e.g., tutorial programs, online information retrieval, and electronic communication. Teachers who participated in the site visits and telephone interviews expressed an interest in enhancing their skills in the following 1 Because some items were only asked on the followup principal survey, we are limited in our ability to assess whether teacher participation in technology training improved over time. xix

6 areas: using the Internet to conduct research, basic computer techniques, troubleshooting, curriculum integration, using software, and creating multimedia presentations. Use of Learning Technologies Over half of the K-12 instructors who have access to computers use them with their students at least twice per month. Across subject areas and instructional levels, elementary school teachers and middle/high school English teachers are most likely to report using computers with their students more than twice per month. Principals report that at least some (more than one-quarter) of their teachers use learning technologies to create instructional materials/handouts, facilitate or enhance the quality of classroom instruction, or get information or pictures from the Internet for use in lessons. 2 However, the majority of principals also indicate that few or none of their teachers use learning technologies to develop electronic portfolios or other alternative assessments, provide instruction on specific computer applications (e.g., spreadsheets, database management), assign homework, or correspond with parents. There is some variation by school characteristics, with principals in Hub 7 and in high-poverty schools generally being less likely than their counterparts to report use of technology for a given purpose. These findings suggest that there is still a gap between current practice and technology s potential to transform teaching and learning. For example, while almost all principals report that at least one of their teachers use computers and the Internet to enhance the quality of classroom instruction, almost one-third indicate that only a few of their teachers use learning technologies for this purpose. Reports from teachers also suggest that students technology competencies are somewhat limited to a fairly narrow range of skills, notably traditional computer applications. In light of these trends, it is not surprising that almost half of principals indicate that the teaching in their schools has not taken full advantage of learning technologies. However, principals attitudes regarding computers and telecommunications are generally positive, with almost two-thirds reporting that technology is essential to a moderate or great extent. Similarly, principals and teachers are 2 Again, we are limited in our ability to assess whether teacher usage of technology increased over time because some items were only asked on the followup principal survey. xx

7 overwhelmingly positive about how technology has enhanced students interest and motivation, increased creative and critical thinking, facilitated collaborative work efforts, promoted the role of teacher as facilitator, engaged students in multi- and interdisciplinary activities, and incorporated skills relevant to the workplace. This suggests that even though technology s potential has not been fully realized, it is taking on an increasingly important role in most schools. Finally, teachers identified a number of ways that technology has changed their instructional practices. Most said using the Internet strengthened students research skills, improved the quality of their work, and enabled them to complete work more efficiently. Technology has also helped teachers accommodate students varying learning styles and meet the needs of all students, both of which are essential to improving student achievement. Factors That Influence the Use of Learning Technologies in the Classroom Increased access to learning technologies has led to a statewide decline in the proportion of principals who report lack of computer and telecommunications resources as being a major barrier. However, there has been a concurrent increase in the proportion of principals who cite competing priorities as limiting the time available for using technology in the classroom. Principals and technology coordinators are more likely than teachers to identify problems associated with teachers skills and attitudes, particularly with regard to integrating technology. Conversely, teachers were more likely to report problems with the complexity of equipment or software. In addition, principals in Hub 7 and high-poverty schools are more likely than their counterparts to identify barriers associated with insufficient equipment and funding. Schools in all regions of the state are taking steps to address these barriers. Findings from case studies in high usage schools suggest a series of practices that can maximize the capacity of teachers and students to take advantage of learning technologies. Examples of effective strategies include (1) having a long-term technology plan that delineates staff and student technology proficiencies, (2) maintaining reliable access to a knowledgeable and skilled technology coordinator, (3) having an influential and highly visible advocate (e.g., a superintendent or principal) for technology usage at the district or school level, (4) obtaining adequate funding for equipment upkeep, repair, and upgrades, xxi

8 (5) establishing strong partnerships with community stakeholders, and (6) developing a strong technology-based professional development program that stresses basic skills and curriculum integration. Impact of Learning Technologies on Student Achievement The investment in learning technologies appears to be paying off. By controlling for a school s poverty level, we found that technology usage has a small but significant impact on student achievement as measured by the Illinois testing program. This impact is generally strongest at higher grade levels, and the relationship between technology usage and student achievement is not uniform across all subject matters. Technology usage s influence appears to be strongest on the 11th grade science assessment. A strong relationship (i.e., an unstandardized coefficient of 0.20 or higher) between technology usage and student achievement is also found for the 10th grade reading assessment, 8th grade writing assessment, and 11th grade social science assessment. Given the relationship between technology usage and student achievement, two additional findings are worth noting. First, access to learning technologies and teacher participation in professional development are both significant albeit small to moderate predictors of technology usage. Second, schools that proactively promote professional development are more likely than those that do not to report that their teachers have participated in technology instruction. Nonetheless, the strongest predictor of student achievement continues to be a school s socioeconomic status and the link between poverty and poor school performance has not yet been broken. It is to be hoped that continued progress in technology access and usage will enhance and expand upon the encouraging findings reported here, leading to a diminished correlation between wealth and school success and improved learning for all students. xxii

9 Exhibit E-1. Summary of study findings, by ISBE evaluation questions Access To what extent is there affordable, universal, and equitable access to technology for all educators and students, and what resources are available to schools for providing this access? Illinois schools gained significantly greater access to more powerful and versatile computers in the 18 months between the initial and followup principal surveys. By November 1999, over four-fifths of schools and 96.7 percent of high schools had Pentium computers. The ratio of students to instructional computers also improved with schools reporting 1 instructional computer for every 5.2 students. However, the average classroom has only 1.9 computers, which has hindered the ability of some teachers to make effective use of the Internet and other learning technologies. The average number of computers per other instructional classroom is This finding, coupled with the low number of computers per classroom, suggests that many schools are concentrating their computer resources in labs and media centers as opposed to distributing equipment at the classroom level. Almost all Illinois schools are connected to the Internet. In addition, the proportion of Illinois schools with Internet access in at least one classroom increased from 65.8 percent in May 1998 to 83.9 percent in November Seven-tenths of Illinois schools report using T1, T3, DS1, and DS3 lines compared with 63 percent of schools nationwide. Schools in some regions of the state reported substantial increases in their use of high-speed dedicated connections between the initial and followup surveys. Schools in Hub 7 (Chicago) and high-poverty schools lag behind the rest of the state in several significant categories, including access to laptop computers, ratio of students to computers, number of computers per classroom, and Internet access. Awareness/Engagement/Influence How and to what extent are educators becoming aware of technology s potential for enhancing and improving both teaching and learning? Almost half of principals indicate that the pedagogy used in their schools takes full advantage of learning technologies to a moderate/great extent, and almost two-thirds report that technology has become integral to the teaching and learning process. Only 3.4 percent indicate that technology is not all that essential. Principals in Hub 7 and in high-poverty schools are most likely to report that (1) none of their teachers have taken full advantage of technology s potential to enhance student learning, and (2) learning technologies are integral to teaching and learning to a small extent or not at all. xxiii

10 Exhibit E-1. Summary of study findings, by ISBE evaluation questions (continued) How and to what extent are educators engaged in relevant, student-centered professional development activities that foster their use of technology to create learning environments that enhance the learning process and lead to higher levels of student performance? A considerable proportion of Illinois teachers had participated in technology training in the 12 months prior to the followup principal survey. These teachers were more likely to have received instruction in computer and software skills (67.7 percent) than in the integration of learning technologies into the curriculum (52.2 percent). Teachers in Hub 7 and in high-poverty schools are less likely than their counterparts to have received training in using computers and telecommunications while high school teachers are less likely than elementary and middle school teachers to have received training in how to integrate learning technologies into the curriculum. Most professional development is provided by school districts, regional offices of education, learning technology hubs, and institutes of higher education. Principals and teachers report having moderate or ample access to training. Schools that proactively promote professional development are more likely than those that do not to report that their teachers have participated in technology instruction. In addition, over half of Illinois schools offer incentives to encourage teachers to participate in technology training. Factors that hinder schools efforts to provide technology-focused professional development include teacher resistance to modifying their instructional practices, the expectation that teachers obtain technology training on their own time with no incentives or compensation provided to those who elect to attend, and lack of statewide or district-level mandates for required technology proficiency levels. How and to what extent is technology influencing the transformation of classrooms into learning environments where teachers are facilitators and co-investigators and students, who are very much engaged in the learning process, are independent information navigators with the ability to think critically, solve complex problems, and communicate their ideas through a variety of multimedia avenues? At least four-fifths of principals and teachers report that integrating technology into the curriculum promotes the role of teacher as facilitator/guide and co-learner/investigator, contributes to students increased interest in classroom activities, and promotes self-motivated learning and a sense of exploration. Teachers who participated in site visits and telephone interviews identified a number of ways that technology has changed their instructional practice and strengthened students research skills. Technology has also helped teachers accommodate students varying learning styles and meet the needs of all students. xxiv

11 Exhibit E-1. Summary of study findings, by ISBE evaluation questions (continued) How and to what extent are educators integrating technology into the curriculum? Access to learning technologies and teacher participation in technology instruction are both significant albeit small to moderate predictors of technology usage. Over half of the K-12 instructors who have access to computers use them with their students at least twice per month. Across subject areas and teacher types, elementary school teachers and middle/high school English teachers are most likely to report using computers with their students more than twice per month. Principals generally report that at least some of their teachers use learning technologies to create instructional materials/handouts, facilitate or enhance the quality of classroom instruction, or get information or pictures from the Internet for use in lessons. Principals in Hub 7 and in high-poverty schools are less likely than their counterparts to report that their teachers are using technology for these purposes. How and to what extent is technology being utilized to enhance the curriculum (e.g., improving relevancy to real life; engaging students in challenging, authentic, and multidisciplinary tasks; encouraging students to work collaboratively; incorporating workplace skills; promoting a sense of exploration)? At least two-thirds of principals and teachers report that integrating technology into the curriculum promotes the relevance of the curriculum to real-life situations, develops critical and creative thinking skills, promotes problem-based learning, engages students in challenging and multidisciplinary tasks, encourages students to work collaboratively, and incorporates skills relevant to the workplace. Competency How and to what extent are educators achieving competence and confidence in their use of technology for improved information gathering and sharing, creative and innovative instructional strategies, the imparting of technological skills to their students, and the overall elevation of student performance? Teachers generally consider their skill levels on computers to be intermediate or expert. However, they generally label their skill level as beginner or intermediate for specific computer functions e.g., tutorial programs, online information retrieval, and electronic communication. Teachers who participated in the site visits and telephone interviews expressed an interest in enhancing their skills in the following areas: using the Internet to conduct research, basic computer techniques, troubleshooting, curriculum integration, using software, and creating multimedia presentations. xxv

12 Exhibit E-1. Summary of study findings, by ISBE evaluation questions (continued) Student Learning How and to what extent is technology affecting student learning, especially with respect to attainment of the six essential learnings for technology and indicators of engaged learning and to assistance with mastery of the Illinois Learning Standards? The strongest predictor of student achievement continues to be a school s socioeconomic status and the link between poverty and poor school performance has not yet been broken. When a school s poverty level is controlled for, technology usage has a small but significant impact on student achievement as measured by the Illinois testing program. This impact is generally strongest at higher grade levels, and the relationship between technology usage and student achievement is not uniform across all subject matters. Technology usage s influence appears to be strongest on the 11th grade science assessment (IGAP). A strong relationship (i.e., an unstandardized coefficient of 0.20 or higher) between technology usage and student achievement is also found for the 10th grade reading assessment (ISAT), 8th grade writing assessment (ISAT), and 11th grade social science assessment (IGAP). Three-fifths of principals and 56.0 percent of teachers indicate that integrating learning technologies into the curriculum promotes achievement of the Illinois Learning Standards. At both local and state levels, how and to what extent is technology s effect on student learning being documented, measured, and assessed? Only 20.8 percent of schools report that they are assessing whether computers and the Internet had an impact on student learning. Among schools that are analyzing technology s influence on student learning, the most commonly cited data sources included scores on statewide performance assessments, surveys developed by ISBE (for the Report Card), locally developed surveys, and software packages. Productivity/Efficiency How and to what extent is technology, with its potential for advantages such as distance learning, individualized instruction, enhanced curriculum, and creative models of staffing, leading to more productive and efficient local and state educational systems? Only 10.6 percent of schools report that their students can participate in classes from remote sites via cable television or satellite. The use of cable television and satellites to enable remote access to classroom instruction is most prominent in high schools (25.7 percent) and schools in Hub 4 (17.9 percent). Over two-thirds of teachers and principals report that integrating technology into the curriculum allows for more individualized instruction, promotes interdisciplinary activities and cross-subject projects, and promotes heterogeneous and flexible grouping of students. xxvi

13 Exhibit E-1. Summary of study findings, by ISBE evaluation questions (continued) Approximately half of teachers and principals report that integrating technology into the curriculum allows more flexible scheduling of instruction. Half of teachers and 39.9 percent of principals report that integrating technology into the curriculum encourages shared learning with other schools. Almost four-fifths of principals report that technology has simplified their administrative tasks to a moderate or great extent. Principals in Hub 6 and Hub 7 and in high-poverty schools are less likely than their counterparts to report that technology has streamlined their administrative functions. Over half of teachers indicate that they use technology to generate and administer tests (71.8 percent), write lesson plans or related notes (66.9 percent), calculate grades and/or generate progress reports (55.9 percent), maintain data on students to track their progress (55.3 percent), and maintain data on attendance and/or grades (52.7 percent). Models/Barriers/Needs At both state and local levels, what models exist that best exemplify success in implementing the Technology Plan recommendations, what barriers exist to implementation, and what leadership activities are needed to facilitate implementation? Increased access to learning technologies has led to a statewide decline in the proportion of principals who report lack of computer and telecommunications resources as being a major barrier. However, there has been a concurrent increase in the proportion of principals who cite competing priorities as limiting the time available for using technology in the classroom. Principals and technology coordinators are more likely than teachers to identify problems associated with teachers skills and attitudes, particularly with regard to integrating technology. Conversely, teachers were more likely to report problems with the complexity of equipment or software. In addition, principals in Hub 7 and high-poverty schools are more likely than their counterparts to identify barriers associated with insufficient equipment and funding. Schools in all regions of the state are taking steps to address these barriers. Findings from case studies in high usage schools suggest a series of practices that can maximize the capacity of teachers and students to take advantage of learning technologies. Examples of effective strategies include (1) having a long-term technology plan that delineates staff and student technology proficiencies, (2) maintaining reliable access to a knowledgeable and skilled technology coordinator, (3) having an influential and highly visible advocate (e.g., a superintendent or principal) for technology usage at the district or school level, (4) obtaining adequate funding for equipment upkeep, repair, and upgrades, (5) establishing strong partnerships with community stakeholders, and (6) developing a strong technology-based professional development program that stresses basic skills and curriculum integration. xxvii

14 7. SUMMARY AND RECOMMENDATIONS 7.1 Summary This report has presented highlights from a 2.5 year study of the use and impact of learning technologies in Illinois public schools. Findings from this study indicate that there has been an increase in the proportion of Illinois schools that have gained access to computers and the Internet. In addition, the ratio of students to instructional computers in Illinois schools is now equal to or better than the national average. Almost all Illinois schools are now connected to the Internet, with over four-fifths having Internet access in at least one classroom. The proportion of Illinois schools using T1, T3, DS1, and DS3 lines is also higher than the national average, with schools in some regions of the state reporting substantial increases in their use of high-speed dedicated telecommunications connections. Most principals report that at least some of their teachers use learning technologies to create instructional materials/handouts, facilitate or enhance the quality of classroom instruction, and get information or pictures from the Internet for use in lessons. Moreover, teachers and technology coordinators in a cross-section of Illinois schools provided numerous examples of how technology has enhanced pedagogy and streamlined administrative tasks. The Year 2 case studies in particular demonstrated that when used in a proficient and purposeful manner, learning technologies can enhance an educator s capacity to enrich students educational experiences. The site visits also identified effective strategies for facilitating technology usage, including (1) developing a technology plan that delineates expected staff and student technology proficiencies, (2) having reliable access to a knowledgeable and skilled technology coordinator, (3) having an influential and highly visible advocate for technology usage at the district or school level, (4) obtaining adequate funding for equipment upkeep, repair, and upgrades, (5) establishing strong partnerships with community stakeholders, and (6) developing a strong technology-based professional development program that stresses basic skills and curriculum integration. The investment in learning technologies appears to be paying off. The analysis of IGAP and ISAT scores from the school year suggests that technology usage had a small but significant impact on student achievement. This impact was generally strongest at higher grade levels and the relationship between technology usage and student achievement was not uniform across all subject matters. Specifically, technology usage s influence appeared to be strongest on the 11th grade science xxviii

15 assessment (IGAP). A strong relationship (i.e., an unstandardized coefficient of 0.20 or higher) between technology usage and student achievement was also found for the 10th grade reading assessment (ISAT), 8th grade writing assessment (ISAT), and 11th grade social science assessment (IGAP). Given the relationship between technology usage and student achievement, it is worth noting that access to learning technologies and teacher participation in professional development both had a positive effect on computer and Internet usage. Further, district and school policies designed to promote professional development served to increase teacher participation in technology training. Nonetheless, a school s socioeconomic status continues to be the strongest predictor of student achievement, and the link between poverty and poor school performance has not yet been broken. Moreover, study findings suggest that a gap continues to exists across Illinois schools between the technology haves and have nots, as well as the wills and will nots. This digital divide, most prominent in Hub 7 schools, high-poverty schools, and urban schools, has been exacerbated by a combination of barriers that are preventing schools from taking full advantage of learning technologies. These obstacles include an inadequate supply of computers in the classrooms, a lack of Internet access in a significant proportion of classrooms, insufficient funding for technology, a lack of access to professional development, and a hesitancy among some teachers to use learning technologies for instructional purposes. In addition, there has been an increase over time in the proportion of principals who cite competing priorities as limiting the time available for using technology in the classroom. 7.2 Recommendations The findings from this study have several policy implications. First and foremost, ISBE should continue its policy of providing schools with enhanced access to computers and the Internet. Given the gap that continues to exist between low- and high-poverty schools, special emphasis should be placed on providing assistance to those districts and schools that face substantial barriers to providing their teachers with access and training in new and emerging learning technologies. Second, access alone does not guarantee that teachers will make use (or make competent use) of computers and the Internet. The analytic model provides evidence that teachers who have received technology instruction are more likely than those who have not to make frequent and appropriate use of these educational tools. Further, teachers are more likely to participate in professional development if they are required or encouraged to do so. Thus, ISBE should encourage districts and schools to use a xxix

16 combination of mandates (e.g., all teachers or all teachers in a given subject area must attend technology training) and incentives (e.g., release time, stipends) to proactively promote teacher participation in technology training. Third, findings from the followup mail survey suggest that teachers are more likely to be receiving instruction in basic computer skills than in curriculum integration. However, findings from the Year 2 case studies suggest that high usage schools commonly stress training that provides teachers with a combination of these two skills. ISBE should therefore consider establishing training guidelines designed to help schools develop technology-based professional development programs that stress both basic computer skills and curriculum integration. Finally, ISBE should continue monitoring the relationship between technology usage and student achievement. In particular, ISBE might develop a longitudinal model that (1) matches increases over time in technology access/usage with corresponding changes in test scores, (2) uses the classroom rather than the school as the unit of analysis, (3) uses data on teachers educational background, pedagogy, and in-class use of technology, and (4) uses data on students technological proficiency and access to computers outside of school. 3 The purpose of such a model would not be to track the progress of individual teachers or students. Rather, the model could be used to further enhance ISBE s capacity to assess technology s influence on student achievement. The model would also enable ISBE to identify potentially promising technology practices that could be adapted in other schools. 3 As discussed in Chapter 6, this approach requires that (1) test scores be obtained for individual students in a sample of schools; (2) corresponding survey data be obtained on teachers educational background, pedagogy, and in-class use of technology; and (3) corresponding survey data be obtained on students technological proficiency and access to computers outside of school. xxx