An assessment of a teacher laptop program in a Southwestern urban school district.

Abstract

The factors that are explored in the this study include the in-service teachers' Level of Technology Implementation as measured by the LoTi Questionnaire as well as several demographic variables (age, type of school, teaching experience, teaching level, subjects taught, technology proficiency level, and number of years with a district issued laptop) that may impact the use of technology with students. The theoretical framework in this study includes both self efficacy theory and the theory of change and how these can influence the Level of Technology Implementation. Seven research questions were used to guide the foundation of this study.

The use of technology in schools in the United States is pervasive. It is an area that has been overlooked for assessment of effectiveness in the instructional environment compared to the amount of monetary resources dedicated to this initiative. This study explores the relationship of in-service teachers employed in a Southwestern Urban School District and their participation in a district laptop program and the effect this ready access to technology has had on the level of technology integration.

Subjects in this study included 390 in-service teachers. Teachers from all grade levels participated in the study. A variety of ages and experience levels were also recorded by the subjects. The vast majority of subjects in this study reported having access to computers at some location within their school. The issues revealed through the results of this study show that the teachers are currently integrating technology at the very lowest levels in this district. Teachers also express what barriers and support systems they feel are currently available to assist them in integrating technology.