Classroom Observations of Instructional Practices and Technology Use in Diverse Elementary School Classrooms

• In Event: Classroom Observation Across Grade Levels and Settings

Abstract

The purpose of this study was to observe pre-kindergarten through fifth-grade public school classrooms to examine differences among instructional practices and technology use by teachers, students and the overall classroom. Findings from observations of 710 students in 141 classrooms revealed that teachers were primarily observed using technology to present material in a whole class setting using direct instruction. While a substantial amount of technology was available, students were not frequently observed using technology. When they were, it was almost exclusively for basic skills. Additionally, students were found to be on task significantly more frequently when teachers integrated technology to a great extent. Finally, no significant differences were found in relation to the extent of teacher technology use and instructional practices.

Authors

• Kayla Braziel Rollins, Texas A&M University

• Beverly L. Alford, Texas A&M University

• Yolanda N. Padron, Texas A&M University

• Hersh C. Waxman, Texas A&M University