Increased Access to Technology Has Not Led to Fundamental Changes in Instructional Practices

• In Event: Poster Session 9
  In Poster Session: Technology-Based Learning Environments for Teachers, Parents, and Communities

Abstract

Millions of dollars have been spent providing hardware, software and infrastructure to districts with the assumption that increasing access leads to improved instruction. However, it’s unclear whether increased capital has resulted in changes to instructional practice. This research examines the ways teachers use technology. Teachers answered a 93-question survey about their uses of instructional technology and their beliefs and attitudes towards it. They also used an online logging tool to capture their instructional practice. Data reveals that teachers tend to use technology to support traditional instructional practices. Data suggests that technology investments have not fundamentally changed instruction and that larger investments should be made in professional development if the goal is to fundamentally change the nature of instruction and learning.

Author

• Liane Wardlow, Pearson Education