TECHNOLOGY’S ROLE IN EDUCATION REFORM

[Pages:206]TECHNOLOGY'S ROLE IN EDUCATION REFORM

Findings from a National Study of Innovating Schools

September 1995

Prepared for: Office of Educational Research and Improvement U.S. Department of Education

This report was prepared by SRI International under ED Contract No. RR 91172010, part of the Studies of Education Reform Program, supported by the U.S. Department of Education, Office of Educational Research and Improvement. The opinions expressed in this document do not necessarily reflect the position or policy of the U.S. Department of Education, and no official endorsement should be inferred.

TECHNOLOGY'S ROLE IN EDUCATION REFORM

Findings from a National Study of Innovating Schools

September 1995

Prepared for: Office of Educational Research and Improvement U.S. Department of Education Washington, DC 20202

Prepared by: Barbara Means Kerry Olson

With the assistance of: Joan Ruskus, Edys Quellmalz, Teresa Middleton, and Katie Ann Kaattari SRI International Catherine Cobb Morocco, Arlene R. Remz, and Judith Zorfass Education Development Center

SRI Project 2882 ED Contract No. RR 91172010

CONTENTS

Acknowledgments

Exhibits.................................................................................................................. iv

Figures .................................................................................................................. iv

Tables.................................................................................................................... iv

EXECUTIVE SUMMARY ...................................................................................... S-1 The Vision: Technology-Supported Constructivist Classrooms ................... S-1 Effects of Using Technology ......................................................................... S-2 Implementation Lessons............................................................................... S-3 Policy Implications ........................................................................................ S-5

1. INTRODUCTION ............................................................................................. 1 Study Aims.................................................................................................... 2 Conceptual Framework: Educational Reform Through Project-Based Learning.................................................................................................... 3 Study Questions: How Technology and Reform Fit Together ...................... 5

2. REVIEW OF LITERATURE .............................................................................. 7 Technologies for Learning ............................................................................ 7 Support for Student Learning Activities......................................................... 9 Realistic, Complex Environments for Inquiry........................................... 10 Information and Tools to Support Investigation....................................... 12 Classroom Links for Joint Investigation................................................... 14 Supports for Teachers .................................................................................. 16 Tools for Developing and Tailoring Instructional Materials...................... 16 Supports for Ongoing Assessment ......................................................... 17 Opportunities to Share and Expand Teacher Knowledge ....................... 19 Supports for Communication with Parents .............................................. 20 Challenges for Teachers Using Technology ................................................. 20 Learning How to Use a Variety of Technology Options........................... 21 Using, Adapting, and Designing Technology-Enhanced Curricula.......... 21 Expanding Content Knowledge............................................................... 22 Effects on Student Achievement................................................................... 23 "Horse Race" Studies.............................................................................. 23 Limitations of the "Horse Race" Paradigm .............................................. 25 Contextualized Research ........................................................................ 26

CONTENTS (Continued)

3. STUDY AIMS, QUESTIONS, AND METHODOLOGY ...................................... 27 Research Questions ..................................................................................... 27 Classroom Teaching and Learning Questions ........................................ 27 School-Level Implementation Questions................................................. 27 Overview of the Methodology ....................................................................... 28 Site Selection .......................................................................................... 28 On-Site Activities..................................................................................... 32 Planning for Cross-Site Synthesis........................................................... 32 Software-Supported Cross-Case Analysis .............................................. 34

4. CASE STUDY PROFILES ................................................................................ 37 Bay Vista Elementary School........................................................................ 38 East City High School ACOT Program.......................................................... 40 John Wesley Elementary School .................................................................. 42 Maynard Computer Mini-School.................................................................... 44 Nathaniel Elementary School........................................................................ 46 The Progressive School................................................................................ 48 The School of the Future .............................................................................. 50 South Creek Middle School .......................................................................... 52 TeacherNet ................................................................................................... 54

5. IMPLEMENTATION CHALLENGES AND STRATEGIES................................. 57 Providing Adequate Technology Access ...................................................... 57 Equalizing Technology Access ..................................................................... 64 Involving a Majority of Teachers ................................................................... 66 Providing Technical Support for Technology Use and Maintenance............. 70 Giving Teachers Time to Learn to Use Technology...................................... 76 Scheduling Technology-Based Activities ...................................................... 78 Providing Adequate Space and Physical Infrastructure for Technology ....... 79 Discouraging Vandalism/Theft/Unacceptable Use of Technology ................ 81 Coping with Hardware and Software Change ............................................... 84 Planning for Transitions Across Programs and Schools ............................... 86 Replication and Dissemination to Other Sites............................................... 88 Sustaining the Innovation ............................................................................. 90

6. RESOURCES FOR TECHNOLOGY IMPLEMENTATIONS.............................. 93 Computer Resources .................................................................................... 93 Network Resources....................................................................................... 96 Costs: Required Resources ......................................................................... 96

CONTENTS (Continued)

7. LEADERSHIP FOR TECHNOLOGY IMPLEMENTATIONS ............................. 101 Incentive for Technology Use ....................................................................... 101 Instigators for Change: A Systemic Perspective ........................................... 105 Federal-Level Supports........................................................................... 105 State-Level Supports .............................................................................. 108 District Roles ........................................................................................... 110 School Leadership .................................................................................. 115 Outside Influences: External Partners and the Role of Research................ 116 Corporate Partners ................................................................................. 116 Foundation Partners ............................................................................... 118 University Partners.................................................................................. 119 Influence of Research ............................................................................. 119

8. TECHNOLOGY SUPPORTS FOR PROJECT-BASED LEARNING ................. 121 Ways in Which Technology Supports the Model........................................... 121 Summary ...................................................................................................... 133 Frequency of Technology-Supported Project-Based Learning ..................... 131

9. EFFECTS ON STUDENTS............................................................................... 135 Teacher Reports of Effects on Students ....................................................... 135 Motivational Effects................................................................................. 135 Improvements in Student Performance................................................... 139 Changes in Student and Teacher Roles ................................................. 144 Evaluations ................................................................................................... 147

10. EFFECTS ON TEACHERS ............................................................................ 151 Effects on Classroom Management and Presentations ................................ 151 Teacher Collaboration within the School ...................................................... 154 Teacher Interactions with Outside Collaborators and Resources ................. 156 Teacher Professionalization.......................................................................... 157 Conclusion .................................................................................................... 159

11. IMPLICATIONS FOR POLICY, PRACTICE, AND RESEARCH ..................... 161 Implications for Policy ................................................................................... 161 Mixed-Initiative Approaches to Innovation .............................................. 163 Encouragement of Partnerships.............................................................. 164 Implications for Practice................................................................................ 165

Setting a Research Agenda.......................................................................... 168

Model Technology-Supported Network Activities .................................... 168 Models for Third-Party Involvement ........................................................ 169 Contextualized and Broad-Scale Studies of Effects

on Student Learning ........................................................................... 169 Conclusion .................................................................................................... 171

References ............................................................................................................ 173

EXHIBITS

1 Examples of Strategies for Allocating Equipment ......................................... 61 2 Example of a Student Take-Home Computer Program................................. 65 3 Strategies for Involving Teachers ................................................................. 69 4 Effects of Varying Levels of Technical Support ............................................ 72 5 Providing Time, Training, and Technical Support for Instructional 81

Uses of Technology .................................................................................. 77 6 Providing an Inspiration and Incentive for Change ....................................... 106 7 Limitations of Top-Down Technology Implementations................................. 114 8 Becoming Technologically Self-Sufficient .................................................... 118 9 Examples of Authentic Activities Supported by Technology ......................... 123 10 Teacher as Facilitator of Technology-Supported Projects ........................... 127 11 Increases in Student Self-Esteem Arising from Technology-Supported

Accomplishments...................................................................................... 138 12 Examples of Technology-Provided Supports for Advanced

Thinking Skills........................................................................................... 141

FIGURES

1 Authentic, Challenging Tasks as the Core of Education Reform .................. 4 2 Number of Years Each Site has Used Technology on a Large Scale........... 94 3 Motivations for Introducing Technology at Case Study Sites........................ 102

TABLES

1 Case Study Sites .......................................................................................... 30 2 Strategies for Allocating Technology ............................................................ 63 3 Strategies for Involving a Majority of Teachers ............................................. 71 4 On-Site Technical Support............................................................................ 73 5 Density and Distribution of Computers in Case Study Schools..................... 95 6 Network Resources in Case Study Schools.................................................. 97 7 Cost Estimates for Implementing Technology-Supported

Education Reform ......................................................................................... 99 8 Teacher-Reported Effects of Technology on Students ................................. 136 9 Indicators for Case Study Sites..................................................................... 149 10 Presentations and Publications by Staff at Case Study Sites ....................... 159

ACKNOWLEDGMENTS

Preparation of this report was supported by the Office of Educational Research and Improvement (OERI) of the U.S. Department of Education. This work is part of the Studies of Education Reform Program of the Department of Education's Office of Educational Research and Improvement, under contract number RR 91-1720-10. The program supports and disseminates practical information about implementing and sustaining successful innovations in American education. The opinions in this document do not necessarily reflect the position or policy of the U.S. Department of Education, and no official endorsement should be inferred.

Many individuals contributed to the research, analysis, and thinking on which this report is based. The SRI site visit teams who prepared the case study reports that provided the foundation for our conclusions were led by Drs. Kerry Olson, Barbara Means, and Joan Ruskus. Other team members included Teresa Middleton, Katie Ann Kaattari, Gabriela Maga?a Banks, and Kimberly Austin. Catherine Cobb Morocco, Arlene R. Remz, and Judith Zorfass of the Education Development Corporation contributed to the synthesis of the literature appearing in Chapter 2.

We have benefited from the insights and suggestions of our panel of advisors: Milton Chen, Allan Collins, Jane David, Joan Herman, and Karen Sheingold. We are thankful also for the counsel of Dr. Ram Singh, our monitor at OERI.

Although they are too numerous to name individually, we are indebted also to the many administrators, teachers, and students who welcomed us into their classrooms and shared their insights and concerns with so much candor.

Preparation of the manuscript was ably supported by Carolyn Estey and Augustina Biosic, with editing by Klaus Krause.

August 1995

Barbara Means Kerry Olson Menlo Park, California

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