B. Steele Sr., D.W. Surry, B.E. Porter Sr., and D.J. Sims (USA)
Primary education, secondary education, and technology training
Despite recent advances in the power and availability of educational technologies, technology use in K-12 schools remains sporadic. This study used a survey, interviews, and document analysis to determine the most effective methods for facilitating the use of technology in K-12 schools in Alabama. Four of the most interesting descriptive results of the study are: 1. Few school-based technology coordinators have large percentages of time assigned to the position. 2. Most school-based technology coordinators received no formal training. 3. Technology coordinators are satisfied with the level of technology infusion in their schools and districts. 4. Lack of time combined with competing tasks was identified as the main challenge technology coordinators face. Analysis of variance was used to determine statistically significant differences between groups related to research questions. Five statistically significant differences are: 1. Level of satisfaction with technology infusion based on time to work with teachers. 2. Level of satisfaction with technology infusion and participation in the technology planning process. 3. Level of satisfaction with technology infusion and technology resources. 4. Level of satisfaction with technology infusion and commitment of school and district-level administrators. 5. Level of satisfaction with technology infusion based on school location (Urban, rural, suburban).
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