2. Technology in the Classroom A Piece of the Digital Divide

3. Abstract The Center for Research on Information Technology and Organizations at the University of California, Irvine conducted research, Teaching, Learning, and Computing, through teachers, principals, and technology coordinators to find out how much teaching practices and beliefs, as well as, school's finances and spending effects instructional technology. Teachers, Principals, and technology coordinators were interviewed so they could determine there individual and school philosophies. As a result, they found that teachers use the computer differently depending on student abilities. They also discovered that the amount of money the school puts toward technology and training effects the instructional strategies used to teach. Poorer schools were deemed to have fewer teachers who use the constructivist approach. In addition, teachers who collaborate with other teachers used the constructivist approach more often. Teaching, Learning, and Computing was the initial research project. Since they conducted the research, they have added further questions and updates.

4. CRITO The Center for Research on Information Technology and Organizations at the University of California, Irvine IT in Education Research Project: Teaching Learning and Computing: A national survey of Schools and Teachers

5. Teaching Learning and Computing: The National Survey of schools and teachers Investigator: Hank BeckerHank Becker TLC Website

6. Logistics of TLC Research Study Survey QuestionnairesSurvey Questionnaires 70% Individual Response Rate

7. Teachers’ use of Computer Technology Students in High- Achieving Classes were more likely to use:  CD ROM  Simulations  Multimedia Tools  WWW Browser  Word  PowerPoint  Graphics  Spreadsheet  E-mail Students in Low- Achieving Classes were more likely to use:  Drill and Practice  CD ROM  Simulations  Multimedia Tools  WWW Browser  Word  PowerPoint  Graphics

8. Socio-Economic Status Low SES Schools (Poor) are more Likely to use Computers for:  Mastery of Skills  Remediation of Skills  Traditional Practices High SES Schools (Not Poor) are more Likely to use computers for:  Present Information to an Audience  Computer Skills  Written Expression  Communities and Collaboration

10. Professional Development Training Upper Elementary School Teachers are getting a lot more Content Training Only 12% of Teachers Participated in Professional Development that had Multimedia Presentations as the central idea Teachers had more Computer Training than Training in Instructional Approaches Content Related Topics 31% Instructional Approach Topics 18% Computer Related Training 29%

11. Does the type of computer you use make a difference in your teaching style? Mac Teachers and Leaders are more Collaborate and Interactive than Windows/DOS or Non- computer users This could be because Mac teachers have more control over their instructional environment as well as the computers they choose.

12. Technical Support for Teachers 46% of Teachers need Technical Help Monthly However, almost half of the teachers that say they need technical support report getting help only sometimes.

13. Instructional Support 38% of Teachers need Instructional Support, and only 26% report that the help is available when they need it.

14. Collaborative Teachers = Constructivist Approach Teachers who talk to other teachers about subject matter and teaching practices differed in classroom practices than teachers who kept to themselves. Teachers who were more likely to show collaborative practices were found to have a more constructivist teaching approach.

15. Teachers Regular E-mail Contact with Teachers at Other Schools Teachers were more likely to use the computer on a regular basis to collaborate with other teachers if they had e-mail in the classroom as opposed to only having it at home.

16. Constructivist Approach Vs. Traditional Constructivist Approach Facilitator Sense-Making or Thinking Interest Many things going on Traditional Approach Explainer Curriculum Content Whole Class Activities 3 out of 10 Implement the Traditional Approach 4 out of 10 Teachers use the Constructivist Approach

17. Further Research After the research was conducted, other question became of interest such as: ‾How are teachers using computers in the classroom? ‾What pedagogical motivations for student computer use can lead to student engagement? ‾Who’s wired and who’s not? These questions, and more, can be found at the TLC website.

18. Conclusion This research project conducted by CRITO involved the use of studies, surveys, data collection, data analysis, preparation of reports, and release of information. The TLC website has all the research information available to the public. The results of the information include how schools, principals, teachers, and coordinators use of technology and instructional practices effects the students learning environment. It is important for teachers to use the constructivist approach with technology so that students can learn how to work in groups and perform higher-order thinking tasks. The constructivist approach can be found more often in not poor schools and with teachers who collaborate more.