Teachers receiving 11 or more hours of training on integrating digital content report almost double the reliance on software and the Internet compared with untrained teachers¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Of teachers who received 11 or more hours of training on integrating digital content and tools in the previous year, 48 percent say they rely on software and the Internet to a very great or moderate extent, almost double the percentage of teachers who did not receive such training. → The Power of Digital Learning: Integrating Digital Content. The CEO Forum School Technology and Readiness Report 2000

Evidence¶

The Power of Digital Learning: Integrating Digital Content. The CEO Forum School Technology and Readiness Report 2000¶

The Power of Digital Learning: Integrating Digital Content. The CEO Forum School Technology and Readiness Report, Year Three. (2000). https://eric.ed.gov/?id=ED447781

q2 · i? · theoretical · r2

The report cites survey statistics on teacher training and technology reliance in its professional development section. It reports that "48 per-cent say they rely on software and the Internet to a "very great" or "moderate" extent" after 11 or more hours of integration training, which it calls almost double the untrained percentage. No effect size or test is printed.

"Of teachers who received 11 or more hours of training on integrating digital content and tools in the previous year, 48 per-cent say they rely on software and the Internet to a "very great" or "moderate" extent."

Studies bearing on this claim¶

Does professional development that shows teachers how to use digital tools in their own teaching go with more classroom use of those tools? This table gathers the studies behind this claim and the 8 narrower claims that bear on it: 9 distinct studies (4 associational, 3 qualitative, 1 theoretical, 1 review), q2, 0 of 9 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Only 20 percent of U.S. teachers felt well prepared to integrate educational technology into classroom instruction (1998) — related
• Group-level scaffolding training increases teacher process support and student participation — related
• Schools spend far less per student on teacher technology training than on hardware, software, and connectivity, below the recommended 30 percent share — related
• Sanction threats tend to raise school spending on instructional technology, curricular development, and teacher training — related
• About 70 percent of teachers use the internet weekly for lesson preparation, but only 45 to 50 percent use software in instruction or expect weekly student use — related
• Teachers rely more on experience and instinct than on academic research, and teachers who rely on research are more comfortable with and positive about edtech — related
• DLP-coached teachers reported greater increases in frequency of technology use than non-DLP teachers — related
• Professional development needs roughly 50 hours in a specific area, and long-term content-specific support outperforms one-shot sessions — related
• Integrated instructional hours correlate more positively with technology integration ability than stand-alone technology courses — related
• Teachers need tailored technical support and time to understand how to use Ecree and integrate it with their instruction — related
• Teachers tended to adopt district-provided tools, and single-application step-by-step training supported uptake of Forms — related