Schools where principals reported fewer technology barriers had higher student access and use and higher teacher access, use, assignments, and professional development¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Principals' perceived barriers correlated negatively with student access and use and with teacher access, professional use, assignments, and professional development across survey years. → Vanessa Coca 2007

Evidence¶

Vanessa Coca 2007¶

Vanessa Coca, Elaine M. Allensworth. (2007). Trends in Access to Computing Technology and Its Use in Chicago Public Schools 2001–2005. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/trends-access-computing-technology-and-its-use-chicago-public-schools-2001-2005

q2 · i? · associational · r2

Correlational analysis of principals' perceived barriers against teacher and student survey reports (Table 2). Correlations were negative and significant in all years, strongest for teacher access (-.47*** in 2001, -.46*** in 2003) and -.36*** for student access in 2005.

"In schools where principals reported fewer barriers, students were more likely to report high levels of access to and use of computers at school"

Discussion¶

Learner Variables¶

• Access — predictor: learners who differ on it differ in outcomes

Related Claims¶

• During spring 2020 remote instruction, internet connectivity and hardware/software problems interfered with course participation for large shares of undergraduates — the general claim this finding bears on, with the studies behind it
• Students and teachers use technology more, and feel more support, in schools where principals report higher expectations and fewer barriers — related
• Teachers' access to and professional use of technology improved considerably from 2001 to 2003, but did not translate into proportionate increases in technology-rich student assignments — related
• CPS principals' overall use of technology in their work rose dramatically between 2001 and 2005 — related
• Survey snapshots and trend graphs track school development measure responses from 1994 to 2003 — related
• Most principals face obstacles to professional learning—time, coverage, and funds—with funding obstacles concentrated in schools serving many students of color — related
• High-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes — related