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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teacher access to computers and the Internet in classrooms rose substantially by 2003, and teachers increased professional technology use, but their assignment of technology to students increased only modestly. → Vanessa Coca 2007 q2 i? Teachers did not increase their assignment of technology to students at the same rate at which they increased their own use of technology. → Vanessa Coca 2007 (2)

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

Trend analysis of teacher survey reports on access to computers, Internet, and email in classrooms and elsewhere in school (Figure 12). By 2003, 84 percent of elementary and 64 percent of high school teachers had classroom computers, and classroom Internet access practically doubled to about 60 percent.

"While substantially more teachers had access to computers in their classrooms, the biggest improvement in access to technology was more Internet connections."

Vanessa Coca 2007 (2)¶

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

Trend analysis of teacher reports on assigning technology to students (Chapter 3). Despite a substantial rise in teachers' professional use of technology—including accessing model lesson plans, where never-use fell from about 40 percent to about one-quarter—assignment increases were modest.

"However, teachers did not increase their assignment of technology to students at the same rate at which they increased their own use of technology. Instead, those increases were modest."

Discussion¶

Related Claims¶

• CPS principals' overall use of technology in their work rose dramatically between 2001 and 2005 — related
• Only about half of CPS students use technology at least weekly for school, and 20 to 30 percent rarely or never do — related
• Schools where principals reported fewer technology barriers had higher student access and use and higher teacher access, use, assignments, and professional development — related
• Only 20 percent of U.S. teachers felt well prepared to integrate educational technology into classroom instruction (1998) — related
• Most Chicago public school students use technology infrequently and for a narrow range of low-level activities — related
• Teachers had abundant student data but most needed help translating data into instructional steps
• Survey snapshots and trend graphs track school development measure responses from 1994 to 2003 — related
• Student choice about learning content and path was limited: most teachers did not report high levels of student choice, and two-thirds to three-quarters of students reported sometimes, rarely, or never choosing — related
• Principals' email communication with teachers and parents expanded substantially by 2005, though most elementary principals still never emailed parents — related