Quality of technology integration varies substantially across lessons, with most variance unexplained by teacher traits or time course¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The highest variance component for quality and quantity of technology integration measures was unexplained variance (70-88%), indicating variability depends on contextual factors from the particular teaching environment. → Backfisch 2021

Evidence¶

Backfisch 2021¶

Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility!. Computers & Education, 166, 104159. https://doi.org/10.1016/j.compedu.2021.104159

q2 · i? · associational · r1

Variance component analysis of diary data from 18 teachers found that 70-88% of variance in technology integration measures was unexplained. The article reports "the highest variance component remained unexplained variance (70-88%)" indicating dependence on contextual factors.

"the highest variance component remained unexplained variance (70-88%). Overall, the high residual variance across our measures of the quantity and quality of technology integration demonstrated that most of the variability was not explained by systematic teacher traits or general time course, but highly depended on contextual factors emerging from the particular teaching environment."

Discussion¶

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