Classic research methods are ineffective in capturing the dynamic relationships among users, technology, and outcomes for technology integration research. Cognitive research attempts to eliminate environmental variability and test for recall and transferability of knowledge representations. Such approaches lead to arguably ineffective measures of…

The existence of a "digital divide" in which portions of society do not have sufficient access to technology or the information and skills that technology use imparts was of concern for educators and policy makers even before home computers were easily connected to the Internet. As new technologies (such as broadband Internet access),…

During the spring semester 2003, faculty members in the Colleges of Education and Arts & Sciences were asked to submit their fall 2002 semester syllabi that reflect the integration of technology into the courses they teach as a result of attending 12-15 weeks faculty development/training workshops. Furthermore, a survey was designed to extract…

As part of a Preparing Tomorrow's Teachers to Use Technology (PT3) grant, the authors are working on the design, development, and evaluation of an online support environment for novice teachers and teacher support specialists/mentors that will continue to expand technology integration support throughout the critical student teaching and teacher…

This presentation will focus on the use of a custom developed Innovation Component Configuration Map (ICCM) to measure technology integration practices of faculty in Schools, Colleges, and Departments of Education (SCDEs). This study investigated the relationship between the level of technology integration fidelity (high, moderate or low) by SCDE…

This paper describes the experiences of three middle school teachers following a two-week summer workshop in which they were introduced to a technology-enhanced problem-based learning (PBL) pedagogy. Based on their collaborative experiences during the school year developing and implementing a PBL unit, the three teachers increased their confidence…

The requirements of No Child Left Behind Act of 2001 (NCLB) has presented challenges for schools and districts across the United States such as a new need to focus on test scores and student achievement. While all states, districts, and schools face challenges that require them to adjust the structure and delivery of instruction in their schools,…