The leadership role of the teacher librarian in technology integration

In 2008, the United States’ Institute for Museum and Library Services funded Project Leadership-in-Action (LIA) that included surveys of the technology integration practices of teacher librarian leaders with NationalBoard Certification. Preliminary 2009 survey results suggested that the 295 respondents worked in well-resourced libraries with personnel assistance as well as numerous computers and devices. Respondents reported that they led school technology integration in many areas but also had areas in which to improve such as services to special needs learners, participation in student assessment, and transferring their leadership success to professional and local communities.

A Professional Development School Technology Integration and Research Plan

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers' use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

A Professional Development School Technology Integration and Research Plan

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers’ use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

Trends in Technology Planning and Funding in Florida K-12 Schools

This empirical research investigates trends in technology planning and funding in Florida’s K–12 public schools between the 2003–04 and 2005–06 academic years. Survey items that focused on funding and planning issues on Florida’s statewide school technology integration survey were analyzed using logistic models. Results indicate a significant increase in the number of schools revising their technology plans on a regular basis; a significant increase in the frequency with which Florida’s K–12 public schools are seeking funding for technology-related initiatives; a significant increase in parent, administrator, teacher, and student involvement in the technology planning process; and a significant decline in adequate funding for software and hardware needs. In addition, schools with low proportions of economically disadvantaged students sought and were awarded significantly more funds from donations and federal and state grants. Implications for educational leadership and policy are provided.

Technology and Transformation: A Naturalistic Study of Special Students and Computers in the Middle School

This article describes the EDC/TERC Middle School Technology Integration Project, which is investigating how technology is integrated into language arts and mathematics curricula, and its impact on mainstreamed mildly handicapped students. Over 3 years, EDC/TERC will build a model of technology integration by holistically studying four diverse school districts as they expand computer use Based on assumptions that technology integration is evolutionary and dynamic and studying it requires outside intervention, EDC/TERC has adopted a naturalistic perspective. The research approach includes 10 features: natural setting, grounded theory, emergent design, interactive researchers, intervention/analysis, qualitative procedures, case study method, triangulation of data, negotiation of results, and multiple reporting modes. The resulting model will encompass relationships between critical variables emerging from the diverse sites, the different pathways schools follow to integrate technology, and interim outcomes reflecting stages within the process.