To create essential conditions for effec- from the promise that 1: 1 initiatives
tive technology use in schools, there would increase collaborative, problem-needs to be an increased emphasis re- based, and student-centered instruc-garding both the knowledge and sup- tional practice. When comparing the
port administrators provide to teach- observed instructional application of
ers who want to integrate technology technology by administrators, schools
with instruction. with 1: 1 initiatives indicated a low
level of use. Administrators observed
What Are You Doing with Those Laptops? students in those schools using laptops
One might think that once laptops to search for information and to word
were present, the use of technology as process. Schools without 1: 1 initiatives,
an integral part of instruction would on the other hand, used the school’s
be observable. One might even bet technology resources for more collab-that having laptops would mean that orative and problem-solving instruc-access to digital tools would increase tional activities, including group work
for students. and attention to multiple intelligences.
Unfortunately, that isn’t the case. Differences in technology access be-
Table 1 shows the r esuOltsnof lthientyepesMatwsetenesrch’osols w ith 1: 1 initiatives and
of instructional technology use occur- those without do not appear to have
ring in the schools. While schDooles tghatreaensoverwhelming benefit in the types
had 1: 1 laptop initiatives appeared to of access available to students. (See
use technology daily, dtheisnisgtruncetiodnasl pe Ta cbilfeic2.)a Tlhlye data suggest there are
use of the technology available was far increases in some areas of access, but
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Highlights fro m Survey of Building-Level Administrators
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• Fewer than half repinorotendethoatfttehch enfool-llowin•g aMroereat sh:an half report that it was a daily
ogy is a priority for their school budget occurrence for students to use technol-
( 48.3%). • Master of Arts in Edougcy afotrioinnst:ructional purposes (59.6%).
• Just under half consiCdeorendctecnhtnroalotigoyn in • Only a fraction ( 10.5%) reported a daily
use by teachers to bIenasptrriuor cittyio(4n6a.6l %S).trategoieccsurrence of teachers using high-end
technology (e.g., universally designed
• Half considered tec•hMnoalosgyteurseobfy Astrut-s in instruction, computer-based simulations,
dents to be a priority (50%). etc.)
• Roughly half would pErodviudectaetcihonnolaoglyLeadership
• Nearly three-quarters defined technology
support and trainin•g MovaersotteherropftAionrst,s in in the school building as computer soft-
when given the oppoErtu dnuity c( a4t8i.o3%na).l Technowlaoregaynd hardware (73.7%).
• Just over half reported teachers often • As for awareness of the National Edu-
sought assistance, Tgeuaicdhaenr cEed,uo cartisounpU-niversity is accactrieodnitaedl Tbeychnology Standards (NETS)
port specific to techthneolAocgcyrefdoirtinth gei Croumsmeission of mtheoreDisthtaanncea third were unaware that ISTE
(51.7%) and about Etdhuecastaiomn eanfdor Trtahineinirg Council (DE
Education University is licensed bhT
yaC
ts)
h.
eid Te
Fea
lonc
rth
idiefiared technology standards for
students (50%). Department of Education, Comtemaiscshioenrs f(o3r8.9%); for students ( 32.1%);
• Nearly all reported iItndaepdeanil dyenotcEcduurcraetniocne , License Nufmobr eard3m32i8n.istrators ( 45.5%); and that ISTE
for teachers to use basic technology (e.g., has also identified conditions that support
e-mail, Internet, word processing, Power- technology use in schools ( 40.0%).
Point, Web-based grading, Web-based • A little less than half are aware that
communication with parents.) (98.2%). new teachers are meeting NETS prior
• Approximately a third reported it a daily to graduation ( 36.8%); while nearly half
occurrence for teacher1s0t7o9us We.mMoodresr-e Blvd. • wSeuriete“vBery aware” that almost all underate technology (e.g.,Wdig inittaelrvPidaerok,,dFigliotarilda 327g8ra9d-u3a7t5e1college students have access to
audio, Web-based learning a1ct.i8vit 0ie0s. .)523.157a8personal computer ( 43.6%).
( 35.7%). www.TEU.edu
