A Case Study of Contrasting Approaches to Integrating Technology into the K-5 Classroom

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Author(s): Rebecca Brent (Education Designs Inc., USA)and Catherine E. Brawner (Research Triangle Educational Consultants, USA)
Copyright: 2009
Pages: 24
Source title: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
Source Author(s)/Editor(s): Leo Tan Wee Hin (National Institute of Education, Singapore)and R. Subramaniam (National Institute of Education, Singapore)
DOI: 10.4018/978-1-60566-120-9.ch035

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in K-12 Education

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Abstract

Two elementary schools received large three-year grants to support the integration of technology into their curricula. They each followed the same prescribed integration model but made substantially different implementation decisions. The differences are reflected in their responses to two questions: 1. How should limited resources be spent for technology equipment and how should the equipment be deployed in the schools? 2. How can teachers be persuaded to integrate technology into their classes and throughout the curriculum? The authors applied standard qualitative analysis techniques to data that include transcripts of focus groups and interviews with teachers and administrators, field notes from classroom observations, training sessions, and grade level collaborative planning sessions, and responses to three teacher surveys. The contrasting outcomes in each school provide a basis for conclusions and recommendations regarding best practices in technology integration.

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A Case Study of Contrasting Approaches to Integrating Technology into the K-5 Classroom

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