7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
1/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Related Articles
Ten Lessons Learned:
Considerations for School Leaders
When Implementing One-To-One
Learning
Winter / Summer 2008
Update on the Living Article
Summer 2009
Meridian Middle School Computer Technologies Journal
Print this Meridian Article
Volume 13, Issue 1, 2010
Teachers Perceptions and Attitudes of
One Teacher Laptop Initiative:
Connections Toward 21st Century Learning
Catherine G. Raulston, Ph.D. and Vivian H. Wright, Ph.D.
Abstract
Thi mied-mehod d analed he aide and pecepion of eache folloing he
implemenaion of a eache lapop iniiaie. Daa ggeed ha folloing he eache lapop
iniiaie paicipan in hi d peceied he inceaed hei compe e and b egan o adop
echnolog in he claoom. Rel ggeed ha eache became moe comfoable ih
compe hen gien a lapop and ha a eache lapop iniiaie, copled ih pofeional
deelopmen, can bee pepae den fo he 21 cen.
Introduction
As educators try to prepare students to succeed in the
workforce, they are cons tantly searching for ways to
motivate students and equip them with the skills they
need for the 21st century. In order to properly prepare
students for the 21st century, many schools may need
to revise current curricula and incorporate training for
teachers on how to integrate technology that engages
and motivates students to learn (Ullman, 2007).
According to the U.S. Department of Education (2008),
educational technologies have enriched learning
environments and enhanced s tudents conceptual
understanding. Most educators and parents cons ider
technology an integral part of providing a high quality
education (Greenhow, 2008; U.S. Department ofEducation, 2003b). Spires, Lee, Turner and Johnson
(2008) found that students bel ieved technology was an
ess ential part of their lives and helped engage them to
achieve in school. Technology promotes interaction and communication among s tudents and
teachers while enabling teachers to change the traditional role of an educator in the classroom
(Levin & Wadmany, 2008). According to Li (2007), a technology-enhanced environment can force
teachers to change their role from knowledge dispensers to facilitators (p. 379). By integrating
technology in the class room, students become m ore motivated to be active in the learning process
(Clausen, Britten, & Ring, 2008; Cuban, 2001; Digital Learning Environments, 2008; Lemke &
Martin, 2004). In this study, teachers in one school district were given a laptop to utilize with
students and enhance class room experiences. Through surveys and focus groups, perceptions
and attitudes of teachers were analyzed following the implementation of the ini tiative.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
2/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
For over two decades, interest in computer use in public schools has been increasing. The
National Center for Educational Statistics (NCES) reported that in 1994, 35% of publ ic elementaryand secondary schools had access to the Internet, where as of 2005, NCES reported 99% of public
elementary schools have access to the Internet (National Center for Education Statistics, 2002,2005). Although the nation has spent over $38 billion to bring technology and Internet access to
schools , it does not mean the teachers feel well prepared to integrate technology into theclassrooms (Benton Foundation, 2002; Franklin, 2007; Levin & Wadmany, 2008; Li, 2007; Mouza,
2008; Park & Ertmer, 2007; U.S. Department of Education, 2003b).
Although technology integration in the classroom is on the rise, studies show that much of the
computer usage am ong teachers in elementary and middle schools is primarily for administrativeand preparatory tasks instead of instructional activities wi th students (Becker, 2000a, 2000b;
Becker, Ravitiz, & Wong, 1999; Franklin, 2007; Li, 2007; Mouza, 2008; National Center for EducationStatistics, 2002, 2005; U.S. Department of Education, 2003a). Many factors can hinder computer
use by teachers s uch as lack of teacher preparation, lack of leadership, lack of time, and lack of
availability/access to computers (Bauer & Kenton, 2005; Becker, 2000a; Franklin; Li; Park & Ertmer,2007). Ketterer (2007) believed the digital divide in our education system is the difference between
teachers who embrace the integration of technology into their classroom versus those who choosenot to welcome all that technology has to offer todays class room environments (p. 21). Although
som e teachers m ight have the des ire to embrace technology, they are not always provided theproper tools to do so in the classroom.
Laptops in Education
Accountabil ity measures of today have required a much stronger emphas is on the link betweentechnology, engagements, and achievement. As a laptop initiative can alleviate the barrier of
access, teachers participating in the Maine Learning Technology Initiative reported lack of technical
support, lack of more professional development opportunities, and lack of time were some of thegreatest obstacles in integrating the laptop technology into their curriculum and ins truction
(Silvernail & Lane, 2004).
Current research indicates the use of laptops has the potential to create supportive schoolenvironments that can foster student independence to technology and learning, thereby leading to
increased motivation and great academic aspirations (Light, McDermott, & Honey, 2002; Mouza,
2008; Newhous e & Rennie, 2001; Swan, Vant Hooft, Kratcoski, & Unger, 2005; Zucker & McGhee,2005). Mouza reported that initial findings from one-to-one initiatives have indicated positive
outcomes on student learning (p. 450). The Maine Learning Technology Initiative reported, whenstudents use technology they are more engaged in their learning, more actively involved in their
learning, and produce better quality work (Silvernail & Lane, 2004, p. ii).
The Irving Independent School District in Texas began a one-to-one laptop initiative in 2001. This
district established long-term goals that included changing the teachers approach to teaching andlearning as well as developing a long range plan for technology. Training was designed to focus on
progress ive concepts such as guiding the students ins tead of directing them, maintaining studentinterest in learning, and des igning activities that seamless ly integrate technology into the existing
curriculum (Borthwick & Pierson, 2008). As a result of the laptop initiative, students reported theywere more motivated and engaged in learning (Borthwick & Pierson; Kerr, Pane, & Barney, 2003;
Owen, Farsaii, Knezak, & Christensen, 2005). Teachers confirmed that the access ibility oftechnology became a benefit of their job (Borthwick & Pierson).
The National Educational Technology Standards for Teachers (NETS-T) recommends that teachersshould not only use their knowledge of subject matter and teaching but also us e technology to
facilitate experiences that advance student learning (International Society for Technology inEducation [ISTE], 2008). Former educational technology professional development programs often
focused on teacher competency in using specific hardware and s oftware, whereas today modelsare focused more on approaches that expand teachers knowledge and build skill and confidence
in us ing technology tools in teaching and learning (Borthwick & Pierson, 2008). As access toequipment and the Internet has increased, so must professional development opportunities for
educators to learn how to use the technology.
21st Centur Skills
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
3/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
According to the Alabama State Department of Education (2008), schools are not keeping pace with
technologies in schools that will be required for the 21st Century. Educators are not the only
individuals who should understand the 21st Century skills and outcomes. The Apple Classrooms
of TomorrowToday recommends educators, students, and parents be well versed in the 21st
century skills that students need to be s uccessful (Apple, 2008, p. 4).
A laptop ini tiative may directly addres s technology innovations , but that alone does not complete the
framework for 21s t century learning. The Partnership for 21st Century Skills (2008) stated that for
students, proficiency in 21s t century skills should be the outcome of a 21st century education (p.
5). The 21st Century Skills Organization (Partnership for 21st Century Skills, 2008) quoted
Superintendent Steven Paine: The Framework for 21st Century Learning is critical to the success ofpublic education in this state and this nation (p. 5). Learning 21s t century skills can provide an
opportunity for students to not only be successful but internationally competitive. The Partnership for
21st Century Skills (2003) has identified the following as characteristics of 21st Century Learning
Skills: accountability and adaptability; communication skills; creativity and intellectual curios ity;
critical thinking and systems thinking; information and media literacy skills ; problem identification,
formulation, and solution; sel f-direction; and social responsib ility. The basic framework for 21st
century learning includes Core Subjects and 21st Century Themes, Life and Career Skills, Learning
and Innovation Skills , and Information, Media and Technology Skills.
The 2006 NetDay Speak Up s urveys found that less than 50% of students, parents, and teachers
indicated their schools were doing a good job of preparing todays students for 21s t century careers
(Ullman, 2007). Although some of the skills are included in a basic level of current curricula in many
class rooms , the necessary skill level for success in the 21st century workforce far exceeds thebasic level. In order to be authentic, 21st century skills should be integrated within the traditional
curriculum, allowing s tudents to see connections between their studies and the world in which they
live. Table 1 lis ts the characteristics offered from The Partnership for 21st Century Skills (2006) for
professional development.
Table 1. Characteristics for 21st Centur Professional Development.
From education to the demands of the workplace, change is constantly occurring in society. There
are three major influences on 21s t century learning: globalization, technology innovations, and new
research on how people learn (Apple, 2008). A laptop ini tiative directly address es technology
innovations, but that alone does not complete the framework for 21st century learning. The
Partnership for 21st Century Skills (2008) stated that for students, proficiency in 21st century skills
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
4/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
should be the outcome of a 21st century education (p. 5).
Methods
The purpose of this study was to analyze teachers perceptions, attitudes, and instructional impact
from a teacher laptop initiative. This s tudy utilized a m ixed methods research design (Creswel l,
2003) to examine the impact of teachers perceptions and attitudes about a teacher laptop initiative
by using a combination of instruments and focus groups to collect and analyze quantitative and
qualitative data. Questionnaires provided quantitative data that were used to answer three research
questions. Through focus groups, participants were able to go beyond a single answer response
and elaborate on personal experiences.
The following research questions guided the study:
1. What is the impact of a teacher laptop initiative on teachers perceptions of their computer
use?
2. How is the use of computers for classroom instruction impacted by a teacher laptop
initiative?
3. How are teachers comfort, interest, and view of computer s ignificance impacted by a
teacher laptop initiative?
4. How can a laptop initiative help teachers to prepare students for the 21st century?
This s tudy took place in one southeastern urban school system in the United States. During the
2007-2008 school year the school system was compos ed of seven schools (five elementary
schools , one middle school Grades 6-8, and one high school Grades 9-12). The school system
serves approximately 6,000 students and 400 teachers in the state. The racial composi tion of the
community and system is predominately White. This is an affluent community made up of many
profess ionals of the business community.
Background of Stud
In 2005, the school system formed a system-wide technology committee that was made up of three
representatives from each school in the system. In the spring of 2006, this committee was given the
task of developing what they considered to be the ideal classroom. The local Board of Education
indicated the need for the school system to better prepare s tudents for 21st century learning. The
Board of Education charged the technology committee with making a recommendation of how this
could be done for the system. The committee then prioritized the necess ary equipment needed in
order to transform classrooms throughout the system into a 21st century class room.
The school system scheduled campus visits with other schools throughout the nation already
equipped for 21st century learning and that had implemented a laptop initiative. Subsequently, two
visi ts were made to schools of comparable socioeconomic status. After the school visits ,
information was reported to the school board. The Board of Education then requested that the
initiative be divided into phases. The technology committee met and recommended the 21st
Century Classroom Project be divided into four phas es: Phase 1: Infrastructure; Phase 2: Teacher
Laptops; Phase 3: Interactive Classroom; and Phase 4: Student Computers.
Phase 1 involved ensuring that all schools in the school s ystem had sufficient infrastructure. Someof the schools in the system were considered to be a classic s chool where some class rooms were
limited to one electrical outlet and one data support. The committee decided that in order to support
the amount of equipment being provided in each room, nine electrical outlets and nine network
connections should be installed in each room. This would support at least four student computers,
a network printer, projector, teacher computer, and any additional equipment such as a mobile lab
or wireless device.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
5/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Phoo: Phae 1-1 Phoo: Phae 1-2
Phase 2 involved the Teacher Laptop Initiative. All certified personnel in the school system could
receive a laptop during this initiative. After reviewing various brands of laptops, the committee
decided to use Apples MacBook laptop. The committee thought this laptop provided teachers with
many options including large hard drive storage, wireless Internet ability, ease of use, the option to
run both platforms , and software bundles included with the laptop. The MacBook laptop also
allowed for better communication with current servers in the system. If these were accomplished,
troubleshooting would be simpler and would help increase technical support efficiency for the
district.
In order to provide training throughout the school system, the committee designated local
individuals at each school to be available for small group training opportunities. A "train the trainer"
model was im plemented. The number of laptop trainers per school was chosen based on a faculty
ratio. Forty-eight teachers throughout the system were trained to be laptop trainers. Trainers were
selected based on their technology proficiency and willingness to mentor other teachers. A 2-day
training session was held by an Apple Dis tinguished Educator to better prepare the laptop trainers.
After the initial training, the laptop trainers then directed a 2-hour training session with the
remainder of the teachers in their school at the beginning of the school year. Teachers were
required to sign a laptop contract before they accepted the laptop. The laptop contract agreement
confirmed that the teacher would be respons ible for the laptop. Once teachers s igned the laptop
contract, they were invited to participate in the study by completing a consent form.
The instructional technology specialist at each school m et and developed a lis t of skills and
knowledge for the laptop trainers to include in the training. This checklist included bas ic skills such
as saving files, using help, and closing applications, to more advanced skills and skills needed to
use specific applications. For example, the trainers covered topics such as using projectors with
the laptop, changing pass words, and how to use programs such as PowerPoint, iCal (calendar
application), and iMovie in the class room. Ongoing training continued throughout the year to
increase skills.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
6/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Phoo: Yea 1-1, Yea 1-2, Yea 2
The incional echnolog peciali a each chool condced monhl aining and aed in
cloe conac ih he lapop aine. Appoimael $37,000 a pen on lapop aining, incldinghe co aociaed ih hiing b ie eache and oide aine fo he pofeional
deelopmen e ion.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
7/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Phoo: Phae 2
Phase 3 entailed ins talling components of the interactive class room. The interactive classroom
consis ted of a mounted projector, document camera, mounted interactive presentation board, voice
enhancer, surround sound, student response system, slate, and a podium to store the equipment.
These components were identified, based on the technology committees research, to be
necessary in creating the 21st century class rooms throughout the system.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
8/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Photo: Phase 3
Phase 4 included beginning a 4-ear rotation plan of computers in the class room. It ensured eachelementar class room was equipped with four student computers and each middle/high school
class room contained one s tudent computer. In addition to adding s tudent computers to the
class rooms , mobile laptop labs were added to each school with a computer to student ratio goal of
1:5.
Photo: Phase 4
Daa Collecion
Two data collection instruments were used to surve teachers: Teachers Attitudes Towards
Computers (TAC) (Kneek & Christensen, 1997) and the Stages of Adoption of Technology(Stages
v1.1; Russ ell, 1995). These instruments were chosen because the were used in s imilar studies
and seemed appropriate to meas ure teacher attitudes toward computers. The TAC is composed of
well-validated portions of several attitudinal surves allowing each portion the option to be
administered as a stand-alone instrument (Kneek, Christensen, Miashita, & Ropp, 2000). The
scales used in this s tud were interest, comfort, and signi ficance (Parts 1, 2, and 9), along with 10
demographic items. All scales had a reliabilit of .93 or higher. The Stages of Adoption of
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
9/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Technology(Christensen, 1998; Christensen & Knezek, 1996; Russell , 1995) is an instrument
designed to be a quick, self-ass ess ment measure. A high test-retest reliability estimate of .91 was
obtained from a sample 32 of 525 K-12 teachers from a metropolitan north Texas public school
district during August 1999 (Christensen & Knezek, 1997; Knezek et al., 2000).
This s tudy was implemented in two phases to gather the quantitative and qual itative data:
Phase I (Quantitative Data): Technology Survey. Approximately 284 teachers participated in Phase I
of the study. The teachers in the system were given a MacBook laptop to use throughout the year.
The participants were surveyed by an online questionnaire three times throughout the s tudy over a
16-month time span (August 2007, April 2008, and December 2008).
Phase II (Qualitative Data): Focus Groups. Approximately 40 teachers, cons isting of a purposeful
sam ple throughout the system, were invited to participate in the focus groups. This sample was
compos ed of teachers that considered themselves proficient with technology, teachers that did not
consider themselves proficient with technology, veteran teachers, and teachers that were at the
beginning of their teaching career. The focus groups were divided into three groups: Elementary
teachers (K-5), Secondary teachers (6-12), and the local s chool Instructional Technology Specialis t
(ITS). The ITS had several roles throughout the year, including distributing laptops, planning and
implementing profess ional development for all faculty, and providing technical support. At each
school, an Instructional Technology Specialist served as a local liaison, assisting with dis tributing
laptops and inviting teachers to participate in the quantitative portion of the study. The researcher
trained the liaisons prior to dissemination to ensure consistency of procedures across schools.
Results
Quantitative Data Analsis
Research Question 1: What is the impact of a teacher laptop initiative on teachers perceptions of
their computer use?
To determine if a teacher laptop initiative impacted teachers perceptions of their computer use, a
comparison of responses from the Stages of Adoption of Technologyinstrument between
sem esters was calculated using the Kruskal-Wallis test, analogous to the one-way analysis of
variance (ANOVA). The item read, Choose the stage that best describes where you are in the
adoption of technology. Table 2 s ummarizes the results.
Table 2. Kruskall-Wallis Rank s & Test Statistics for Teacher Perceptions of Computer Use.
Due to the possibility of an inflated Type I error, the researcher set the significance level at p < .001.The Kruskal-Wallis test showed a s ignificant difference between at least 2 rankings between the 3
sem esters. Because the Kruskal-Wallis test was s ignificant, a Mann-Whitney U Test was
performed. The test indicated that means for Fall 2007 were less than Spring 2008, and Spring
2008 were less than Fall 2008. Figure 1 shows the overall median adoption by sem ester. Fall 2008
had a higher ranking, which indicates a teacher laptop initiative can increase teachers perceptions
of their computer use.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
10/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Figure 1. Teachers' perception of technolog adoption b semester.
Teachers were asked to choose the stage that best describes where the are with the adoption of
technolog. The scale ranged from 1 to 6. The higher the stage, the higher the teacher perceived
computer use. Figure 1 displas the median adoption among teachers showing that in Fall 2007,
teachers ranked themselves with a 4. In Spring 2008, teacher ranks of perceived computer use
increased to 5, and in Fall 2008, the median respons e for technolog adoption was 6. Table 3
shows percentages of specific responses to adoption ranking comparing each semester.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
11/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Table 3. Specific Responses of Teachers Perception of Com puter Use by Semester.
According to the ranking scale, in Fall 2007 when the laptop initiative began, the median ranking
from teachers was Stage 4 in the categor of familiarit and confidence, indicating a sens e of
gained confidence and comfort in us ing the computer for specific purposes. B Fall 2008 themedian of teacher responses was Stage 6 (the highest stage) in the categor of creative application
to new concepts, indicating an increased abilit in integrating technolog in the curriculum.
Research Question 2: How is the use of computers for classroom instruction impacted by a teacher
laptop initiative?
To determine if a teacher laptop initiative impacted the use of computers for class room instruction,
a comparison of responses on demographic Item 9 between semes ters was calculated using the
Kruskal-Wallis test, which is analogous to the one-wa analsis of variance (ANOVA). In this item,
participants selected a corresponding frequenc that related to their use of computers for ins truction
in the classroom. Responses for the ques tion were dail (1), weekl (2), monthl (3), once or twice a
ear (4), never (5), and n/a (6). The resulting des criptive s tatistics are presented in Table 4.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
12/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Table 4. Kruskall-Wallis Ranks & Test Statistics: Use of Computers in the Classroom.
Research Question 2: How is the use of computers for classroom instruction impacted b a teacher
laptop initiative?
To determine if a teacher laptop initiative impacted the use of computers for class room instruction,
a comparison of responses on demographic Item 9 between semes ters was calculated using the
Kruskal-Wallis test, which is analogous to the one-wa analsis of variance (ANOVA). In this item,
participants selected a corresponding frequenc that related to their use of computers for ins truction
in the classroom. Responses for the ques tion were dail (1), weekl (2), monthl (3), once or twice a
ear (4), never (5), and n/a (6). The resulting des criptive s tatistics are presented in Table 4.
Table 4. Kruskall-Wallis Ranks & Test Statistics: Use of Computers in the Classroom.
Due to the possibilit of inflated Tpe I error, the researcher set the significance level at p < .001.
The mean values ranged 257.41 to 426.70 with a s ignificance of .000. Because the Kruskal-Wallis
test was signi ficant, a Mann-Whitne U Test was performed. Table 5 dis plas the Mann-Whitne U
Test with ranks between semester and computer use in the classroom, and Table 6 reveals the
Test Statistic results.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
13/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Table 5. Mann-Whitne U Test: Ranks between Semester and Computer Use in the Classroom.
Table 6. Test Statistics: Use of Computers in the Classroom.
The data illustrate a s ignificant difference between rankings of all three sem esters. Mann-Whitneypost hoc tests showed that means for Fall 2007 were less than Spring 2008, with Spring 2008
means less than Fall 2008.
Table 7 shows the specific response results of demographic Question 9, comparing responses of
how often a teacher used a computer in the classroom for instruction. In Fall 2007, 36.6% of the
teachers reported they used computers daily for class room instruction. By Spring 2008, the
percentage of teachers us ing computers daily for class room instruction increased to 56.1%; that
percentage continued to grow in Fall 2008 to 70.4%. This growth indicates the teachers daily use of
computers in the classroom for daily instruction almost doubled s ince the beginning of the initiative.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
14/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Table 7. Specific Responses (Demographic Q9): Use of Computers for Classroom Instruction.
Research Question 3: How are teachers comfort, interest, and view of computer significance
impacted by a teacher laptop initiative?
The responses were analyzed by using descriptive statistics and a one-way ANOVA. Thirty-six items
were used from the Teachers Attitudes Toward Computers (TAC) ins trument divided into three
subs cales: interest (Items 1-12), comfort (Items 13-22) and significance (Items 23-36). Theinstrument scale consis ts of responses ranging from 1 (strongly disagree) to 5 (strongly agree). A
sum mary of descriptives is found in Table 8, and the results of the ANOVA are found in Table 9.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
15/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Table 8. Decipie: Inee, Comfo, and Compe Significance.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
16/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Table 9. ANOVA Rel: Inee, Comfo, & Compe Significance.
ANOVA results indicate there was no significant difference between semesters for interest or
between sem esters for computer significance. The data indicated a signi ficant difference between
all three semesters for comfort. A Bonferroni post hoc test was employed for multiple comparisons,
indicating the Fall 2008 semester had a higher mean than previous s emes ters, suggesting a
teacher laptop can increase a teachers comfort level toward computers. Table 10 shows the
Bonferroni pos t hoc comparisons for comfort.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
17/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Table 10. Bonferroni Multiple Comparisons for Comfort.
Research Question 4: How can a laptop initiative help teachers to prepare students for the 21st
centur?
After analyzing, reading, and re-reading (Lincoln & Guba, 1985) the focus group transcriptions , dataanalyses resulted in the following themes: preparing students for the future, enhancing teaching
opportunities, creating better teachers, convenience for les son planning, improving organization
and comm unication skills , changing the way of teaching, and teachers becoming role models.
These themes were determined by reoccurring responses from the participants.
Preparing Students for the Future. Several of the teachers des cribed the laptop initiative as an
opportunity to prepare their students for future careers and the real world. Teachers are able to
tap into higher order thinking and show s tudents that in the real world they are going to have to
know how to research for themselves and be motivated to find information and tools on their own
(Participant 2, Elementary). The teachers expressed that if s tudents are exposed earlier to
technology, then skills will build on each other. They keep the skills they learn in the other grades
and they go up (Participant 1, Elementary). Teachers noted they could spend class time on
authentic learning experiences rather than was ting time on the s illy how-to s tuff. Students will get tospend more time on actual research (Participant 1, Elementary). By teachers having access to
laptops and modeling technology in the classroom, teachers perceived they could better prepare
students for future jobs . One teacher noted that with technology in the schools , students have
access to it. Just about any job is going to revolve around computers and literacy (Participant 5,
Secondary). Another teacher voiced that is what the future will be for them. That is the direction jobs
are going, and they need experiences in school (Participant 3, Elementary).
Enhancing Teaching Opportunities. Several teachers expressed the importance of a laptop initiative
and the effect that it has on the classroom. They sugges ted computers can enhance any subject
area (Participant 5, Elementary; Participant 2, Secondary). Another teacher believed that having
this laptop has really enhanced the curriculum and my teaching as far as the resources that it
opens up (Participant 3, Elementary). Teachers are able to quickly find resources to enhance
lessons that will keep students more engaged in the learning process.
Creating Better Teachers. In addition to a laptop initiative enhancing teaching opportunities, the
teachers dis cussed how they believe the initiative made them better teachers. A Secondary Teacher
conveyed, Its eas ier for the students to be interested in what I am teaching so I do think that it has
made me a better teacher (Participant 9, Secondary). Another Secondary Teacher claimed that
learning to use a laptop efficiently has helped her in that she is able to teach the kids how to use
technology, which is out in the real world everyday. The more I learn about technology the more I
benefit my students in that area too (Participant 3, Secondary). In general, participants voiced
beliefs that technology gives more options right at my fingertips, so I would say it enhances who I
am (Participant 4, Secondary). Participants also believed that accessibil ity to communication tools
and other productivity applications made them better teachers. One teacher responded with the
following:
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
18/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
For one thing, it has definitely made me a better teacher because if I am s tumped on
how to teach something and Ive got the laptop, its so easy to go and get ideas from
other teachers. Its s o quick you dont have to go the library and get a book or ask
another teacher its really quick. I also email my ideas to my colleagues all the
time, so I think it has helped all around. The accessibi lity and ease of using i t, its
different from having to go to your desktop or stopping when you get home. You can
take it home with you and keep planning. (Participant 1, Elementary)
Convenience for Lesson Planning. Providing teachers with a laptop seemed to empower them to be
able to create more meaningful lessons to use in the classroom. Because the laptops were
portable, teachers were able to carry the laptops home, to meetings, and to other classrooms. Youcould carry the laptop home to spend time learning how to use i t, making it faster to teach the kids
how to use the computers (Participant 1, Elementary). Secondary and elementary teachers both
expressed that its nice to have a grade-level planning meeting and have your laptops there
(Participant 3, Elementary; Participant 5, Secondary). By having the laptop in meetings, teachers
were able to easily access documents, lesson plans, email communication, calendar tools, and
the Internet. An elementary teacher communicated,
I feel like my lessons are a lot richer. It really is like a little notebook that has every
single little thing that we need right there and we can move around with it, we can
take it home, and there are just so many tools on it that I can plan a lot more than I
could before. It is all right there. (Participant 5, Elementary)
Improving Organiation and Communication. Many of the teachers believed that having a laptopimproved their organizational skills, which m ade them more productive teachers. When you learn
how to organize things in files you know where things are, and i t is a good way to organize the test
you make and study sheets and flipcharts or whatever, just learning how to organize that and
knowing right where it is a big help (Participant 3, Elementary).
Teachers also s tated that the laptop helped enhance communication skills among colleagues,
parents, and s tudents. The laptop has given access to create news letters and quickly respond to
emails from parents (Participant 2, Secondary). The reading coach at one of the elem entary
schools believed that her ability to communicate so easily with everyone and anyone is such a
tremendous benefit to us ing the laptop (Participant 6, Elementary).
Changing the Wa of Teaching. Experienced teachers voiced that a teacher laptop has changed the
way of teaching in the classroom. One teacher of 30 years voiced that she almost cant get to all ofthe technology that has become available to her over the last five years because there is jus t so
much. She said it keeps it exciting 30 years later! (Participant 1, Elementary). Other teachers
believed the entire school has become m ore excited about teaching and educating students.
Its a tool. Ive been s eeing some teachers embrace it that I didnt think would. That
has been beneficial just seeing s ome teachers energized by it. Because for some
teachers, it truly is changing the way they are teaching. It is making them a
completely different teacher, and that has been a good thing. I think it helps the entire
school when people are energized by what they are doing. (Participant 2, Secondary)
Teachers Becoming Role Models. Many of the teachers viewed themselves as technology proficient
role models for students. There are some students that do not have any exposure to technology so
we are role models for them because this may be the only time they see i t in a school system(Participant 8, Secondary). One teacher noted that becoming more confident and comfortable with
learning new things with technologysends a good mess age to the kids that we are not afraid to
learn new things (Participant 2, Elementary). Another teacher referred to teachers as the refugees
and students as the natives of technology so educators s hould learn how to speak their
language, model technology, and show them that it can be more than just recreational/games
(Participant 1, Elementary). Teachers expressed that we are all lifelong learners and when
problems aris e for teachers who do not feel comfortable with technology, it should be viewed as an
opportunity to show students how to be flexible or creative problem solve (Participant 3,
Elementary).
Dicion and Implicaion
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
19/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
The increase in rankings of teachers perception of computer use from the Stages of Adoption of
Technologsurvey reveals that providing teachers with a laptop and professional development to
learn how to use the technology in the class room can bring teachers one step closer to applying
technology and us ing it as an ins tructional tool. Literature indicates, that access to laptop
computers can change the teaching and learning dynamics in the classroom (Mouza, 2008, p.
450). However, providing a laptop alone is not enough to motivate and educate teachers on how to
integrate technology in the class room. It is not poss ible for all individuals to feel an immediate
sens e of comfort when learning som ething new such as the functionality of a laptop, therefore
teachers need access to high-quality professional development (Mouza, 2008, p. 451). By
providing profess ional development opportunities, teachers can become properly educated on how
to use new equipment and programs as wel l as ask questions, which will hopefully affect teachingpractices in the classroom. In this s tudy, by Fall 2008, 56% of the participants indicated they could
use technology as an ins tructional tool and they could integrate technology in the curriculum. This
was a 32% increase from the previous year.
Teachers were not just using the laptops at home but the teachers also continued to use them in
the classroom. Among som e of the ways teachers were utilizing computers were applications and
programs such as iMovie, podcasting, and word process ing software. These results suggest that if
teachers are given a laptop and the knowledge of how to use it through profess ional development,
they will experiment with programs and applications to use in the class room. Once teachers are
provided access to technology along with professional development, technology integration can
begin in the classroom (Keller & Bichelmeyer, 2004). Once teachers begin the integration process ,
new opportunities can be provided for students. An elementary teacher reflected on her experience
with integrating technology in the classroom: It has made things concrete that would have beenabstract for young children. It gives them something concrete to understand and enhances their
understanding. Its building their schema and background knowledge (Participant 4, Elementary).
The data also indicated that teachers became more comfortable with computers when given a
laptop, which is important before being expected to use it for instruction (Bonifaz & Zucker, 2004). If
teachers feel comfortable using a computer, then they will be m ore likely to use it in the class room
for instructional purposes. Both elementary and secondary teachers responded that having access
to a laptop dai ly made them more comfortable with technology. The Instructional Technology
Specialist (ITS) from the high s chool noted, The teachers at my school feel that its not as
intimidating to try to learn something when they know they will be able to take it home and become a
little more familiar with it (ITS, Participant 1). An elementary teacher explained, As we become
more comfortable with technology, we also become more confident in what we are doing. We arent
scared to take the chance to use i t in the class room with our students (Participant 2, Elementary).
Although this study did not directly measure technology effects on students, teachers were probed
on their perception of whether a laptop initiative is preparing students for the 21st century. After
reviewing the respons es from the participants, it was evident they believed that a laptop initiative
coupled with profess ional development for teachers can help prepare students for the 21st century.
It is not s olely a laptop initiative that prepares s tudents for the 21st century but the opportunities
teachers are able to expose students to in the classroom through using technology. An elementary
ITS expressed that by the teachers us ing technology, it trickles down to the s tudents as well. The
students are so greatly benefiting from the teachers having a laptop because the lessons are so
much more cus tom tailored to the needs of the class . The Florida Laptop for Learning Task Force
(2004, p. 2) reported, Technology alone is not the answer to the challenges facing education in the
21st century. But with technology, our schools and teachers can leverage resources, individualize
instruction, and open the door to lifelong learning opportunities for students. A secondary teacher
in this s tudy echoed that and shared students s eem more receptive to learning when they are in a
technology rich environment. The laptops have helped the students act as both participants and
facilitators, which embraces many 21st century skills such as communication, collaboration and
problem solving (Participant 8, Secondary).
In order for teachers to prepare s tudents for the 21st century, adminis trators m ust equip educators
with the knowledge of how to integrate 21st century skills into their classrooms . The Partnership for
21st Century Skills (2006) offers six characteristics for 21st century professional development.
These characteristics include unders tanding the importance of the skills, encouraging
collaboration, developing learning communities, build upon expertise, and enhance the support
and use of technology. Table 11 displays the guidel ines of how this current study helped to meet
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
20/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
these professional deelopment characteristics.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
21/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Table 11. Characteristics for 21st Centur Professional Development.
Implicaion fo Teache
One of the major findings in this s tudy was that if teachers are given resources and proper training
on how to implement technology in the classroom, then attitudes and classroom practices may be
changed. If educators begin to integrate technology in the class room and model skills for students,
it can help prepare students for the 21st century. Teachers in this study indicated that once they
received profess ional development training to learn how to operate the equipment, they were then
able to find ways to integrate technology into their classroom. Teachers with 25 years of teaching
experience admitted that it brings new li fe into the whole teaching experience. The teachers that
were kind of on the edge of being burned out have found a fresh restart point (Participant 5,
Secondary). Once educators receive the technological knowledge, they should connect curriculum
and pedagogy to develop learning experiences that integrate technology in the class room (Florida
Laptop for Learning Task Force, 2004; Mishra & Koehler, 2006).
Through the focus group interviews, teachers expressed several challenges they have incurred with
the laptop. One common challenge teachers s poke about was having to recover and think on your
feet when things didnt work right with the laptop (Participant 2, Elementary). Teachers find it difficult
when they have planned a less on and are dependent on us ing the laptop for instruction and
experience technical difficulties. Teachers also discussed having issues with wireless
connections, docking stations, and battery iss ues.
Implicaion fo Adminiao and Final Thogh
For district and building adm inistrators, the implications of this s tudy sugges t strong leadership
and collaboration should be es tablished. Because teacher attitudes and bel iefs can affect the
success and impact of a laptop initiative it is im perative to provide profess ional development
training for teachers in order to educate them on use of the equipment and how to utilize it in the
class room (Borthwick & Pierson, 2008, Daws on, Cavanaugh, & Ritzhaupt, 2008). A secondary ITS
noted,
I can definitely say that when we s tarted with the laptops, it was the s ingle mosttransforming thing that we did that year not only because of the profess ional
development that was given but because how rapidly the teachers were learning. We
saw a tremendous amount of growth in the teachers. Several teachers at the high
school did not accept the laptop the first year of the initiative s imply because they
didnt see a need in getting it (Participant 2, Secondary).
It is possib le they did not accept a laptop because of the legal wording in the laptop contract or not
realizing how it worked with the additional equipment being added to each class room. However,
once other people in the school received it and had pos itive things to say about it, the reluctant
teachers began wanting the laptop. This s tudy reinforced the importance of positive teacher
attitudes, because once teachers had pos itive things to say about the laptops after the first year,
other teachers began to want one.
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
22/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
In todays information age, jobs and skill demands are changing (Partnership for 21st Century
Skills, 2006). Schools must begin teaching students 21s t century skills to help students be
successful in the workplace (Apple, 2008; Partnership for 21s t Century Skills, 2006). Projects such
as laptop initiatives can be one way to put the tools in the hands of the teacher so educators can
better prepare students to become lifelong learners. To view more specifics about this study,
including forms and video footage, visi t http://www.TechTimeforKids.com.
Refeence
Alabam a State Department of Education. (2008). Technology in Alabama schools report.
Montgomery, AL: Author.
Apple, Inc. (April 2008).Apple classrooms of tomorrow-today.Learning in the 21st Century.
Cupertino, CA: Author.
Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools : Why it isnt happening.
Journal of Technology and Teacher Education, 13(4), 519-546.
Becker, H. J. (2000a). Findings from the teaching, learning and computing survey: Is Larry Cuban
right? Education Policy Analysis Archives, 8(51). Retrieved January 3, 2009, from
http://epaa.asu.edu/epaa/v8n51/
Becker, H. J. (2000b). Whos wired and whos not: Childrens access to and use of computer
technology. The Future of Children,10(2), 31.
Becker, H., Ravitz, J., & Wong, Y. (1999). Teacher and teacher-directed student use of computers
and software. Technical Report #3. Teaching Learning and Com puting: 1998 National Survey.
Irvine, CA: University of California at Irvine.
Benton Foundation. NPower. Technology Literacy Benchmarks for Nonprofit Organizations, 2002.
Boni faz, A., & Zucker, A. (2004). Lessons learned ab out providing laptops for all students. Newton,
MA: Northeast and the Islands Regional Technology in Education Consortium.
Borthwick, A., & Pierson, M. (2008). Transforming classroom practice: Professional development
strategies in educational technology. Washington, DC: International Society for Technology
Education.
Christensen, R. (1998). Effect of technology integration education on the attitudes of teachers and
their students. (Doctoral dissertation, University of North Texas, Denton). Retrieved September 3,
2009 from http://www.tcet.unt.edu/research/dissert/rhondac/chap1.htm#Significance of the Study
Chris tensen, R., & Knezek, G. (1996, January).Constructing the teachers attitudes toward
computers (TAC) questionnaire. Paper presented to the Southwest Educational
ResearchAssociation Annual Conference, New Orleans, LA.
Christensen, R., & Knezek, G. (1997). Internal consis tency reliabilities for 14 computer &D. Willis
(Eds.), Technologyin Teacher Education Annual(pp. 877-880). Charlottesville, VA: Ass ociation for
the Advancement of Computing in Education.
Clausen, J., Britten, J., & Ring, G., (2008). Envisioning effective laptop initiatives. Learning & Leading
with Technology, 36(2), 18-22.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and m ixed methods approaches
(2nd ed.). Thousand Oaks, CA: Sage.
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard
University Press. Retrieved September 12, 2008, from http://www.hup.harvard.edu/pdf/CUBOVE.pdf
Dawson, K., Cavanaugh, C., & Ritzhaupt, A. (2008). Floridas EETT leveraging laptops initiative and
its impact on teaching practices. Journal of Research on Technology in Education, 41(2), 143-159.
Digital Learning Environments. (2008). Technology and Curriculum Integration. Retrieved
September 1, 2008, from http://www.guide2digitallearning.com/integration
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
23/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
Florida Laptop for Learning Task Force. (2004). Laptops for learning: Final report and
recommendations of the Laptops for Learning Task Force. Tallahassee: Florida State Department
of Education.
Franklin, C. (2007). Factors that influence elem entary teachers use of computers. Journal of
Technology and Teacher Education,15(2), 267-293.
Greenhow, C. (2008). Who are todays learners? Learning & Leading with Technology, 36(2), 16-17.
Irving Independent School District. (2004). Staff development. Retrieved Augus t 24, 2008, from Irving
Independent School Dis trict High School Laptop Initiative Web s ite:
http://www.irvingisd.net/one2one/staff_development.htm
International Society for Technology in Education, (2008). National educational Technology
standards for teachers. Retrieved April 20, 2009 from www.iste.org/NETS
Keller, J., & Bichelmeyer, B. (2004). What happens when accountability meets technology
integration. Tech Trends, 48(3), 17-24.
Kerr, K. A., Pane, J. F., & Barney, H. (2003). Quaker Valley Digital School District-Early Effects and
Plans for Future Evaluation. Santa Monica, CA: Rand Corporation. Retrieved April 12, 2009, from
http://www.rand.org/publications/TR/TR107/
Ketterer, K. (2007). Coach, nurture, or nudge? How do you learn technology best? Learning &
Leading with Technology, 34(8), 21.
Knezek, G., & Christensen, R. (1997). The Teachers Attitudes Toward Computers Questionnaire
version 5.1. Denton, TX: University of North Texas and the Texas Center for Educational Technology.
Knezek, G., Christensen, R., Miyashita, K., & Ropp, M. (2000). Instruments for assessing educator
progress in technology integration. Denton, TX: Institute for the Integration of Technology into
Teaching and Learning.
Lemke, C., & Martin, C. (2004). One-to-one computing in Indiana: A state profile (Preliminary
Report). Retrieved December 12, 2009, from http://www.metiri.com/Soultions.Research.htm
Levin, T., & Wadmany, R. (2008). Teachers views on factors affecting effective integration of
information technology in the classroom: Developmental scenery.Journal of Technology and
Teacher Education,16(2), 233-263.
Li, Q. (2007). Students and teacher views about technology: A tale of two cities. Journal of Research
on Technology in Education, 39(4), 377-397.
Light, D., McDermott, M., & Honey, M. (2002). Project Hiller: The impact of ubiquitous portable
technology on an urban school. New York: Center for Children and Technology, Education
Development Center.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills , CA: Sage.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework
for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Mouza, C. (2008). Learning wi th laptops: Implementation and outcomes in an urban, under-
privileged school. Journal of Research on Technology in Education, 40(4), 447-472.
National Center for Education Statistics. (2002). Internet access in U. S. public schools and
classrooms: 1994-2001 (NCES 2002-018). Washington, DC: U.S. Department of Education.
National Center for Education Statistics. (2005). Internet access in U. S. Public schools and
classrooms: 1994-2003. (NCES 2005-015). Washington, DC: U.S. Department of Education.
Newhouse, P., & Rennie, L. (2001). A longitudinal study of the use of s tudent-owned portable
computers in a secondary school. Computers & Education, 36(3), 223-243.
Owen, A., Farsaii, S., Knezak, G., & Christensen, R. (2005, December/January). Teaching in the one-
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
24/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
ww.ncsu.edu/meridian/winter2010/raulston/print.html
to-one classroom: Its not about laptops, its about empowerment. Learning and Leading with
Technology,33, 12-16.
Park, S., & Ertmer, P. (2007). Impact of problem-based learning (PBL) on teachers beliefs
regarding technology use. Journal of Research on Technology in Education, 40(2), 247-267.
Partnership for 21st Century Skills. (2003). Learning for the 21st century. Washington. DC: Author.
Retrieved October 15, 2009, from http://www.21stcenturyskills .org/downloads /P21_Report.pdf
Partnership for 21st Century Skills. (2006). Professional development for the 21st century.
Washington. DC: Author.
Partnership for 21st Century Skills. (2008). Moving education forward[Brochure]. Tucson, AZ: Author.
Russel l, A. L. (1995) Stages in learning new technology. Computers in Education, 25(4), 173-178.
Silvernail, D., & Lane, D. (2004). The impact of Maines one-to-one laptop program on middle school
teachers and students. University of Southern Maine, Maine Education Policy Research Institute
(MEPRI).
Spires , H. A., Lee, K. J., Turner, K. A., & Johnson, J. (2008). Having our s ay: Middle grade student
perspectives on school, technologies and academic engagement. Journal of Research on
Technology in Education, 40(4), 497-515.
Swan, K., Vant Hooft, M., Kratcoski, A., & Unger, D. (2005). Uses and effects of mobile computingdevices in K-8 class rooms. Journal of Research on Technology in Education, 38(1), 99-112.
Ullman, E. (2007). Future proofing students: Preparing students to succeed in the global workforce.
Interactive Educator, 3(3), 22-27.
U.S. Department of Education. (2003a). Internet Access in U.S. public schools and
classrooms:1994-2002(NCES 2004-011). Washington, DC, National Center for Education
Statistics.
U.S. Department of Education (2003b). Policy and program studies service: Federal funding for
educational technology and how it is issued in the classroom: A summary of findings from the
integrated studies of educational technology. Washington, DC: U.S. Government Printing Office.
U.S. Department of Education. (2008). Digest of education statistics: 2007(NCES 2008-022).
Washington, DC: U.S. Government Printing Office.
Zucker, A., & McGhee, R. (2005)A study of one-to-one computer use in mathematics and science
instruction at the secondary level in Henrico County Public Schools (No. 0231147). Washington,
DC: SRI International.
Aho
7/30/2019 PrintThe Twenty-First Century Learner and Game-Based Learning
25/25
5/12 PrintThe Twent-First Centur Learner and Game-Based Learning
Caie G. Ralon is an
Instructional Technology Specialis t
for Vestavia Hills City Schools. Dr.
Raulston is a former Gifted
Education Teacher and works wi th
educators across the state to
ass ist with educational technology
experiences. She has conducted
numerous technology integration
workshops and has presented at
regional and national conferences.
Email:
Viian H. Wigh is an Associate Profess or of
Instructional Technology in the College of Education at
The University of Alabama. In addition to teaching
graduate courses at the university, Dr. Wright directs
the Master Technology Teacher profess ional
development program and works with teachers
throughout the s tate to help develop m ethods to
integrate emerging technologies. She has authored
and co-authored over 50 articles and book chapters
and in 2009, received her universitys Outstanding
Commitment in Teaching award.
Email: [email protected].
Top Related