Theoretical Framework for Educational Technology by Doctoral Candidate, Lindsay Morgan. Tarleton State University (Draft one)

1. Technology Literacy
Student Achievement
Future Education
Theory of Technology
Implementation and Literacy Outcomes

2. Introduction

3. Quill Pens &
Slates
Early one-room
school houses
taught students
how to write
and cipher,
Wall charts Behaviorism
To save the cost John Watson helped
of individual establish
books, passages behaviorism which
were sometimes Models became one of the
printed in large Models were given theoretical
letters and hung to students to foundations of
for all to see. manipulate and learning
learn from.
1600s 1700s 1826 1855 1901 1914 1923
Manipulatives
Primers Maria Montessori’s
The New kinesthetic approach
England Primer spurred the use of
remained the manipulatives.
basic school text
Historical Perspective
for 100 years
after its
publication.

4. PBS and NER
The Public
Broadcasting Act
established the
Public Broadcasting
Service and National
Education Radio.
Radio World Wide
The Ohio Web;
―School of Air‖ Cognitive Approach Constructivist
broadcasted Approach;
Cognitivists including
instruction to
Ausubel, Bruner, Gagne, Virtual Reality.
homes.
and others brought forth
the idea of thinking about
learning (metacognition).
1929 1956 1967 1970 1977 1990s 2003 & beyond
Mobile Devices;
Online Life; the
Grid
Bloom’s The P.C.
Taxonomy Apple (Steve Jobs
A team lead by and Steve Wozniak)
Benjamin Bloom creates the first
identified and personal computer
articulated
levels of
cognition.
Timeline adapted from: www.coe.uh.edu/idhistory, and Saettler, P. (1968) A history of
instructional technologies.

5. Are We Teaching Them??
http://youtu.be/Fnh9q_cQcUE
http://www.youtube.com/watch?v=Fnh9q_cQcUE

6. A:B. What is the relationship between campus leadership perception of technology implementation and teacher perception of
technology implementation?
A:C. What is the relationship between campus leadership perception of technology implementation and student achievement in
reading?
B:C. What is the relationship between teacher perception of technology implementation and student achievement in reading?
A:B:C. What is the relationship between perception of technology implementation and student achievement in reading?

7. Longitudinal Study (2007/2008
– 2010/2011 school years):
Comparison of teacher and
leader responses on the Texas
STAR to student TAKS reading
scores in grades 3-11.

8. Leader
Level of
Technology The greater the congruency
Implementation between leader and teacher
perception of technology
implementation = greater
Teacher
student achievement in
reading.
Organizational Implication

9. Review of Literature
Kulik(2003) purported that the infusion of technology into schools has
trapped education in a cycle of over spending on a non-sustainable
resource, stifling learning. Kulik found no relationship between computer
use and academic achievement.
Brown (2009) found a positive relationship between digital literacy and
elementary student achievement in mathematics, through comparison of
the Texas STAR chart and student TAKS scores.
Mixed Results

10. Review of Literature
Lovat & Smith (1995) found that teacher beliefs and training in
technology have the potential to greatly impact the quality of
educational technology, thus impact student achievement.
Degranno (2010) suggested that teachers must design constructivist
environments, where pedagogy are linked with technology and real-
world application.
Mixed Results

11. Review of Literature
Cravey (2008) found that educational technology had no direct
significant effect on student achievement.
Kaumbulu (2011) found that positive teacher and leader beliefs
regarding technology were necessary for successful technology
implementation.
Baker, et. al. (2006) found that effective use of technology can
accelerate efforts to ensure all students master literacy.
Mixed Results

12. A theory of learning that suggests that learners
actively construct their own knowledge and meaning
from their experiences.
Constructivism, by nature is pragmatic, and tied to the
administrative theory of Human Relations.
The core of this theory is rooted in the works of
philosophers including: Dewey (1932), Kant
(1781/1946), Piaget (1973), and Vygotsky (1978).
Theoretical Foundation
& Key Theorists

13. John Dewey (1932): emphasized the role of
experiences in learning.
Jean Piaget (1973): theorized that children develop
schemata and used schema to construct new
knowledge; children use symbolic thinking when
interpreting their world.
Lev Vygotsky (1978): noted that tool use influenced
child development, and measured how these tools
affected learning; emphasized the role of social
contact.
Key Theorists and Their Contributions

14. Pedagogy: the leader
The leader must provide a learning environment in which…
Learning can take place in authentic and real-world environments;
Learning can involve social negotiation and mediation;
Content and skills are relevant to the learner;
Content and skills can be understood within the framework of the
learner’s prior knowledge.
Leadership

15. Pedagogy: the teacher
The teacher must support a learning environment in which…
The teacher serves a facilitator of learning, rather than an
instructor;
The teacher encourages multiple perspectives and
representations of content.
Less teacher focus

16. Pedagogy: the learner
Students should benefit from an educational environment in which…
Students are assessed formatively, serving to inform future learning
experiences;
Students are encouraged to become self regulatory, self mediated, and
self aware.
Student-Owned

17. Policy: Federal Requirements
No Child Left Behind Act (2001);
U.S.D.O.E. National Education Technology Plan.
Federal Requirements

18. National Technology Plan
U.S. Department of Education (2004)
 Teachers have more resources available through
technology than ever before,
 But many teachers have not received sufficient
training in the effective use of technology to
enhance the students’ learning.
Federal Findings

19. Policy: Texas Requirements
SBEC Certification Requirements;
Texas Essential Knowledge & Skills (TEKS);
Long Range Plan for Technology (LRPT);
State Comprehensive Education;
Career & Technical Education;
Title I funding;
Professional Development Appraisal System (PDAS).
State Requirements

20. Further Research Needed
Many studies based around
technology use in the classroom
focus on technology in support of
mathematics and science.
There are a limited number of
studies that connect literacy
(reading, writing, speaking,
listening) to technology
instruction and use.
Why?

21. Further Research Needed
Of the 93 million adults in the Low literacy and poor reading
U.S. functioning at or below skills are the number one
basic levels of literacy, 30 million indicators for high school
are the parents or primary dropouts, and 85% of all
caregivers of children ages 0-8 juveniles who interface with the
(National Center for Family juvenile court system are
Literacy Fact Sheet). functionally illiterate. (National
Assessment of Adult Literacy,
Texas has slipped from 45th to 2003).
last among states ranked by
percent for citizens in 2005—age Dropouts alone cost Texas $9.6
25 and older—who have a high Billion annually (United Ways of
school diploma or GED (Murdock, Texas).
2007).
Why?

22. Image source: http://www-tcall.tamu.edu/docs/09illitmap.html
Percentage of Illiterate Texans by County

23. Questions??

24. References
Baker, Pearson & Rozendal (2010). Theoretical perspectives and literacy studies:
An exploration of roles and insights. In Baker (Ed.), The new literacies: Multiple
perspectives on research and practice (pp.1-22). New York, NY: The Guildford
Press.
Brown, B. (2009). An examination of the relationship between digital literacy and
student achievement in Texas elementary schools. Norman, OK: University of
Oklahoma.
Cravey, R. (2008). An analysis of the relationship of educational technology
implementation level and student achievement. Stephenville, TX: Tarleton State
University.
Degennaro, D. (2010). Grounded in theory: Immersing preservice teachers in
technology-mediated learning. Contemporary Issues in Technology and Teacher
Education, 10(3), 338-359.
Dewey, J. (1932). The school and society: The child and the curriculum. Chicago,
IL: The University of Chicago Press.
References

25. References
Kant, E. (1946). Critique of pure reason. (J.M.D. Meiklejohn, Trans.) New
York, NY: Dutton.
Kulik, J.A. (2003). Effects of using instruction technology in elementary
and secondary schools: What controlled evaluation studies say. Arlington,
VA: SRI International.
National Family Literacy Facts. Retrieved from:
http://www.famlit.org/ncfl-family-literacy/
Piaget, J. (1973). To understand is to invent. New York, NY: Viking Press.
Texas A&M Illiteracy Map. Retrieved from: http://www-
tcall.tamu.edu/docs/09illitmap.html.
Texas Education Agency (2006). Texas Star Chart: A tool for planning and
self assessing. Austin, TX: TEA.
Texas Literacy Initiative. Retrieved from: http://www.literacytexas.org/.
Vygotsky, L.S. (1978). Mind in society: The development of higher
psychological process. Cambridge, MA: Cambridge University Press.
References

26. References
U.S. Dept. of Education (2005). No child left behind: Educational
technology fact sheet. Retrieved from:
http://www.ed.gov/about/offices/list/os/technology/index.html
References