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"Progress of Technology in the Schools: 1999 Report on 27 States," Lewis C. Solomon and Judith A. Wiederhorn for the Milken Family Foundation.

http://www.mff.org/publications/publications.taf?page=282

Date of Study:

May 2000

Basis of Study:

Thirty-two state technology coordinators participated in data collection from more than 4,100 district technology coordinators (DTCs) in 27 states to provide comprehensive assessment of the status of technology integration, planning and advancement in their states. Thirty-four tables display the results of extensive questionnaires about districts, schools, teachers, and students to report on the current status of technology in each state.

Focus of Study:

Year Four (1998-99) results of studies conducted in San Mateo County, California's (Silicon Valley) classrooms measuring the impact of the Multimedia Project on teaching and learning through the implementation of an exemplary model of project-based learning using multimedia.

Findings:

While many states have made progress in implementing technology plans, few have not been using it long enough to see major changes in student achievement due to effective use of technology.
Overall, DTCs say that teachers in their districts view technology as a powerful tool for helping them improve student learning and that they enhance their curricula by integrating technology-based software into the teaching and learning process.
Approximately 16.2% of classroom time is spent using computers or Internet technology.
DTCs reported that 64.6% of their students become more engaged learners due to technology; 49.9% of their students gain a deepened understanding of academic subjects; and 22.1% get better grades or test scores.
On average, teachers received 12.4 hours of training in technology use and many received incentives to obtain technological fluency such as participation in special workshops, additional resources for their classrooms, or course credit for certification.
Almost all districts have formal technology plans, averaging 4.1 years.
Technology is funded primarily by state and local public funds, with some help from federal programs, parents, and school fund-raisers. Roughly 41.7% of districts have benefited from E-Rate funds and 33.9% from other federal funds.
The overall student to computer ratio is 18.5:1 with substantial variation among states. This study defined the ratio in terms of computers with Internet access available to students in classrooms, labs or media centers. About 4.5% of the computers in schools are not used either because they are outdated or because teachers are not trained to use them.
The most frequently reported progress indicators are the number of classrooms wired, anecdotes about how teachers and students are using technology effectively, the student/computer ratio, and increased administrative efficiencies.

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Home \| News & Research \| Research \| Progress of Technology in the Schools "Progress of Technology in the Schools: 1999 Report on 27 States," Lewis C. Solomon and Judith A. Wiederhorn for the Milken Family Foundation. http://www.mff.org/publications/publications.taf?page=282 Date of Study: May 2000 Basis of Study: Thirty-two state technology coordinators participated in data collection from more than 4,100 district technology coordinators (DTCs) in 27 states to provide comprehensive assessment of the status of technology integration, planning and advancement in their states. Thirty-four tables display the results of extensive questionnaires about districts, schools, teachers, and students to report on the current status of technology in each state. Focus of Study: Year Four (1998-99) results of studies conducted in San Mateo County, California's (Silicon Valley) classrooms measuring the impact of the Multimedia Project on teaching and learning through the implementation of an exemplary model of project-based learning using multimedia. Findings: While many states have made progress in implementing technology plans, few have not been using it long enough to see major changes in student achievement due to effective use of technology. Overall, DTCs say that teachers in their districts view technology as a powerful tool for helping them improve student learning and that they enhance their curricula by integrating technology-based software into the teaching and learning process. Approximately 16.2% of classroom time is spent using computers or Internet technology. DTCs reported that 64.6% of their students become more engaged learners due to technology; 49.9% of their students gain a deepened understanding of academic subjects; and 22.1% get better grades or test scores. On average, teachers received 12.4 hours of training in technology use and many received incentives to obtain technological fluency such as participation in special workshops, additional resources for their classrooms, or course credit for certification. Almost all districts have formal technology plans, averaging 4.1 years. Technology is funded primarily by state and local public funds, with some help from federal programs, parents, and school fund-raisers. Roughly 41.7% of districts have benefited from E-Rate funds and 33.9% from other federal funds. The overall student to computer ratio is 18.5:1 with substantial variation among states. This study defined the ratio in terms of computers with Internet access available to students in classrooms, labs or media centers. About 4.5% of the computers in schools are not used either because they are outdated or because teachers are not trained to use them. The most frequently reported progress indicators are the number of classrooms wired, anecdotes about how teachers and students are using technology effectively, the student/computer ratio, and increased administrative efficiencies. Home \| News & Research \| Research \| Progress of Technology in the Schools ©2001 Riverdeep Interactive Learning Limited. All rights reserved.