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"Technology Support: Its Depth, Breadth and Impact in American Schools," Amy Ronnkvist, Sara L. Dexter, and Ronald E. Anderson. Center for Research on Information Technology and Organization, University of California, Irvine and the University of Minnesota.

http://www.crito.uci.edu/tlc/findings/technology-support/startpage.htm

Date of Study:

June 2000

Basis of Study:

Information was gathered by the Teaching, Learning, and Computing Survey yielding a database of 488 principals, 467 technology coordinators, and 2,251 teachers. All were questioned about the goals of technology and teaching and current implementation of technology within their schools. This report defines the spectrum of technical support by providing a framework for defining various dimensions of technology support. "Support" is used in the broadest sense to encompass such resources as facilities, presence of support staff, personal help and guidance, professional development, and professional incentives.

Focus of Study:

Research has shown that teachers lack adequate support for the use of information and communication technologies. This has created obstacles to effective student learning with the aid of technology. School-wide and classroom-based technology implementations rely on effective technology support available to teachers.

Findings:

Technology support, comprised of access to equipment, dedicated staff, and professional development programming, is profoundly resource dependent as evidenced by the wide range of roles adopted and number of hours worked by those involved in educational technology.
Teachers' use of technology is positively related to support; therefore, technology leaders should plan carefully in order to provide a complete set of technology support services that include facilities, staffing, personal assistance, professional development programming, and incentives.
When technology support is designed with the instructional needs of the teachers in mind--creating convenient access to necessary resources, providing individualized support, training in integrating technology, and providing resources as incentives--the effect on use is pronounced.
It is critical to provide a systemic approach to creating support with elements provided and coordinated into a larger comprehensive view of what teachers need to make use of technology as an instructional tool.

Implications:

Findings confirm that successful integration of technology into the classroom requires the availability of quality multifaceted technical support comprising elements as general as routine maintenance and as specific as individualized training.
Technology leaders need to be cognizant of the fact that technology support in an educational setting covers both technical and instructional domains.
Technology support programs are more effective when directed by well-trained technology coordinators who are trained to bridge technical ability with classroom teaching experience; who are equipped with leadership and administrative capacities; and who have developed aptitude for instructional design.
Teachers must be provided with opportunities to learn about and use technology. This can be accomplished by adopting a systemic view that acknowledges teachers' dual role as learners themselves and instructional designers.
High quality technology support is comprehensive when it includes a variety of elements and careful planning to ensure the coordination of both technical and instructional support.

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