Trading Roles:
Teachers and Students Learn with Technology
Maine Learning Technology
Initiative
Research Report #3
Report prepared by
Janet Fairman
Assistant Research Professor
Maine Education Policy Research Institute
The University of Maine Office
May 2004
Executive Summary........................................................................................................................ iii
Introduction.................................................................................................................................... 1
Methods......................................................................................................................................... 2
Findings.......................................................................................................................................... 6
Discussion.................................................................................................................................... 30
Conclusion................................................................................................................................... 34
References................................................................................................................................... 35
Appendices.................................................................................................................................. 36
FORWARD
This research paper was presented at the annual conference of the New England Educational Research Organization (NEERO) in Portsmouth, New Hampshire, in April 2004.
Executive Summary
The Maine Learning Technology Initiative (MLTI) is a state-wide program that provides wireless laptop computers to all seventh- and eighth-grade students and teachers. This paper describes the author’s analysis of data from a state-wide evaluation conducted during the first year and a half of the program. The data include: 301 interviews with administrators, teachers, students, and parents from 23 schools across Maine; state-wide surveys of teachers, students, and technology coordinators; and 22 classroom observations from 7 schools.
The author’s findings suggest that the introduction of laptops may have the potential to encourage significant and rapid shifts in the role of teachers and students in classroom learning, as well as supporting broader improvements in teaching and learning. Teachers have begun to see themselves as partners in learning with students and report a more “reciprocal” relationship with students. Teachers also report that they are shifting toward more student-centered and inquiry-based approaches, where students take more responsibility for their learning and teachers serve as facilitators. Teachers reported an improved climate for learning in the classroom, where there is more interaction and cooperative work across all groups of students and between students and the teacher. Increased communication and respect among students and between students and the teacher help to create a “community of learners.”
Teachers and students reported that students have greater freedom to pose questions and research topics of interest to them. Teachers report that the laptops have helped them to differentiate curriculum and instruction, allowing students to work at different levels of depth. Teachers also report that the laptops support the use of integrated or interdisciplinary instructional approaches. Students are able to bring new content and information into the classroom, and are teaching technology skills to teachers and other students. Students typically help or teach others about technology informally, but teachers and schools have also created formal structures, such as the “i-Teams,” for students to fill this role. Often, it is the low-performing and special-needs students who are teaching others about technology. Teachers’ recognition of students’ knowledge and skills with technology has had the impact of increasing students’ self-esteem and confidence.
In
summary, laptop use in the classroom appears to have stimulated a more
reciprocal relationship between teachers and students, where both are valued
and respected as learners and teachers. Teachers have benefited from students’
knowledge and fluency with computers, and students have benefited by the opportunity
to share their knowledge and skills with others. Both teachers and students
have benefited socially and educationally from the broader changes in teaching
and learning that the laptops have promoted within a very short period of time.
The impacts of the MLTI program are consistent with and support the goals for
teaching and learning envisioned by the program’s developers and articulated in
the Maine Learning Results.
Trading Roles: Teachers and Students Learn with Technology
Across the U.S. and abroad, local and state educational agencies have developed programs to introduce laptops into classrooms in individual schools, districts, or counties. The Maine Learning Technology Initiative (MLTI) goes further than any other laptop program, in that it introduced wireless laptop computers into classrooms state-wide for all seventh-grade students and teachers in the fall of 2002 and then all eighth-grade students and teachers in the fall of 2003 (totaling almost 3,000 teachers and over 34,000 students). Evidence from a state-wide evaluation conducted during the first year and a half of program implementation indicates overwhelmingly positive impacts for teaching and learning (Silvernail & Lane, 2004). Program goals went beyond the narrow goal of teaching students technology skills to include the broader goals of encouraging higher-order thinking skills and innovation in teaching and learning, where both students and teachers learn together in the classroom (Task Force on Maine Learning Technology Endowment, 2001).
A preliminary analysis of the evaluation data revealed that teacher and student roles shifted very rapidly in the early weeks and months of program implementation, where students often became the “teachers” of technology skills and teachers were “learners.” The author’s analysis of the evaluation data investigated the change in teacher and student roles and focused on the following research questions: (a) What role changes do teachers and students describe as resulting from laptop use in the classroom, and what benefits do they associate with these changes? (b) How do teachers structure learning tasks differently as a result of laptop use? and (c) What broader shifts in pedagogy and instructional approach do teachers report?
Analysis for this paper is based on 301 coded interviews with administrators, teachers, students, and parents from 23 schools across Maine (see tables in Appendix), and primarily uses teacher and student interview data. The analysis also uses data from 22 classroom observations from seven schools, and responses to certain survey items from state-wide surveys of teachers, students, and technology coordinators. Data collection and analysis for each type of data is described separately.
The sample of 23 schools included nine schools that piloted the program from March 2002 through June 2002, and 14 additional schools that, like other schools across the state, implemented the program in September 2002. Most schools in the sample were either middle schools with grades 6-8 (11 schools) or were grade K-8 schools (9 schools). Two schools had grades K-12, and one school had grades 6-12 (see Table 1). Both the pilot and non-pilot schools vary by enrollment size, rural/urban location, student poverty rates, curricula, and teaching practices. Pilot schools volunteered to be demonstration sites, and could be somewhat different from other schools in the sample in that they share a strong motivation to participate in the program. One school from each of the state’s nine superintendent regions was chosen by the Maine Department of Education to be a pilot school.
Structured interviews were conducted by evaluation team members from September 2002 through December 2003. Interviews with administrators, teachers, and parents were typically done individually and lasted approximately 30 minutes to one hour. A few interviews with teachers were done in groups of two or three teachers. Interviews with students were done both individually and in groups of two or three students, and lasted from 20 to 30 minutes. Interviews with parents were done individually and lasted from 20 to 30 minutes. Key laptop team members (principals, teacher leaders, and tech coordinators) were interviewed at least twice over the school year. Some teachers were observed and interviewed twice during the school year. Most other teachers, parents, and students were interviewed once during the school year.
Interviews were tape-recorded, transcribed, and coded using NUD*IST (version N6) qualitative data analysis software (see Tables 2 and 3). Four members of the evaluation team from the University of Maine coded the 301 interviews around broad categories related to the impacts of laptops on: students and student learning, teachers and teaching, and school community. Further categories emerged from the process of open and axial coding of the data, resulting in 272 coding categories (Strauss & Corbin, 1998).
Interviews included open-ended questions, such as: “What is your overall assessment of the laptop program?” and more focused questions such as: “What impact do you feel the laptop program has had on: (a) your teaching practice? (b) your students?” In response to these questions, respondents volunteered their views and observations about changes in teacher and student roles in the classroom, and changes in teaching practices. In some cases, evaluators probed these views in subsequent interviews by asking teachers if they had noticed any changes in teacher and student roles in the classroom as a result of laptop use.
For this paper, the author analyzed interview data coded as “teacher-student roles”(coded in 79 of the 301 interviews), “teacher and student communication” (coded in 97 interviews), and “students’ collaboration with other students” (coded in 58 interviews), and generated additional coding for these data. Themes emerging from this analysis were organized around the research questions and were coded as follows:
· students helping/teaching other students with technology (formal and informal structures)
· students helping/teaching teachers with technology (formal and informal structures)
· teachers as learners in the classroom
· teachers’ instructional role (facilitating or direct instruction)
· inquiry (versus memorization and practice)
· collaboration in the classroom
· individualization of student learning
The evaluation team conducted 24 classroom observations during the 2002-2003 school year in 7 of the 23 study schools. Of the seven schools, three were pilot schools. The seven schools represented four of the state’s nine superintendent regions. The number of observations in each school ranged from one to eight observations (see Table 4). Lessons in five different content areas and one portfolio assessment activity were observed (see Table 5). Observations were typed on-site and lasted for the duration of the observed lessons. Two observations could not be coded for this analysis, resulting in 22 observations that the author coded by hand.
The author’s analysis of the observation data generated themes similar to those emerging from the interview data. Coding categories for the observation data include those listed above for interview data, and additional categories related to the structure of learning tasks, as listed below. Table 5 shows the number of coded observations falling into different categories.
· Student inquiry (versus memorization or practice)
· Cooperative learning (versus individualized work)
· Student choice over topic or research questions
· Student choice over product
· Teacher rules for student web searches (open or restricted)
The evaluation study included both on-line and mailed surveys to administrators, teachers, parents, and students. More than 26,000 student surveys and 1,700 teacher surveys were collected and analyzed by the evaluation team. Teacher surveys were mailed in the fall of 2002 and were disseminated to schools on-line in spring 2003 and fall 2003. Student surveys were disseminated on-line all three times. Principals were notified of the surveys by e-mail and through the MLTI website maintained by the state educational agency. Students took the survey in their classrooms.
For this paper,
the author analyzed responses to certain items on the teacher and student fall
2002 surveys (response rate were: 33%
and 44% respectively) and fall 2003 surveys (response rates: 26% and 37%
respectively), and from a technical coordinator survey from spring 2003 (n = 97, response rate 44%) (Silvernail
& Lane, 2004). Survey items were
chosen based on their relevance to the research questions.
Specifically, the
author cites survey responses to items that asked teachers about the impacts of
the laptops in the following areas: teacher-student
communication, student-student communication, teachers’ ability to
individualize curricula, students’ motivation and engagement in learning,
teachers’ self-ratings of their own computer skills, and items asking about use
of different instructional strategies.
Survey data is also cited for student survey items that asked about
students working in groups, where students seek help with computers, student
and teacher interaction, student interest in school work, and students’
self-rating of their own computer skills. Data is cited for one technical
coordinator survey item, which asked about the use of students to help with
technical support in the school.