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Access to educational technology in Tennessee schools: A descriptive study of the current status.

机译：田纳西州学校获得教育技术的途径：对当前状态的描述性研究。

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摘要

The purpose of this study was to provide a basis for the formulation of policies and procedures to encourage effective technology utilization in Tennessee Schools. This was accomplished by determining the type and quality of instructional technology equipment in use, the placement of that equipment in the school, the connectivity of that equipment, the status of technology training for teachers, and the provisions for the scheduled repair and replacement of technology inventories.;A questionnaire was sent to technology coordinators representing the 139 county and special school districts in the State of Tennessee. The seventy nine respondents were a representative sample of the population. Equal distributions were found in the areas of school size, school spending, and geographic location.;The majority of the 21st Century Classroom computers were located in self-contained classrooms (67%). More 21st Century Classroom computers were placed in the Kindergarten - Eighth grades.;The participants reported over 52,000 computers in schools for instructional use. Measurements of access were student to computer (9:1), student to multimedia (20:1), student to the Internet (60:1), student to local area network (21:1), student to older computers (16:1) and student to newer computers (23:1). Per pupil expenditures for a school system did not appear to influence student to computer ratios.;The average percent of technology budget dollars spent on teacher training was 6%. Seventeen school systems reported no money in the technology budget for teacher training. The most common teacher training activity was local training on software packages.;The average percentage of the technology budget allocated to computer repair and replacement was 8%. Fourteen percent of the districts reported no money in the technology budget for the repair and replacement of computers.;Examples of policy for the replacement and repair of computers included full-time technicians and the practice of moving older computers to lower grades. The most common long range plans were to network all schools and to provide Internet access to all classrooms. Nineteen percent of the respondents reported no long range plan.
机译：这项研究的目的是为制定政策和程序提供基础，以鼓励田纳西州学校有效利用技术。这是通过确定所使用的教学技术设备的类型和质量，该设备在学校中的放置，该设备的连接性，对教师的技术培训的状态以及有关计划内维修和更换技术的规定来实现的清单已发送给代表田纳西州139个县和特殊学区的技术协调员。 79名受访者是该人群的代表性样本。在学校规模，学校支出和地理位置方面发现了均等的分布。；大多数21世纪教室计算机位于独立的教室中（占67％）。幼儿园-八年级还放置了更多的21世纪教室计算机。参与者报告了学校有52,000多台计算机用于教学。访问的度量标准是学生使用计算机（9：1），学生使用多媒体（20：1），学生使用互联网（60：1），学生使用局域网（21：1），学生使用较旧的计算机（16： 1）和学生使用较新的计算机（23：1）。学校系统中每名学生的人均支出似乎并未影响学生与计算机的比率。；用于教师培训的技术预算平均支出百分比为6％。十七个学校系统报告称，在技术预算中没有用于师资培训的资金。最常见的教师培训活动是本地软件包培训；分配给计算机维修和更换的技术预算的平均百分比为8％。 14％的地区报告称，在技术预算中没有用于修理和更换计算机的资金。更换和修理计算机的政策示例包括专职技术人员和将旧计算机转移到较低等级的做法。最常见的远程计划是将所有学校联网，并为所有教室提供Internet访问。 19％的受访者表示没有长期计划。

著录项

  • 作者

    Belvin, Donald Lynnwood.;

  • 作者单位

    The University of Tennessee.;

  • 授予单位 The University of Tennessee.;
  • 学科 Education Technology of.;Education Curriculum and Instruction.;Education Administration.
  • 学位 Ed.D.
  • 年度 1997
  • 页码 125 p.
  • 总页数 125
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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