The role of school socioeconomic status in school-wide technology integration in the U.S.

Shonn Cheng; Mary Parker

doi:10.30935/cedtech/13059

Shonn Cheng ¹ ^* , Mary Parker ²

More Detail

CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep422

https://doi.org/10.30935/cedtech/13059

Submitted: 30 May 2022, Published Online: 11 March 2023

OPEN ACCESS 986 Views 807 Downloads

Download Full Text (PDF)

Abstract

This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)–educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, first-order and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if first-order barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.

Keywords: technology integration, first-order barriers, second-order barriers, school SES, equity

References

Alghasab, M. B., Alfadley, A., & Aladwani, A. M. (2020). Factors affecting technology integration in EFL classrooms: The case of Kuwaiti government primary schools. Journal of Education and Learning, 9(4), 10-27. https://doi.org/10.5539/jel.v9n4p10
Babbie, E. (2021). The practice of social research. Cengage Learning Inc.
Baker, R. S., & Gowda, S. M. (2018). The 2018 technology & learning insights report: Towards understanding App effectiveness and cost. https://www.brightbytes.net/resources-archive/insightsreport2018
Bearden, S. (2017). Building technology infrastructure for learning. US Department of Education. https://tech.ed.gov/files/2017/07/2017-Infrastructure-Guide.pdf
Bowman, M. A., Vongkulluksn, V. W., Jiang, Z., & Xie, K. (2020). Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education, 54(2), 188-204. https://doi.org/10.1080/15391523.2020.1830895
Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford Publications.
Chand, V. S., Deshmukh, K. S., & Shukla, A. (2020). Why does technology integration fail? Teacher beliefs and content developer assumptions in an Indian initiative. Educational Technology Research and Development, 68(5), 2753-2774. https://doi.org/10.1007/s11423-020-09760-x
Cheng, S.-L., Chang, J.-C., & Romero, K. (2022). Are pedagogical beliefs an internal barrier for technology integration? The interdependent nature of teacher beliefs. Education and Information Technologies, 27, 5215-5232. https://doi.org/10.1007/s10639-021-10835-2
Cheng, S.-L., Chen, S., & Chang, J. (2020a). Examining the multiplicative relationships between teachers’ competence, value and pedagogical beliefs about technology integration. British Journal of Educational Technology, 52(2), 734-750. https://doi.org/10.1111/bjet.13052
Cheng, S.-L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020b). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062. https://doi.org/10.1016/j.tate.2020.103062
Dexter, S., & Richardson, J. W. (2020). What does technology integration research tell us about the leadership of technology? Journal of Research on Technology in Education, 52(1), 17-36. https://doi.org/10.1080/15391523.2019.1668316
Dinc, E. (2019). Prospective teachers’ perceptions of barriers to technology integration in education. Contemporary Educational Technology, 10(4), 381-398. https://doi.org/10.30935/cet.634187
Dogan, N. A., Dawson, K., & Ritzhaupt, A. D. (2021). Do school levels matter? How elementary, middle, and high school teachers differ in their perceptions and use of technology. Journal of Educational Technology Systems, 49(4), 432-460. https://doi.org/10.1177/0047239520961339
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. https://doi.org/10.1007/BF02299597
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683
Ertmer, P. A., Gopalakrishnan, S., & Ross, E. M. (2001). Technology-using teachers: Comparing perceptions of exemplary technology use to best practice. Journal of Research on Computing in Education, 33(5). https://eric.ed.gov/?id=ED446037
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
Ertmer, P. A., Paul, A., Molly, L., Eva, R., & Denise, W. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72. https://doi.org/10.1080/08886504.1999.10782269
Field, A. (2018). Discovering statistics using IBM SPSS statistics. SAGE.
Flora, D. B., & Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9(4), 466-491. https://doi.org/10.1037/1082-989X.9.4.466
Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1-16. https://doi.org/10.1080/15391523.2019.1679055
Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers’ professional perspectives. Teaching and Teacher Education, 4(2), 121-137. https://doi.org/10.1016/0742-051X(88)90013-3
Gray, L., Thomas, N., & Lewis, L. (2010). Educational technology in U.S. public schools: Fall 2008 (NCES 2010-034). US Government Printing Office. https://files.eric.ed.gov/fulltext/ED509397.pdf
Gurer, M. D., & Akkaya, R. (2022). The influence of pedagogical beliefs on technology acceptance: A structural equation modeling study of pre-service mathematics teachers. Journal of Mathematics Teacher Education, 25(4), 479-495. https://doi.org/10.1007/s10857-021-09504-5
Hamutoglu, N. B., & Basarmak, U. (2020). External and internal barriers in technology integration: A structural regression analysis. Journal of Information Technology Education: Research, 19, 017-040. https://doi.org/10.28945/4497
Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. The Guilford Press.
Hox, J. J., Moerbeek, M., & van de Schoot, R. (2018). Multilevel analysis: Techniques and applications. Routledge. https://doi.org/10.4324/9781315650982
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers & Education, 146, 103760. https://doi.org/10.1016/j.compedu.2019.103760
Kagan, D. M. (1992). Implication of research on teacher belief. Educational Psychologist, 27(1), 65-90. https://doi.org/10.1207/s15326985ep2701_6
Kale, U., & Akcaoglu, M. (2018). The role of relevance in future teachers’ utility value and interest toward technology. Educational Technology Research and Development, 66(2), 283-311. https://doi.org/10.1007/s11423-017-9547-9
Karaca, F., Can, G., & Yildirim, S. (2013). A path model for technology integration into elementary school settings in Turkey. Computers & Education, 68, 353-365. https://doi.org/10.1016/j.compedu.2013.05.017
Karakis, O. (2022). Factors affecting the behaviors of teachers towards technology integration teaching via distance education during COVID-19 pandemic: A path analysis. International Journal of Curriculum and Instruction, 14(1), 814-843. https://files.eric.ed.gov/fulltext/EJ1331629.pdf
Kim, H. J., Yi, P., & Hong, J. I. (2021). Are schools digitally inclusive for all? Profiles of school digital inclusion using PISA 2018. Computers & Education, 170, 104226. https://doi.org/10.1016/j.compedu.2021.104226
Lai, C., Wang, Q., & Huang, X. (2022). The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers’ technology adoption. British Journal of Educational Technology, 53(5), 1389-1411. https://doi.org/10.1111/bjet.13200
Lee, D. (2019). The convergent, discriminant, and nomological validity of the depression anxiety stress scales-21 (DASS-21). Journal of Affective Disorders, 259, 136-142. https://doi.org/10.1016/j.jad.2019.06.036
Mané, C. E. (2019). The effect of school socioeconomic status and teachers’ perception of school culture on teachers’ proficiency with information and communications technology tools in the classroom [Unpublished doctoral dissertation]. University of Georgia.
Mwanda, G. (2017). Integrating ICT into teaching and learning biology: A case for Rachuonyo South sub-county, Kenya. International Journal of Education, Culture and Society, 2(6), 165-171. https://doi.org/10.11648/j.ijecs.20170206.12
Nelson, M. J., & Voithofer, R. (2022). Coursework, field experiences, and the technology beliefs and practices of preservice teachers. Computers & Education, 186, 104547. https://doi.org/10.1016/j.compedu.2022.104547
Picton, I. (2019). Teachers’ use of technology to support literacy in 2018. The National Literacy Trust. http://files.eric.ed.gov.proxy.lib.ohio-state.edu/fulltext/ED598387.pdf
Ritzhaupt, A. D., Cheng, L., Luo, W., & Hohlfeld, T. N. (2020). The digital divide in formal education settings: The past, present, and future relevance. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of research in educational communications and technology (pp. 483-504). Springer. https://doi.org/10.1007/978-3-030-36119-8_23
Samatova, G. (2019). Effectiveness of classroom technology. In R. Draut (Ed.), Bridge to science: Research works (pp. 83-85). B&M Publishing.
Schmitz, M.-L., Antonietti, C., Cattaneo, A., Gonon, P., & Petko, D. (2022). When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe. Computers & Education, 179, 104411. https://doi.org/10.1016/j.compedu.2021.104411
Scott, R. H. (2020). Path analysis of technology integration factors in magnet schools [Unpublished doctoral dissertation]. University of Florida.
Shemshack, A. (2021). What supports do teachers need on effective instructional technology integration? Journal of Literacy and Technology, 22(1), 22-51. http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/v22_1_shemshack.pdf
Spencer, A. (2019). Teachers and technology integration: Identifying technology integration barriers in the elementary classroom [Unpublished doctoral dissertation]. Texas Wesleyan University.
Teo, T., Huang, F., & Hoi, C. K. W. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environments, 26(4), 460-475. https://doi.org/10.1080/10494820.2017.1341940
Thannimalai, R., & Raman, A. (2018). The influence of principals’ technology leadership and professional development on teachers’ technology integration in secondary schools. Malaysian Journal of Learning and Instruction, 15(1), 201-226. https://doi.org/10.32890/mjli2018.15.1.8
Tosuntas, S. B., Cubukcu, Z., & Inci, T. (2019). A holistic view to barriers to technology integration in education. Turkish Online Journal of Qualitative Inquiry, 10(4), 439-461. https://doi.org/10.17569/tojqi.613969
Uslu, N. A., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517-531. https://doi.org/10.1080/1475939X.2019.1668293
Velázquez, M. (2006). Cross-cultural validation of the will, skill, tool model of technology integration [Unpublished doctoral dissertation]. University of North Texas.
Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers’ internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70-81. https://doi.org/10.1016/j.compedu.2017.11.009

Citation

Cheng, S., & Parker, M. (2023). The role of school socioeconomic status in school-wide technology integration in the U.S.. Contemporary Educational Technology, 15(2), ep422. https://doi.org/10.30935/cedtech/13059

Cheng, S., and Parker, M. (2023). The role of school socioeconomic status in school-wide technology integration in the U.S.. Contemporary Educational Technology, 15(2), ep422. https://doi.org/10.30935/cedtech/13059

Cheng S, Parker M. The role of school socioeconomic status in school-wide technology integration in the U.S.. CONT ED TECHNOLOGY. 2023;15(2), ep422. https://doi.org/10.30935/cedtech/13059

Cheng, Shonn, and Mary Parker. "The role of school socioeconomic status in school-wide technology integration in the U.S.". Contemporary Educational Technology 2023 15 no. 2 (2023): ep422. https://doi.org/10.30935/cedtech/13059

Cheng, Shonn et al. "The role of school socioeconomic status in school-wide technology integration in the U.S.". Contemporary Educational Technology, vol. 15, no. 2, 2023, ep422. https://doi.org/10.30935/cedtech/13059

Cheng S, Parker M. The role of school socioeconomic status in school-wide technology integration in the U.S.. CONT ED TECHNOLOGY. 2023;15(2):ep422. https://doi.org/10.30935/cedtech/13059