Assignment 2: A Research Analysis & Critique: Part I – Create

An Investigation of Factors Influencing Student Use of Technology in K-12 Classrooms Using

Path Analysis

PURPOSE

The University of Florida collected data and measured factors that influence student use of
technology in the classroom. Their target areas were locating factors within the context of the
teacher, the school and approach to technology within the classroom.

The US Department of Education (USDOE) 2010 Blueprint for Reform identified technology as a
component of a complete education and emphasized the need to invest in “evidence-based
instructional models and supports” (USDOE, 2010, p4). The University of Florida conducted
their study with a path analysis model in conjunction with a two-year TTS (Teacher Technology
Survey) to support the notion that exogenous and endogenous variables within the study had a
positive impact on student use of technology in the K-12 classroom.

A common issue that arises within the discussion of technology integration is the gap between
theory and practice. In theory, technology is advancing at an alarming pace and the accessibility
to technology-driven education is a common denominator in the conversation of integrating
technology into classrooms. However, in practice, there is a lag for its application due to
extraneous factors such as cost-gates, uncertainty of success and un-trained educators which
begins to lend itself some answers in this literature review.

This study is not to be confused with the potential benefits for learning by integrating
technology in the classroom but serves to examine the effects on student use of technology as
dissected by instructional usage, teacher experience and accessibility.

PRIOR STUDIES

The study acknowledges there are other methodologies and approaches to this form of
research but makes its connection with the following 4 studies due to their similar approach as
a path analysis study but differ in their specific endogenous variable studied.

1. Mathews and Guarino, 2000

- Mathews and Guarino (2000) studies the use of technology by a teacher and
examined a flurry of variables including gender, experience and accessibility. Their
resolve determined that younger teachers generally apply more computer usage
than older teachers in addition to factors contributing to usage of computers by the
teachers themselves. (Mathews and Guarino, 2000).
 2. Robinson, 2003
- Robinson (2003) focused on a more superficial variable on the plane of technology
support and attitudes towards integration. The study demonstrated that main
factors include proficiency and computers for enhancement activities are significant.
(Robinson, 2003).

3. Van Braak et al., 2004

- Similar to Mathews and Guarino (2000), Van Braak, Tondeur and Valcke (2004)
explore technology usage by a teacher. Their findings however, differed slightly by
identifying experience and attitudes as the main contributing factors to the usage of
computers by teachers. (Van Braak et al., 2004).

4. Inan and Lowther, 2010

- This study focused on technology integration which include a breakdown of
accessibility, support and attitudes towards technology integration within the
classroom. The study determined age has a negative contribution while readiness
and proficiency had positive contributions to instructional integration (Inan and
Lowther, 2010).

SIGNIFICANT CONSTRUCTS AND OPERATIONAL DEFINITIONS

The following table is extracted from the article that outlines significant constructs and
operational definitions of the study. The “measures” column indicates variables which were
examined in our path analysis model and is supported by their operational definition of how
the study understood the context of these variables. The variables include both exogenous and
endogenous variables.

Table 2. Description of Variables in Model. Reprinted from “An Investigation of Factors

Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis,” by A.D.
Ritzhaupt, K. Dawson, and C. Cavanaugh, 2012, Journal of Educational Computing Research, Vol
46(3), p. 235. Copyright 2012 by Baywood Publishing Co., Inc .
Table 2. Description of Variables in Model. Reprinted from “An Investigation of Factors
Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis,” by A.D.
Ritzhaupt, K. Dawson, and C. Cavanaugh, 2012, Journal of Educational Computing Research, Vol
46(3), p. 235. Copyright 2012 by Baywood Publishing Co., Inc .
DICHOTOMIES:

a. Quantitative versus qualitative (or mixed methods)

- This study has evidence of mixed methods of research. The study at the glance of an
eye is clearly quantitative as there are numbers and statistical data that can be
analyzed for a conclusion. There are references to means, standard deviations,
skewness and kurtosis which indicate tangible data for comparisons. I’ve included
quantitative research to form a mixed method in this study, because as the results
are published, it is evident that there are influential factors caused by feelings or
expressions of non-measurable factors. For example, the study is all derived from
self-reported data which includes teachers reporting on their observations of
student technology usage of computers which excludes. other devices such as
mobile devices. In addition, several variables in this study were based upon a
teachers’ arbitrarily decided level of comfort, attitude towards technology
integration and school cultural context of technology which can all be summarized
by qualitative methods.

b. Experimental versus non-intervention

- Non-intervention study as experimental studies require a manipulation or
intervention of an independent variable. This study is a non-intervention study
because in the path analysis model used, there are several dependent variables and
there is no specified control groups that tested an intervention. As listed above in
the aforementioned tables, there are several dependent variables in addition to
independent variables and the data was collected through the TTS (Teacher
Technology Survey) as participating teachers filled out the document at the
beginning of the year. One may argue this can be experimental as the TTS was
conducted over two-years with non-overlapping groups but the TTS was adapted
over the two years for clarification and relevance, which may have influenced the
results and does not act as a control to test the intervention.

c. Problem Based versus theory based

- This study was more theory-based than problem based as its focus of its results were
to support theories that technology integration is a necessity in modern successful
education. The study does not concern itself over specific details of benefits of
technology integration for learning, but merely seeks to examine if student usage of
technology is influenced by factors of the teacher, school and accessibility culture.
The results they determine attempt to support the theory that there are positive
impacts of teacher usage in technology but are not focused on what these impacts
are other than the fact that they are positive.

INDEPENDENT AND DEPENDENT VARIABLES

Independent variables in this study include 3 categories and are the first level of variables in the
path analysis diagram indicated in the following:
First Block
Teacher
1. Teaching Experience with Technology
2. Level of Education
3. Teaching Experience

School
1. School Technology Professional Development
2. School Technology Support
3. School Access to Technology in Classrooms

Contextual
1. Grade Level
2. Average Number of Students in Class

Dependent variables in this study are the second and third level of variables in the path analysis
diagram indicated by the following:

Second Block
- Teacher Use of Technology
- Classroom Technology Integration

Third Block
- Student Use of Technology

References

USDOE
Figure 1. Path Diagram of Hypothesized Relationships. Reprinted from “An Investigation of
Factors Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis,” by A.D.
Ritzhaupt, K. Dawson, and C. Cavanaugh, 2012, Journal of Educational Computing Research, Vol
46(3), p. 233. Copyright 2012 by Baywood Publishing Co., Inc.

Refer to aforementioned Table for definitions of each variable.

RESEARCH DESIGN

The primary research design of this study is a path analysis approach with a hypothesized path
model. While there are various forms of conducting research and producing data for analysis,
this particular study follows a path analysis model. Path analysis is a method that produces data
for hypothesized variables, indirect and direct to the problem proposed. The general format of
a path analysis method is a systematic diagram which express relationships between exogenous
and endogenous variables. In other terms, exogenous variables are independent while
endogenous variables are dependent. Together, they form the relationships explored within a
path analysis diagram. The study uses variables within 3 separate categories as noted by
“teacher related variables, school related variables and contextual related variables.” The study
was conducted from results of a TTS (Teacher Technology Survey) that was represented by non-
overlapping groups of teacher participants over a two-year period at the beginning of the year.
The TTS is noted to have been modified over the two-year period for clarification and relevance
which includes questions that range from usage of relevant and unique software to frequency
of usage to content area, pedagogy and experience.

SAMPLE OF PARTICIPANTS

All data collected is from “teachers involved with Enhancing Education Through Technology
(EETT) funding in the state of Florida during the 2006-07 and 2007-08 school years.” There was
a total of 732 teachers involved across 107 schools within 17 school districts. TTS was used to
gather data from participants at the start of the Fall semester in both school years and the
number of teachers involved in each year was roughly equal. 364 teachers participated in the
study in the 2006-07 year and 368 in the 2007-08 year for the total of 732 teachers. Both years
included teachers whom were non-overlapping and had various years of experience teaching
and teaching with technology, level of education and content area (pedagogy and K-12).

RELIABILITY AND VALIDITY

Although the study is conducted with a degree of randomness in participant selection, the
study has been noted to have shaky reliability which influences its validity to an extent. In the
sample of participants, the TTS was conducted over a two-year period with equal number of
teachers in both years, a variety of teaching experience and expertise and a range of
ages/pedagogical areas. The path analysis model also discredits outliers in the study which
increases its reliability. However, the study indicates on its own there are a few factors that
may influence results due to the nature of the study. Interpretation of data is limited because
the TTS was modified from year to year to increase clarification and relevance of questions. This
may have influenced the reliability of data as clarification is a parallel factor that should be
evident from the application of the questionnaire. Relevance of questions, such as the usage of
specific software (ie. Dreamweaver) can be negatively affected by new comfort levels,
experience or support provided for technology integration over the two years. All variables
within the data is also self-reported and the study itself notes a large factor of influence settles
amongst the aspect of teachers reporting on observable means of student technology use.
Teachers report on student computer usage and neglect mobile and other forms of technology
usage.

CONCLUSION

The study conducted by the University of Florida fulfills its purpose as a piece of literature that
does not concern itself directly with intricate numerical analysis but lends itself to support
previous research and to foster a relationship with future research. The data that was gathered
and analyzed in this study, although not strictly controlled, provides enough evidence that
student technology usage in the classroom is positively and increasingly impacted by the use of
the studied variables of the teacher, classroom and contextual factors. It is determined in the
study that the teacher’s use of technology, integration in the curriculum, experience with
technology, access and professional development are all contributing factors to a positive
impact of increased technology usage within students. The study also relates that integration is
hindered by the years of experience of the teacher as older teachers are less likely to attribute
the same attitudes as their younger colleagues. This study also connects the prior research as
formerly mentioned and supports their notion of importance in attitude and teacher usage of
technology while segueing into potential future research in empirical data related to the
benefits of using said technologies in the classroom. The major findings at the end of this study
are summarized by a noted major influence in student use of technology by a variety of factors
such as teacher, school and contextual usage of technology.

CRITIQUE

A study of the work provided by the University of Florida offers a dual purpose and a unique
perspective into a body of research that bridges a gap between research questions. At a brief
glance of the abstract, one may discover that the study seems to be well-supported in nature
and comes to a concrete solution to a problem that was rendered during hypothesis. However,
in my discovery, this study seems to serve better as a discussion piece with a simple approach
that opens itself up for a more complex evaluation with the statistics it provides.

The strength in this study is its self-awareness of its reliability and validity but continues to
prove its importance and relevance in literature in educational technology. While the gathering
of data can be picked apart by statisticians, the nature of where the data derived from is of
incredible importance. There is relevant anecdotal evidence from practicing teachers on their
observations of students and their own self-ability to conduct integration of technology in their
own classrooms. From a larger perspective, the study here supports questions that were
brought up from previous research and allows future study with more concrete empirical data.
For example, the main question answered in this study is the undoubted importance of
teachers’ usage of technology to influence the levels of student usage of technology. It answers
the question of potential lag time between theory and practice of technology integration in the
classrooms which is the hesitation from teachers or the lack of accessibility support by school
districts. This now opens up future research on the benefits of technology integration in the
classroom and how to appropriately support teachers to positively influence their classrooms.
One weakness of the study is its reliability and validity. While the TTS provides practical and
relevant information for gathering data, the manner in which it was controlled is an area
marked for improvement. The study would not stand up against attempts to attack its
credibility because of the lack of control in questioning and the answers being self-reported in
nature. However, I did not find the results of this study required as much reliability as a typical
study as the answer we are seeking here is more of a yes/no answer as opposed to statistical
differential between impacts of variables. A reader must still, nevertheless, receive this data
with a grain of salt as there can be many implications of the results when the validity is in
question.

Overall, this study served the purpose it sought out to answer. It introduces a path analysis
model which is different from standard methodologies and allows a reader to receive the
simple yet crucial pieces of information or to examine the data further with the added formulas
and tables.
 References:

Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms:
A path model. Educational Technology Research & Development, 58(2),137-154.

Mathews, J. G., & Guarino, A. J. (2000). Predicting teacher computer use: A path analysis.
International Journal of Instructional Media, 27
(4), 385-392

Ritzhaupt, A. D., Dawson, K., & Cavanaugh, C. (2012). An investigation of factors influencing
student use of technology in K-12 classrooms using path analysis. Journal of Educational
Computing Research, 46(3), 229-254. doi:10.2190/EC.46.3.b

Robinson, W. I. (2003). External, and internal factors which predict teachers’ computer
usage in K-12 classrooms. Detroit, MI: Wayne State University.

U.S. Department of Education (USDOE). (2010). Office of Planning, Evaluation and

Policy Development, ESEA Blueprint for Reform, Washington, DC.

Van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer
use among primary school teachers. European Journal of Psychology of Education,
19(4), 407-422.