Improving Instructional Decision-Making by Observing Technology Integration in the Classroom: A Case Study.

Saved in:

Bibliographic Details
Title:	Improving Instructional Decision-Making by Observing Technology Integration in the Classroom: A Case Study.
Authors:	Thompson, Carla J.¹
Source:	Journal of Technology Integration in the Classroom. Winter2012, Vol. 4 Issue 1, p5-13. 9p.
Subject Terms:	School integration, Decision making, Educational technology, Information retrieval, Empirical research, Multiple regression analysis, Databases
Abstract:	Improving instructional decision-making by observing the use and impact of technology integration in the classroom was the focus of this case study research analysis effort. The investigation empirically connected classroom observational data (retrieved by external trained classroom observers using I-Pad technology) to student cognitive/affective data using a Relational Feedback Intervention (RFI) Database Model. The RFI Model utilizes Multiple Regression Analysis to determine the effectiveness of the use of technology in instruction (classroom observational data) on student outcomes and technology acceptance levels in a high school setting. The RFI Model provides formative and summative feedback information regarding technology integration within three curriculum areas: (a) Science, Technology, Engineering, and Mathematics (STEM); (b) Social Sciences (English, Humanities, and Related Subjects); and (c) Electives (Art, Music, Speech, Physical Education, and Related Subjects). Results and implications of the case study provide empirical information for improving classroom instruction and technology integration decision-making for school leaders. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of Technology Integration in the Classroom is the property of Journal of Technology Integration in the Classroom and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Improving instructional decision-making by observing the use and impact of technology integration in the classroom was the focus of this case study research analysis effort. The investigation empirically connected classroom observational data (retrieved by external trained classroom observers using I-Pad technology) to student cognitive/affective data using a Relational Feedback Intervention (RFI) Database Model. The RFI Model utilizes Multiple Regression Analysis to determine the effectiveness of the use of technology in instruction (classroom observational data) on student outcomes and technology acceptance levels in a high school setting. The RFI Model provides formative and summative feedback information regarding technology integration within three curriculum areas: (a) Science, Technology, Engineering, and Mathematics (STEM); (b) Social Sciences (English, Humanities, and Related Subjects); and (c) Electives (Art, Music, Speech, Physical Education, and Related Subjects). Results and implications of the case study provide empirical information for improving classroom instruction and technology integration decision-making for school leaders. [ABSTRACT FROM AUTHOR]