Evaluation of the Texas Technology Immersion Pilot: An Analysis of the Baseline Conditions and First-Year Implementation of Technology Immersion in Middle Schools. Executive Summary

Texas Center for Educational Research. P.O. Box 679002, Austin, TX 78767. Tel: 800-580-8237; Tel: 512-467-3632; Fax: 512-467-3658; e-mail: [email protected]; Web site: http://www.tcer.org

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7

Department of Education (ED)

Middle Schools; Public Schools; Technology Integration; Academic Achievement; Pilot Projects; Program Effectiveness; Institutional Characteristics; Access to Computers; Program Implementation; Readiness; Faculty Development; Middle School Teachers; Middle School Students; Laptop Computers; Technology Uses in Education; Technical Support; Instructional Leadership; Technology Planning

The Texas Education Agency (TEA) used Title II, Part D monies to fund a wireless learning environment for high-need middle schools through the Technology Immersion Pilot (TIP). A concurrent research project funded by a federal Evaluating State Education Technology Programs grant is scientifically evaluating whether student achievement improves over time as a result of exposure to technology immersion. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. The study of technology immersion employs a quasi-experimental research design with middle schools assigned to either treatment or control groups (22 schools in each). While the overarching purpose of the study is to scientifically test the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects, the evaluation also aims to examine the relationships that exist among contextual conditions, technology immersion, intervening factors, and student achievement. Data gathered through site visits to all participating middle school campuses in fall 2004 and spring 2005 allowed an in-depth examination of campus conditions, school and classroom activities, and educational roles and processes through interviews with key personnel, focus groups with teachers and students, inventories of technology resources, and reviews of documents. Major findings from the first year are summarized in this executive summary. [For the full report, "Evaluation of the Texas Technology Immersion Pilot: An Analysis of the Baseline Conditions and First-Year Implementation of Technology Immersion in Middle School," see ED536299.]

ERIC

2012

ED536297