Relevant bibliographies by topics / Technology in Schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technology in Schools'

Author: Grafiati
Published: 28 April 2025

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Journal articles on the topic "Technology in Schools"

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Cory, Sheila. "Technology in Schools:." Computers in the Schools 8, no. 1-3 (April 29, 1991): 27–44. http://dx.doi.org/10.1300/j025v08n01_04.

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VÁSquez, Olga A. "Technology Out of School: What Schools Can Learn from Community-Based Technology." Teachers College Record: The Voice of Scholarship in Education 109, no. 14 (November 2007): 182–206. http://dx.doi.org/10.1177/016146810710901410.

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Vásquez, Olga A. "Technology Out of School: What Schools Can Learn From Community-Based Technology." Yearbook of the National Society for the Study of Education 106, no. 2 (December 7, 2007): 182–206. http://dx.doi.org/10.1111/j.1744-7984.2007.00122.x.

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NORMAN, C. "Technology and the Schools." Science 241, no. 4871 (September 9, 1988): 1283. http://dx.doi.org/10.1126/science.241.4871.1283.

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Scheffler, Frederick L., and Joyce P. Logan. "Computer Technology in Schools." Journal of Research on Computing in Education 31, no. 3 (March 1999): 305–26. http://dx.doi.org/10.1080/08886504.1999.10782257.

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Bucknall, Ruary. "Information Technology in Schools." Journal of Christian Education os-34, no. 3 (December 1991): 7–13. http://dx.doi.org/10.1177/002196579103400303.

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Campbell, Bob. "Information Technology and Schools." Journal of Information Technology 1, no. 2 (June 1986): 23–29. http://dx.doi.org/10.1177/026839628600100206.

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Campbell, Bob. "Information Technology and Schools." Journal of Information Technology 1, no. 2 (June 1986): 23–29. http://dx.doi.org/10.1057/jit.1986.19.

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Rutherford, James. "Technology in the schools." Technology in Society 26, no. 2-3 (April 2004): 149–60. http://dx.doi.org/10.1016/j.techsoc.2004.01.021.

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Dempsey, Dennis. "Technology in Today's Schools." NASSP Bulletin 75, no. 535 (May 1991): 117–18. http://dx.doi.org/10.1177/019263659107553528.

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Dissertations / Theses on the topic "Technology in Schools"

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Klaus, Jennifer Noel. "Schools and Technology: The Schools' Responses to Today's Technological Trends." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302570531.

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Page-Jones, Alexandra. "LEADERSHIP BEHAVIOR AND TECHNOLOGY ACTIVITIES:THE RELATIONSHIP BETWEEN PRINCIPALS AND TECHNOLOGY USE IN SCHOOLS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3348.

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The purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their leadership behavior affected or predicted the multiple ways that technology was used throughout a school.The population for this study was composed of principals and instructional faculty from public schools in Collier County, Florida. Principals completed the Principal Technology Leadership Assessment Survey to establish leadership behavior according to the NETS-A standards; faculty completed the School Technology Outcomes survey to identify technology use in schools. The numerous uses of technology were structured into three levels: administrative and management tasks (organizational technology outcomes), planning and delivery of instruction (instructional technology outcomes), and use by students for completing assignments (educational technology outcomes). Survey results revealed strong technology leadership behaviors and extensive and variety use of technology in schools. Analysis of the survey results supported the null hypothesis that there was no relationship between the technology behavior of educational leaders and the use of technology by faculty members in their schools.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD
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Morelock, Joseph Stephen. "Effective Technology Implementation in Schools| Differing Perceptions of Teachers, Administrators, and Technology Staff." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3742845.

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This study examined the connection between perceptions of teacher self-efficacy, professional development, and leadership practices and attitudes as it relates to successful implementation of technology for student learning in K-12 schools. As external pressures exhort schools to transform the learning environment and to include more meaningful applications of technology in the learning experiences for all students, issues which create barriers to a successful implementation of new practices must be examined.

This study examined the responses of teachers, school and district administrators, and technology support personnel in a stratified random sample from 37 school districts in the state of Oregon to analyze the combined effects of teacher self-efficacy perceptions, leadership practices, and professional development as they relate to the implementation of classroom educational technology.

The study revealed perceptual differences between staff roles of what teachers know about technology and how they use technology. School contexts, such as percentages of disadvantaged or non-White students, and teacher factors, such as age and gender, affected participant perception of technology implementations and of professional development opportunities.

The researcher proposes a new framework for understanding school contexts and for planning successful technology implementations based upon a review of literature and original research.

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Goddard, Lawrence Wayne Fitzgerald Gail E. "Assistive technology selection in technology-rich and technology-limited schools an exploratory study of IEP decision making /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6695.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Gail Fitzgerald. Vita. Includes bibliographical references.
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Samon, Shelley Arnett. "Factors that correlate with the use of technology in Georgia's elementary schools." Click here to access dissertation, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/shelley_a_samon/samon_shelley_a_200901_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2009.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Barbara Mallory. ETD. Includes bibliographical references (p. 112-124) and appendices.
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Chebbi, Tarek. "Technology professional development for principals : impact on the integration of technology in elementary schools." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2122.

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The use of technology in schools is no longer the topic of educational debates, but how to ensure that technology is used effectively continues to be the focal point of discussions. The role of the principal in facilitating the successful integration of technology in the school is well established. To that end, the Florida Department of Education implemented the FloridaLeaders.net: a three-year professional development project in technology for school administrators. The purpose of this study was to investigate the effectiveness of this professional development project on integrating technology in elementary schools. The study compared a group of schools whose principals have participated in the FloridaLeaders.net (FLN) program with schools whose principals have not participated in the program. The National Technology Standards for School Administrators and the National Technology Standards for Teachers were used as the framework to assess technology integration. The sample consisted of three groups of educators: principals (n = 47), media specialists (n = 110), and teachers (n = 167). Three areas of technology utilization were investigated: a) the use of technology in management and operations, b) the use of technology in teaching and learning, and c) the use of technology for assessment and evaluation. Analyses of variances were used to examine the differences in the perceptions and use of technology in each of the three areas, among the three groups of educators. The findings indicated that the difference between FLN and non-FLN schools was not statistically significant in most of the technology indicators. The difference was however significant in two cases: a) The use of technology for assessment and evaluation, and b) The level of technology infrastructure in FLN schools. Additionally, all FLN and non-FLN groups reported the need for technology training for teachers to provide them with the necessary "know-how" to effectively integrate technology into the classrooms. T hese findings would indicate that FloridaLeaders.net was not effective in integrating technology in schools over and above other current efforts. It is therefore concluded that the FLN project had some favorable impact but had not met all of its stated objectives.
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Page-Jones, Alexandra B. "Leadership behavior and technology activities the relationship between principals and technology use in schools /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002162.

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Sears, Janice Holman. "Attitudes and perceptions of Mississippi career and technology school administrators toward technology integration and their knowledge and use of the National Educational Technology Standards for School Administators (NETS-A)." Diss., Mississippi State : Mississippi State University, 2006. http://sun.library.msstate.edu/ETD-db/ETD-browse/browse.

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Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development.
Title from title screen. Includes bibliographical references. Also available in print.
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Garcia, Luz Elena. "Integration of Technology in Colombian Schools: Case Study of Three Schools in the Atlantico Department." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275672168.

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Weathersbee, Julia Catherine. "Impact of technology integration in public schools on academic performance of Texas school children /." View online, 2008. http://ecommons.txstate.edu/arp/272.

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Books on the topic "Technology in Schools"

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Florida. Legislature. Senate. Committee on Commerce and Economic Opportunities. and Florida Legislature Senate, eds. Technology in schools. [Tallahassee]: The Committees, 1996.

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Edward, Miller, ed. Technology and schools. Cambridge, MA: Harvard Education Letter, 1997.

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Brady, Kevin P. Technology in schools. Thousand Oaks, Calif: Sage Publications, 2012.

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Partnership, Heath Avery, and Westminster Centre for Design and Technology., eds. Accommodating technology in schools. [s.l.]: Westminster Centre for Design and Technology, 1990.

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D, Glenn Allen, ed. Restructuring schools with technology. Boston: Allyn and Bacon, 1996.

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L, Warger Cynthia, ed. Technology in today's schools. [Alexandria, VA]: Association for Supervision and Curriculum Development, 1990.

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Birnbaum, Ian. Information technology in schools. Word processing in schools. Moulton: Castlefield for MUSE, 1985.

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Christine, Lee, ed. Technology activities. Leamington Spa: Scholastic Publications, 1992.

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Domine, Vanessa Elaine. Rethinking technology in schools primer. New York: Peter Lang, 2009.

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Art, Royal College of. Royal Schools Technology Project: Papers. London: Royal College of Art, 1995.

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Book chapters on the topic "Technology in Schools"

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Ensminger, David C. "Technology Planning in Schools." In The Wiley Handbook of Learning Technology, 455–83. Hoboken, NJ: John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781118736494.ch24.

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Elstad, Eyvind. "Educational Technology in Schools." In Digital Expectations and Experiences in Education, 47–57. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-648-4_3.

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Davies, Randall S., and Richard E. West. "Technology Integration in Schools." In Handbook of Research on Educational Communications and Technology, 841–53. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_68.

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Hawkridge, David. "In Secondary Schools." In New Information Technology in Education, 99–112. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003312826-11.

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Hawkridge, David. "In Primary Schools." In New Information Technology in Education, 83–98. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003312826-10.

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Temple, Annette. "Schools and teacher education." In Satellite Technology in Education, 145–55. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032629810-11.

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Hope, Gill, Zanariah Mahyun Yusef, and Ramachandran Vengrasalam. "Technology in Malaysian Primary Schools." In International Handbook of Primary Technology Education, 51–60. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-546-8_5.

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Law, Nancy, Allan Yuen, and Robert Fox. "The Nature of Innovation Schools." In Educational Innovations Beyond Technology, 113–29. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71148-5_6.

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Law, Nancy, Allan Yuen, and Robert Fox. "Organizational Learning in Innovation Schools." In Educational Innovations Beyond Technology, 131–53. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71148-5_7.

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Kopcha, Theodore “TJ”, and Ceren Ocak. "The Ecological Huddle and Collaborative Technology." In Embodied Learning in the Schools, 50–64. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003385875-4.

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Conference papers on the topic "Technology in Schools"

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Pappa, Dimitra, Jan Pawlowski, Kati Clements, and Sofoklis Sotiriou. "TECHNOLOGY-ENHANCED EDUCATION IN SCHOOLS: CHALLENGES TO WELL-BEING." In 17th annual International Conference of Education, Research and Innovation, 7362–71. IATED, 2024. https://doi.org/10.21125/iceri.2024.1772.

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Escala, Nella, Montse Guitert Catasús, and Teresa Romeu Fontanillas. "ARTS INTEGRATION WITH TECHNOLOGY IN PRIMARY SCHOOLS: A CATALONIA PERSPECTIVE." In 19th International Technology, Education and Development Conference, 7128–34. IATED, 2025. https://doi.org/10.21125/inted.2025.1851.

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Arafeh, Labib. "Introducing Information Technology to Palestinian Schools." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2437.

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The paper presents the two perspectives of IT in the Palestinian schools. The basic IT literacy - based courses have been introduced in most of private schools since 1985, and formally started in all public as well private schools in 1999. This covers eight grades from the fifth up to the twelfth. An additional two classes per week have been introduced to the weekly school program. The main objective is to create a new technological-mentality generation that understand, use, explore, and involve in the highly demanded field. Students will be facilitated with the basic IT skills to understand, use, and promote their studies in effectively understanding, searching, reporting, and documenting. Teachers badly need IT paradigms to boost their instructional materials and teaching aids. In addition to the workshops, an Arabic language-based web site will be constructed to assist schoolteachers, administrators, and students etc. in learning technology online an offline. Further more, a collaborative Palestinian School Teachers
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Gunawan, Imam, Ibrahim Bafadal, Ahmad Nurabadi, and Juharyanto. "School Leadership Strategy in Excellent Schools." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.038.

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"The Schools Space Technology Symposium." In 55th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2004. http://dx.doi.org/10.2514/6.iac-04-p.2.04.

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Mikulcová, Monika, and Mária Matulčíková. "SCHOOL SUPPORT TEAM IN INCLUSIVE EDUCATION IN SLOVAK SCHOOLS." In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.0913.

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Milian, Madeline. "THEIR SCHOOLS AND OUR SCHOOLS: OBSERVATIONS FROM CENTRAL AMERICAN AND CARIBBEAN TEACHERS ABOUT U.S. SCHOOLS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0326.

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Porozovs, Juris, Anita Migleniece, Daina Voita, and Alvis Valdemiers. "THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCHOOLS OF LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.80.

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Modern education is closely connected with implementation and using of information and communication technologies (ICT) in the teaching process. The questionnaire of teachers and directors of Latvia schools was carried out in order to evaluate the situation of ICT in schools and the attitude of school pedagogues toward this process. The results of the questionnaire showed that supply of schools with modern ICT in Latvia is not sufficient. The respondents expressed their views: what are the main obstacles of effective implementation of ICT in the study process and what are the priority challenges in the implementation of ICT in schools. Key words: information and communication technologies, schools, implementation, teachers, directors.
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Shayo, Conrad, and Ruth A. Guthrie. "Use of technology in schools (abstract)." In the 1995 ACM SIGCPR conference. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/212490.213681.

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Nolan, Keith, Amanda O'Farrell, Keith Quille, Karen Nolan, Roisin Faherty, Rajesh Jaiswal, Svetlana Hensman, Michael Collins, Miriam Harte, and Brett A. Becker. "Enabling Digital Technology in Primary Schools." In ITiCSE 2024: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3649405.3659515.

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Reports on the topic "Technology in Schools"

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Czerwonko, Alejo, Julian P. Cristia, and Pablo Garofalo. Does Technology in Schools Affect Repetition, Dropout and Enrollment? Evidence from Peru. Inter-American Development Bank, January 2014. http://dx.doi.org/10.18235/0011528.

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Many developing countries are allocating significant resources to expanding technology access in schools. Whether these investments will translate into measurable educational improvements remains an open question because of the limited evidence available. This paper contributes to filling that gap by exploiting a large-scale public program that increased computer and Internet access in secondary public schools in Peru. Rich longitudinal school-level data from 2001 to 2006 are used to implement a differences-in-differences framework. Results indicate no statistically significant effects of increasing technology access in schools on repetition, dropout and initial enrollment. Large sample sizes allow ruling out even modest effects.
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Morelock, Joseph. Effective Technology Implementation in Schools: Differing Perceptions of Teachers, Administrators, and Technology Staff. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2622.

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Arias Ortiz, Elena, Julian P. Cristia, Ofer Malamud, and Carolina Méndez. Promoting Technology Adoption in Schools: Preliminary Evidence from Peru. Inter-American Development Bank, August 2024. http://dx.doi.org/10.18235/0013123.

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This paper investigates the effectiveness of different interventions to promote teacher adoption and sustained use of a Computer-Assisted Learning (CAL) platform in public schools in Lima, Peru. The study evaluates three strategies: schoolwide workshops, targeted workshops for selected teachers, and a combination of workshops and personalized coaching. Using a large-scale randomized controlled trial involving low-performing schools, we find that all strategies significantly increased teacher registration and initial student engagement with the platform. Teachers who participated in workshops exhibited more than double the registration rates compared to the control group, and those who received both workshops and coaching demonstrated higher sustained use, as evidenced by a greater share of students connecting regularly and completing exercises. Spillover effects were important. Non-treated teachers in treated schools use the platform significantly more than control teachers. However, platform use declined markedly one year post-intervention, highlighting the necessity for continuous support.
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Nebiat Solomon, Robin Vieira, William L. Manz, Abby Vogen, Claudia Orlando, and Kimberlie A. Schryer. Energy Smart Schools--Applied Research, Field Testing, and Technology Integration. Office of Scientific and Technical Information (OSTI), December 2004. http://dx.doi.org/10.2172/859088.

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Kate Burke. ENERGY SMART SCHOOLS - APPLIED RESEARCH, FIELD TESTING, AND TECHNOLOGY INTEGRATION. Office of Scientific and Technical Information (OSTI), January 2004. http://dx.doi.org/10.2172/821138.

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Frank Bishop. ENERGY SMART SCHOOLS - APPLIED RESEARCH, FIELD TESTING, AND TECHNOLOGY INTEGRATION. Office of Scientific and Technical Information (OSTI), January 2003. http://dx.doi.org/10.2172/822033.

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Frank Bishop. ENERGY SMART SCHOOLS APPLIED RESEARCH, FIELD TESTING, AND TECHNOLOGY INTEGRATION. Office of Scientific and Technical Information (OSTI), April 2003. http://dx.doi.org/10.2172/822363.

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Bakhshaei, Mahsa, Angela Hardy, Jason Ravitz, and John Seylar. Scaling Up Classroom Coaching for Impactful Technology Use. Digital Promise, September 2019. http://dx.doi.org/10.51388/20.500.12265/82.

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Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning.
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Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes, and Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

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Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.
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Wortman, Amanda, and Nick Schiner. Access to Powerful Technology as a Catalyst for Career Pathway Engagement. Digital Promise, June 2024. http://dx.doi.org/10.51388/20.500.12265/217.

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This paper explores the opportunities and affordances presented when historically and systemically excluded (HSE) youth gain access to high-powered technology and tools in their school environment through an innovative program. Many research studies have shown the challenges HSE youth face in accessing high-value occupations, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). Despite the increasing demand for STEM jobs, pathways from schools to careers in these fields often lack effectiveness, especially among HSE students. The Reinvent the Classroom initiative, a collaboration between Digital Promise, HP, Microsoft, and Intel, aims to address this pathway challenge by integrating high-powered and effective technology into education. The initiative focuses on the idea that for students to meaningfully find their way to and through career and technical education (CTE) pathways, they must have the opportunity to find synergies among their interests, talents, and skills, and gain access to the required high-powered technologies that fuel powerful learning experiences. The HP Learning Studio at Anaheim High School serves as a catalyst for this journey, representing a significant step towards increasing student awareness, interest, and engagement in career and technical education pathways through exposure to technology and relevant learning opportunities. The studio provides students with access to high-powered technology and resources, fostering authentic, challenging, and collaborative learning experiences. Examples from Anaheim High School demonstrate how exposure to the HP Learning Studio sparks interest and leads to deep engagement in CTE pathways. The paper concludes by emphasizing the importance of aligning educational initiatives with student interests and community needs. By providing access to powerful learning opportunities, such as those facilitated by the HP Learning Studio, schools can empower students to pursue their passions and effectively prepare for future careers. The partnership between the Reinvent the Classroom initiative and Anaheim High School represents a promising approach to bridging the skills gap and promoting equitable access to jobs for the future for all students, especially those from historically marginalized communities. Through the integration of technology and innovative pedagogical approaches, schools can create transformative learning experiences that prepare students for success in the 21st-century workforce. But only by ensuring those technologies and pedagogies are available to all students can schools bridge the gap between K-12, an ever-evolving jobs landscape, and future-ready careers.
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