Donn Ritchie

What Factors Facilitate Teacher Skill, Teacher Morale, and Perceived Student Learning in Technology-Using Classrooms?

Abstract Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures in the areas of teacher skill (technology competency and technology integration), teacher morale, and perceived student learning (impact on student content acquisition and higher order thinking skills acquisition). Stepwise regression resulted in models to explain each of the five dependent measures. Teacher technology competency was predicted by teacher openness to change. Technology integration was predicted by teacher openness to change and the percentage of technology use with others. Teacher morale was predicted by professional development and constructivist use of technology. Technology impact on content acquisition was predicted by the strength of leadership, teacher openness to change, and negatively influenced by teacher non-school computer use. Technology impact on higher-order thinking skills was predicted by teacher openness to change, the constructivist use of technology, and negatively influenced by percentage of technology use where students work alone. Implications for the adoption and use of school technologies are discussed.

Using multimedia to overcome the problems with problem based learning

Much of the literature on problem based learning (PBL) is concerned with efficacy or with guidelines on design or implementation. Relatively few articles focus on problems with problem based learning, and none that we could find provided suggestions as to how interactive multimedia might help alleviate those problems. In this article we begin with a review of problem based learning including a rationale for its use in the curriculum. Then we identify some of the problems inherent in designing and implementing problem based learning, and end the article with a discussion of how multimedia might be used to address some of those problems.

Effects of Accountability on Students' Achievement in Mastery Learning

Abstract A teacher-directed, videodisc-based program for teaching fractions to fifth-grade students was used to examine the factor of accountability in mastery learning programs. The videodisc-based instruction was chosen to help minimize differences in instructional materials, instructional time, and instructional delivery. Researchers used a pretest-posttest, two-group design to identify if knowledge of participation in a mastery learning program was related to academic achievement. Ninety-six students in four classes participated in the study. Classes were randomly assigned to two treatments. All students received instruction in fractions via the teacher-directed, videodisc-based Mastering Fractions program. Treatment 1 students (n = 50) knew that they were participating in a mastery learning program and therefore were held accountable for their progress and remediation. Treatment 2 students (n = 46) were not aware that their teacher was using mastery learning principles to determine progression and re...

School Administrators and Educational Technologies: narrowing the divide

ABSTRACT Technologies that enhance classroom instruction and school administration are widespread. The majority of schools, however, have yet to implement technologies beyond a basic level. Reasons for this reluctance include a lack of funds, teacher beliefs about the role of technology in education, methods of technology allocation and distribution in schools, a lack of understanding of how technologies can accentuate learning and administration, and most importantly, a lack of vision and support from school administrators. To help solve the problem of administrative support, we propose the creation of university courses designed to nourish school technology leaders. Included in this paper is a basic outline for such a course.