A sociocultural framework for understanding technology integration in Secondary School mathematics. 'Un marco sociocultural para comprender la integración de la tecnología en las matemáticas escolares de Secundaria'.

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The relationship between hospital financial performance and information technology integration strategy selection

In light of the new healthcare regulations, hospitals are increasingly reevaluating their IT integration strategies to meet expanded healthcare information exchange requirements. Nevertheless, hospital executives do not have all the information they need to differentiate between the available strategies and recognize what may better fit their organizational needs. ^ In the interest of providing the desired information, this study explored the relationships between hospital financial performance, integration strategy selection, and strategy change. The integration strategies examined – applied as binary logistic regression dependent variables and in the order from most to least integrated – were Single-Vendor (SV), Best-of-Suite (BoS), and Best-of-Breed (BoB). In addition, the financial measurements adopted as independent variables for the models were two administrative labor efficiency and six industry standard financial ratios designed to provide a broad proxy of hospital financial performance. Furthermore, descriptive statistical analyses were carried out to evaluate recent trends in hospital integration strategy change. Overall six research questions were proposed for this study. ^ The first research question sought to answer if financial performance was related to the selection of integration strategies. The next questions, however, explored whether hospitals were more likely to change strategies or remain the same when there was no external stimulus to change, and if they did change, they would prefer strategies closer to the existing ones. These were followed by a question that inquired if financial performance was also related to strategy change. Nevertheless, rounding up the questions, the last two probed if the new Health Information Technology for Economic and Clinical Health (HITECH) Act had any impact on the frequency and direction of strategy change. ^ The results confirmed that financial performance is related to both IT integration strategy selection and strategy change, while concurred with prior studies that suggested hospital and environmental characteristics are associated factors as well. Specifically this study noted that the most integrated SV strategy is related to increased administrative labor efficiency and the hybrid BoS strategy is associated with improved financial health (based on operating margin and equity financing ratios). On the other hand, no financial indicators were found to be related to the least integrated BoB strategy, except for short-term liquidity (current ratio) when involving strategy change. ^ Ultimately, this study concluded that when making IT integration strategy decisions hospitals closely follow the resource dependence view of minimizing uncertainty. As each integration strategy may favor certain organizational characteristics, hospitals traditionally preferred not to make strategy changes and when they did, they selected strategies that were more closely related to the existing ones. However, as new regulations further heighten revenue uncertainty while require increased information integration, moving forward, as evidence already suggests a growing trend of organizations shifting towards more integrated strategies, hospitals may be more limited in their strategy selection choices.^

Inter-organisational networks, value creation and the process of technology integration in research and development

Traditional methods of R&D management are no longer sufficient for embracing innovations and leveraging complex new technologies to fully integrated positions in established systems. This paper presents the view that the technology integration process is a result of fundamental interactions embedded in inter-organisational activities. Emerging industries, high technology companies and knowledge intensive organisations owe a large part of their viability to complex networks of inter-organisational interactions and relationships. R&D organisations are the gatekeepers in the technology integration process with their initial sanction and motivation to develop technologies providing the first point of entry. Networks rely on the activities of stakeholders to provide the foundations of collaborative R&D activities, business-to-business marketing and strategic alliances. Such complex inter-organisational interactions and relationships influence value creation and organisational goals as stakeholders seek to gain investment opportunities. A theoretical model is developed here that contributes to our understanding of technology integration (adoption) as a dynamic process, which is simultaneously structured and enacted through the activities of stakeholders and organisations in complex inter-organisational networks of sanction and integration.

Understanding technology integration in secondary mathematics: Theorising the role of the teacher

Previous research on computers and graphics calculators in mathematics education has examined effects on curriculum content and students’ mathematical achievement and attitudes while less attention has been given to the relationship between technology use and issues of pedagogy, in particular the impact on teachers’ professional learning in specific classroom and school environments. This observation is critical in the current context of educational policy making, where it is assumed – often incorrectly – that supplying schools with hardware and software will increase teachers’ use of technology and encourage more innovative teaching approaches. This paper reports on a research program that aimed to develop better understanding of how and under what conditions Australian secondary school mathematics teachers learn to effectively integrate technology into their practice. The research adapted Valsiner’s concepts of the Zone of Proximal Development, Zone of Free Movement and Zone of Promoted Action to devise a theoretical framework for analysing relationships between factors influencing teachers’ use of technology in mathematics classrooms. This paper illustrates how the framework may be used by analysing case studies of a novice teacher and an experienced teacher in different school settings.

Acquirer and owner perceptions of technology integration:the South African case

Developing countries are subject to the same global pressures as their developed counterparts but have additional domestic challenges that may place them at a significant, and perhaps insurmountable, disadvantage. However, technology still offers them the opportunity to participate in the international economy. Difficult conditions in their countries do not absolve managers from formulating and implementing technology policies that can make their firms globally competitive. At a macro-economic level, a number of broad developmental issues impact on the use of technology in developing countries. The subject of this paper is to examine the challenge for South African firms in their efforts to master technology, despite internal and external difficulties. Owners of technology need to consider the local context when supplying their technology to developing markets. The paper aims to investigate the views of technology recipients by examining the perceptions of South African managers regarding technology integration in a manufacturing environment. A number of technology suppliers were also interviewed in order to obtain their opinions on the issues raised by the technology acquirers. The importance of different factors in integrating technology is studied in relation to managers ’ abilities to control these variables. An importance-control grid framework is used to identify critical parameters and to assess how they can be managed in a complex environment.

Technology Integration and School Leadership

The No Child Left Behind Act of 2001 (NCLB) brought many significant changes to American schools including accessibility to technology. Through an extensive literature review of the relationship between technology leadership and student achievement, five major themes emerged from data that support the need for more effective computer-based education in schools.

ASSESSING THE LEVEL OF TECHNOLOGY INTEGRATION OF TITLE I TEACHERS IN A LARGE URBAN SCHOOL DISTRICT

By law, Title I schools employ teachers who are both competent in their subject knowledge and State certified. In addition, Title I teachers receive ongoing professional development in technology integration and are equipped with the latest innovative resources to integrate technology in the classroom. The aim is higher academic achievement and the effective use of technology in the classroom. The investment to implement technology in this large urban school district to improve student achievement has continued to increase. In order to infuse current and emerging technology throughout the curriculum, this school district needs to know where teachers have, and have not, integrated technology. Yet the level of how technology is integrated in Title I schools is unknown. This study used the Digital-Age Survey Levels of Teaching Innovation (LoTi) to assess 508 Title I teachers’ technology integration levels using three major initiatives purchased by Title I— the iPads program, the Chromebook initiative, and the interactive whiteboards program. The study used a quantitative approach. Descriptive statistics, regression analysis, and statistical correlations were used to examine the relationship between the level of technology integration and the following dependent variables: personal computer use (PCU), current instructional practices (CIP), and levels of teaching innovation (LoTi). With this information, budgetary decisions and professional development can be tailored to the meet the technology implementation needs of this district. The result of this study determined a significant relationship between the level of teaching innovation, personal computer use, and current instructional practices with teachers who teach with iPad, Chromebook, and/or interactive whiteboard. There was an increase in LoTi, PCU, and CIP scores with increasing years of experience of Title I teachers. There was also a significant relationship between teachers with 20 years or more teaching experience and their LoTi score.

A systemic model for differentiating school technology integration

School technology integration rarely begins with school or educator choice. It is part of a wider context where external and internal factors have direct influence on the goals and tools that are adopted over time. The objective of this study is to investigate the systemic conditions that contribute or inhibit the development of different activities by teachers making use of new media. We compiled a list of well-known conditions for technology integration success and mapped these in the historical and culturally bound perspective of activity theory (cultural historical activity theory). We conducted a multiple case study analysis of four schools, public and private. The results point to unique and distinctive scenarios even when homogeneity would be expected, reinforcing the argument that material conditions do not determine pedagogical outcomes nor do they determine changes in practice. Beyond this, the study proposes a methodology that can help elicit tensions in technology integration, pointing to avenues for school development.

Technology professional development for principals: Impact on the integration of technology in elementary schools

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. ^ These 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. ^

Emerging trends on the topic of information technology in the field of educational sciences: a bibliometric exploration

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Integrating technology and operations in a developing country context

The importance of technology to developing countries is widely recognised as they compete internationally and develop internally. Firms acquire technology by different means and from diverse sources, and they possess varying levels of competence. Since countries are at various stages of economic and technological development, prescriptive approaches to technology and operations integration are not appropriate. The paper discusses factors in the literature that affect the integration of technology and operations in developing countries. Country similarities and differences also play a role, so the study examines three developing countries: Brazil, India and South Africa. These countries are emerging from periods of regulation and have developed certain sectors of their economies. Empirical evidence is provided from a study of managers in South Africa who were asked to assess the important factors in technology integration, and to score the extent to which they can control these. Results from the study concur with the literature regarding the importance of a country’s political stability and its policies towards new investment and infrastructure. Knowledge and understanding of technology are essential for successful integration in countries with insufficient skilled personnel, and where education levels are low.

Teaching Through Technology – the Experience of Bulgarian Teachers

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2016

The role of technology at school: new perspectives on distance education and cyberbullying

The integration of digital technology in school is a complex phenomenon that affects both teaching and peer relationships. Accordingly, the main aim of this dissertation was to investigate the implementation of distance education among Italian teachers during the COVID-19 pandemic and analyze peer relationships concerning cyberbullying and bullying. While the theoretical section provided an overview of the phenomena, four empirical studies were presented. The first one tested a moderated moderation model among 178 secondary teachers on the interactions among perceived usefulness, perceived ease of use of technology and online teaching self-efficacy. Findings showed that each variable significantly predicted the intention to use technology. In addition, a moderation effect of online teaching self-efficacy on perceived usefulness was found. The second study analyzed the differences in factors promoting the integration of digital technology among 357 teachers of different levels and subjects and their positive and negative experiences with distance education. Results revealed several differences in the function of the grade and subjects taught. Moreover, four main themes emerged from the content analysis. The third study investigated the dyadic perception of bullying and cyberbullying among 50 students using the eye-tracker. Findings showed that, despite differences among different kinds of bullying and cyberbullying, the victim and bully were the most observed roles. Finally, the last study tested two multiple mediation models among 563 students on the association between bullying, cyberbullying, and well-being, considering three different variables related to the school context (peer network, teacher support and school connectedness). The results highlighted the importance of peer networks and school connectedness in mediating the association between victimization, cybervictimzation and well-being. Taken together, the findings provided a rich overview of digital technology integration in schools, highlighting positive and negative aspects and its implications for future research and school policies.

Thinking over b‐learning strategy: the MIPO model approach

This article describes the main research results in a new methodology, in which the stages and strategies of the technology integration process are identified and described. A set of principles and recommendations are therefore presented. The MIPO model described in this paper is a result of the effort made regarding the understanding of the main success features of good practices, in the web environment, integrated in the information systems/information technology context. The initial model has been created, based on experiences and literature review. After that, it was tested in the information and technology system units at higher school and also adapted as a result of four cycles of an actionresearch work combined with a case study research. The information, concepts and procedures presented here give support to teachers and instructors, instructional designers and planning teams – anyone who wants to develop effective b‐learning instructions.