Evaluating the Impact of Technology at Peakview Elementary School; The Full Report
This case study focuses on the impact of technology in the Peakview Elementary School (Colorado) which, in order to implement organizational and teaching strategies advocated by the school restructuring reform movement, installed more than 80 networked computers and related technology. The study relied on written surveys and interviews of teachers and students. Data were gathered at the beginning and end of the 1991-92 school year. Peakview was also compared with three other elementary schools. Findings are reported in the following areas: (1) use of technology, including prior experience, time factors, activities, use of media, use of hardware, use of multimedia, verbal and visual media, and equitable access; (2) impact on teaching, including changes in teacher work, ability levels, small-group instruction, competition versus cooperation, time on task, self-directed learning, multiple learning goals and styles, students as teachers, information access and research activities, and professional uses of technology; (3) implementation factors, including classrooms versus labs, computer coordinators, technical support, and taking computers home; (4) teacher attitudes, including student perceptions of teachers; (5) student achievement, including basic skills attainment, information access and use, problem-solving skills, communication skills, research and reporting, small-group work, and creativity; and (6). student attitudes, including student empowerment, attitudes of special needs children, and attitudes toward school, technology, learning, teachers, and self.
Wilson, B. G., Hamilton, R., Teslow, J. L., & Cyr, T. (1993). Evaluating the impact of technology in an elementary school. In M. Simonson & K. Abu-Omar (Eds.), Proceedings of selected research and development presentations (pp. 1151–1168). Washington D. C.: Association for Educational Communications and Technology, Research and Theory Division.