The Role of School Socioeconomic Status in School-Wide Technology Integration in the U.S.

Autor/inn/en	Cheng, Shonn; Parker, Mary
Titel	The Role of School Socioeconomic Status in School-Wide Technology Integration in the U.S.
Quelle	In: Contemporary Educational Technology, 15 (2023) 2, S.422 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cheng, Shonn) ORCID (Parker, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Socioeconomic Status; Technology Integration; Barriers; Educational Technology; Elementary Secondary Education; Public Schools; Disadvantaged Schools; Correlation; Financial Support; Professional Development; Technical Support; Time; Interests + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Unterrichtsmedien; Public school; Öffentliche Schule; Korrelation; Finanzielle Förderung; Zeit; Bildungsinteresse
Abstract	This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)--educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, firstorder and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if firstorder barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01