earticle

영어

Accountability for computer technology expenditures is a hot issue at the national educational level. Justification for this expenditures is being question by many people, as well as the effects of technology have a positive impact on student achievement. Despite the availability of technology, individual classroom teachers tend to avoid the use of computer-based technologies(Rogers, 2000). Knezek, Christensen, Hancock, and Shoho (2000) tried to find out if technology investment can contribute to student achievement using a model for integrating technology into the classroom. The model contains three indicators of teacher attributes in the areas of will, skill, and technology. Two teacher self-report measures of technology integration are used as outcome measures for the level of technology infusion into the classroom. The model was started from the hypothesis for technology integration to have a positive impact on student achievement. In the model Knezek, et al.(2000) focused on only the teacher without thinking of the relation of student and learning environment for technology integration into the classroom. According to Rogers(2000), Krysa(1998), Duttweiler(1983), and Maddux(1998), there are many barriers from external and internal sources to technology adoption. Then Knezek et al(2000) do not consider these obstacle's elements to integrate technology into the classroom.
The purpose of this article is to examine a synthesized model for integrating technology into the classroom through previous research from Knezek et al.(2000) and Rogers(2000). The model started from the research of Knezek et al. (2000) has formulated a model with three key elements to be necessary components for effective integration of technology into the teaching/learning environment of the classroom. The model also is based on research studies on barriers to technology adoption(Rogers, 2000; Krysa, 1998; Duttweiler, 1983; Maddux, 1998). There are four characteristics in the new model. First, the model is presented along with considering that not only the teacher, but also the student and educational environment of a computer technology classroom can contribute to student achievement. Second, the model includes three basic elements of relation with integration of technology: teacher and student attitude(will), skills of technology competency, and access hours to technology. Third, the model can be a way to overcome the barriers of computer technology into the classroom. Finally, the model also showed the assessment possibility of stages of adoption of computer technology into the classroom.
However, the model has to be warranted further testing in additional studies. One important aspect contentiously identified is the predictability of student achievement based on the level of technology integration. Other important aspects to be tested are the predictability of classroom technology integration based on teacher and student measures of will, skill, and access to technology. The other important aspect is how to measure five key elements of technology in the learning environment: social and political views, technical support, education, budget, and quality/quantity of hardware and software. The three components operating as equal integral parts will result in a better overall student achievement.

한국어

이 연구는 Knezek, Christensen, Hancock 그리고 Shoho(2000)과 Rogers(2000) 외 컴퓨터 테크놀로지 적용의 장애요소 연구들을 토대로 교사, 학생 그리고 교육환경의 차원에서 학생들의 학업성취도에 영향을 미치는 컴퓨터 테크놀로지의 교실적용의 종합모형을 논의하였다. 이 모형은 Knezek(2000)연구를 통해 교사와 학생들의 컴퓨터 테크놀로지에 대한 의지, 기능, 그리고 활용시간 등의 세 가지 중심요소들을 학생들의 학업성취에 영향을 미치는 중요한 변인으로 삼았다. 또한 이 모형은 Rogers(2000) 등의 연구들을 통해 컴퓨터 테크놀로지의 교실적용에 장애요소들을 교사와 학생과 관련된 환경변인의 차원에서 종합적으로 고려하였다. 끝으로, 이 모형은 교사와 학생의 컴퓨터 테크놀로지 적용수준을 자기평가 방법을 통해 몇 가지 단계로 평가될 수 있으며, 이들 수준과 학업성취도와 관련성을 강조하였다.