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.
From Amy L. Baylor, Donn Ritchie
in the text What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? (2002)