What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?

By Amy L. Baylor, Donn Ritchie. Comput. Educ., 2002

331 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c37a4463e63e501ffd1d6331742ada56f3f79229

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Citations in the corpus

ICT integration in the classroom: Challenging the potential of a school policy (2008, background): “Recent studies reveal that ICT works in some schools and hardly in other schools because of school factors (Baylor & Ritchie, 2002; Tang & Ang, 2002).”
Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology (2010, background): “Despite the increased availability of ICT hardware (e.g., Ertmer, 1999), school related support for ICT integration (e.g., Baylor & Ritchie, 2002), and a larger consciousness of teachers about the importance of educational ICT use (e.g., Khine, 2001), relatively few teachers are willing to…”
A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics (2008, background): “Baylor and Ritchie (2002) conclude that training has an important influence on how well ICT is embraced in the classroom.”
Factors related to pedagogical beliefs of teachers and technology integration (2011, background): “Constructivist use of technology during instruction can facilitate high-order thinking (Baylor & Ritchie, 2002).”
School Technology Leadership: An Empirical Investigation of Prevalence and Effect (2005, background): “Perhaps the strongest study examining what principals do for technology leadership and its effect on technology use is that of Baylor and Ritchie (2002), although they collected data from only 12 schools.”
Factors affecting technology integration in K-12 classrooms: a path model (2010, methodology): “technology integration. To see the payoff of technology investments in the schools, the previously mentioned factors should be carefully considered and addressed in education policies and initiatives ( Baylor and Ritchie 2002; Hernandez-Ramos 2005; Muir-Herzig 2004; Mumtaz 2005).”