Factors Affecting Technology Uses in Schools: An Ecological Perspective

By Yong Zhao, Kenneth A. Frank. 2003

1,048 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Information Systems

View Paper: https://www.semanticscholar.org/paper/cc4c24c8405a8698dc40e2d87b4066033a15bf9d

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Citations in the corpus

Invasive species impacts on ecosystem structure and function: A comparison of Oneida Lake, New York, USA, before and after zebra mussel invasion (2009, methodology): “Unions of methods from ecology and sociology (e.g., Krause et al., 2003; Zhao and Frank, 2003) reveal there is value found in the convergence of these disciplines, especially when applied to food webs.”
Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development (2015, background): “In such organizations, the ongoing development of human capital is necessary, and developing social capital is one way to grow this human capital (Frank et al. 2011; Zhao and Frank 2003).”
Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, background): “Despite this evidence, student-centered technology uses are not prevalent in schools (Barron, Kemker, Harmes, & Kalaydjian, 2003; Russell, Bebel, O’Dwyer, & O’Connor, 2003; U.S. ED, 2003; Zhao & Frank, 2003).”
Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection (2005, background): “Zhao and Frank (2003) described asituationinwhichteacherswereallowedtolearnontheirownbutwerealsoencour-agedtobepartofagroupthatmetregularlytohelpeachotherlearnfromdata.”
The challenges of feedback in higher education (2019, background): “By recognising that social systems interact with each other and individuals, such studies were able to better conceptualise and explain complex human social issues (Bronfenbrenner 1977; Zhao and Frank 2003; Ivankova and Plano Clark 2018).”
What We Educators Get Wrong About 21st-Century Learning: Results of a Survey (2017, background): “…current approaches toward educating our youth have been largely unsuccessful (Cuban, 2001; Keengwe, 2007; Keengwe, Onchwari, &Wachira, 2008; Kozma, 2003; Zhao & Frank, 2003), because existing practices do not prepare students for the changes and challenges of the newmillennium (Robinson, 2001).”
Looking beyond learning: notes towards the critical study of educational technology (2010, background): “…concerns should be set against what can be termed ‘the bigger picture’ of educational technology – i.e. the meso-level of the processes and procedures of educational institutions, and the macro-level of wider cultural, societal, political and economic values (see Zhao & Frank 2003; Selwyn 2007).”
A Framework for Addressing Challenges to Classroom Technology Use (2008, background): “what Zhao and Frank (2003) term the abiotic technology infrastructure.”
Innovation in education: what works, what doesn’t, and what to do about it? (2017, background): “As Zhao and Frank (2003)argue in their ecological model of technology integration in school, we should be interested in not only how much computers are used but also how computers are used.”
Teacher Technology Change (2010, background): “Others have described similar results: For teachers to incorporate new software or approaches into their existing knowledge structures, the uses first must align with current beliefs (Hughes, 2005; Kanaya et al., 2005 & Frank, 2003).”
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning (2013, background): “Although Jonassen didn’t explicitly discuss how his vision might be enacted within our current K-12 systems, it is important to consider the key role systems play in pedagogical adoption and change, if his vision is to be achieved (Straub, 2009; Zhao & Cziko, 2001; Zhao & Frank, 2003).”
The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use (2016, background): “Doing so supports Zhao and Frank ’ s (2003) argument for maintaining an ecological perspective when implementing educational technology.”
Improving online social presence through asynchronous video (2012, background): “Indeed, Zhao and Frank (2003) and West, Waddoups, and Graham (2007) found that many teachers are more responsive to peer attitudes than to dispositions promoted by institutional and professional development initiatives.”
Risk-aversion: understanding teachers’ resistance to technology integration (2013, background): “These factors have been presented in terms of barriers (see Ertmer, 2005; Hew & Brush, 2007), through holistic (see Ertmer & OttenbreitLeftwich, 2010; Law, Pelgrum, & Plomp, 2008) and ecological models (see Zhao & Frank, 2003).”
Social Capital and the Diffusion of Innovations Within Organizations: The Case of Computer Technology in Schools (2004, background): “First, access to functional and reliable hardware and software and technical support was critical to implementation (Collins 1996; Cuban 1999; Loveless 1996; Zhao and Frank 2003; Zhao et al. 2002).”