Home PublicationsJRTEPast IssuesVolume 37 Number 1

	Edited by Dr. Lynne Schrum, University of Utah
formerly Journal of Research on Computing in Education

Volume 37 Number 1 Fall 2004

Measuring Teachers’ Technology Uses: Why Multiple-Measures Are More Revealing
Damian Bebell, Michael Russell, and Laura O’Dwyer
Boston College

Abstract
In the last 20 years, substantial investments have been made in educational technology. Not surprisingly, in today’s zeitgeist of educational accountability there have been increasing calls for empirical, research-based evidence that these investments are affecting the lives of teachers and students. This paper examines the ways in which teachers use technology, with a specific emphasis on the measurement of teachers’ technology use. Specifically, the survey responses of approximately 3,000 K­12 teachers are analyzed to examine the multidimensional nature of teachers’ technology use. The findings provide insight into improved strategies for conceiving of and measuring teacher technology use.

Contributors
Damian Bebell is an assistant research professor at Boston College’s Lynch School of Education and a research associate at the Technology and Assessment Study Collaborative.

Michael Russell is an assistant professor at Boston College’s Lynch School of Education and the director of the Technology and Assessment Study Collaborative.

Laura O’Dwyer is an assistant professor at the Graduate School of Education at the University of Massachusetts Lowell and a senior research associate at the Technology and Assessment Study Collaborative at Boston College.

Download the full article (PDF, 1,550 KB, PDF Instructions)

Contact
Damian Bebell
Technology and Assessment Study Collaborative
Boston College
332 Campion Hall
Chestnut Hill, MA 02467
bebell@bc.edu

Copyright © 2004, ISTE (International Society for Technology in Education). All rights reserved.