Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement

  • Kelly S. Shapley Shapley Research Associates
  • Daniel Sheehan Texas Center for Educational Research
  • Catherine Maloney Texas Center for Educational Research
  • Fanny Caranikas-Walker Texas Center for Educational Research
Keywords: Technology, Evaluation, Middle Schools, Implementation Fidelity, Achievement, Educational Reform

Abstract

In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement.
Published
2010-01-03
How to Cite
Shapley, K. S., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement. The Journal of Technology, Learning and Assessment, 9(4). Retrieved from https://ejournals.bc.edu/index.php/jtla/article/view/1609
Section
Articles