An Ecological Analysis of Technology Diffusion in

Schools

Jing Lei, Ph.D.Syracuse University

jlei@syr.edu

技术进入美国学校的历史回顾

最近几年美国学校生机比变化情况

0

2

4

6

8

10

12

14

1998 1999 2000 2001 2002 2003 2004

Changes in Student Computer Ration in US

Ratio

Source: NCES (2005), Education Week (2005)

过去 10年间美国学校联网率变化情况

0

10

20

30

40

50

60

70

80

90

100

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Percent of US Schools Connected to Internet

Percent

Source: NCES (2005), Education Week (2005)

0

5

10

15

20

25

30

Student Computer Ratio

Student Computer Ratio in Selected Countries 2003

Australia

Belgium

Brazil

Canada

Finland

France

Ireland

Korea

Mexico

New Zealand

Norway

Singapore

United States

Source: Education Week (2004)

The Real Issue

The persistent “Cuban’s puzzle”

Oversold and Underused

Explaining the puzzle: previous research Technology

Unstable, unreliable Changes too fast Ineffective

Users Technology proficiency Attitudes/beliefs Computer anxiety

Organization Insufficient investment Institutional resistance Traditional practices incompatible with

technology

Problems: These factors are often examined in isolation of

each other or the system in which they interact with each other (Zhao, Pugh, Sheldon, Byers, 2002).

Treats technology as independent artifacts or single events. Fails to capture the dynamic nature of the technology adoption process;

Asking simple questions: long list of “what”, short on “how” (Zhao & Frank, 2003)

“makes it difficult to see how changes to a social system occur through other than simple, one-directional causation. This impedes both the development of successful innovations and the understanding of social change.” (Bruce, 1993)

To study this ”technology puzzle”, we propose an Ecological Perspective

Theoretical FrameworkThe Ecological Perspective

Ecosystems Abiotic components Biotic components

Species, dominants, key-stone species Habitat and Niche Mechanism: progress toward equilibrium

Species-Species interaction: competition, symbiosis

Species-environment interaction Co-evolution

Previous research using the ecological perspective

Human development (Bronfenbrenner,1979; 1995; Bronfenbrenner & Ceci, 1994; Brofenbrenner & Morris, 1998);

Effective curricular software (Ehrmann,1995) Technology and literacy (Bruce & Hogan,

1998); Information ecologies (Nardi & O’Day, 1999). Educational change (Keiny,2002) Factors affecting teacher technology use

(Zhao & Frank, 2003)

Building the connection

Classrooms as ecosystems Computer uses as living species Teachers as members of a

keystone species External educational

innovations as invading exotic species.

Classrooms as ecosystems Human institutions as ecosystems

human development(Bronfenbrenner,1979; 1995; 1994; Brofenbrenner & Morris, 1998);

culture change and ecosocial system (Lemke,1994);

technology and literacy (Bruce and Hogan,1998); information ecologies(Nardi and O’Day, 1999).

The classroom ecosystem components and levels of analysis Subsystem of a larger system Biotic components Abiotic components Practices and values

Computer uses as living species

Man-made objects as living species: Ideas, memes, and genes (Dawkins, 1989): “cultural

transmission is analogous to genetic transmission in that, although basically conservative, it can give rise to a form of evolution.” (p. 189)

Scientific progress as evolution (Popper, 1972) Language, science, technology, human behavior (Cziko, 1995) Technology development (Bassalla, 1988; Levinson, 1997):

Each technology, enters a specific cultural environment and either survives or perishes depending on how well adapted it is to that environment in similar ways as a biological organism enters a natural environment and its fate is subject to its “fitness.”

Computer uses as living species Differences between computer technology and other

technologies Constantly evolving Consumes resources Self-reproduction

Teachers as keystone species

Selfishness and reciprocal altruism Social capital: help from others

(Frank, Zhao, Borman, 2004)

Teachers and machines Teachers and other members of

the ecosystem: the two cultures Images of teachers

Innovation as invasion

Disrupts the equilibrium Possible consequences of invasion

the invader wins and wipes out the existing species

the invader loses and perishes; both go through a process of variation and

selection and acquire new properties.

to summarize, according to the ecological perspective:

Technology is an active agent Individuals are selfish actors Technology uses evolve Human actors change Relationships are important Opportunities for interaction are

essential

The Dynamics of Technology Uses in Schools (Lei, 2005)

An example

Environment characteristics Time 1

Student background, attitude, and performance at Time 1

Environment characteristics Time 2

Teacher Tech uses

Pedagogy

Student Tech uses

Finding: Co-evolution—Dynamics of Technology Use in Schools

Student attitude, developmentand performance at Time 2

Pearson r

R2 = .754

ResultsResultsHow do different technology uses evolveHow do different technology uses evolve Always flourishing in the whole ecosystemAlways flourishing in the whole ecosystem Always flourishing in a few habitats Always flourishing in a few habitats GrowingGrowing Were flourishing but now dying Were flourishing but now dying Were flourishing, now dead in most places Were flourishing, now dead in most places

but still thriving in a few habitatsbut still thriving in a few habitats Introduced in but never survivedIntroduced in but never survived Marginal existenceMarginal existence

Internet, Email, Word

TI calculator, ExcelAspire, Aleks, PPT

Telephone, Grade machine

Overhead projector, TV/VCR

Smart board

Imovie, digital camera, Iphoto

An example: The thriving of An example: The thriving of PowerPointPowerPoint

Technology use:Technology use: A great niche A great niche Good adaptabilityGood adaptability No serious competitionNo serious competition Symbiotic partner: Internet (Symbiotic partner: Internet (r = .43, p < .001)r = .43, p < .001)

Environment change:Environment change: ResourceResource Expectation: symbolic valueExpectation: symbolic value

User ChangeUser Change Changed cost-benefit analysisChanged cost-benefit analysis Improved technology proficiencyImproved technology proficiency Increased social capitolIncreased social capitol Peer pressurePeer pressure

Factors and Interactions Influencing Technology Use

Other Existing Species

Ecosystem

Technology infrastructureHuman infrastructureSocial Network

Invading species

FunctionAdaptabilityComplexity

Key-Stone Species

Grade, SubjectTechnology proficiencyAttitude and beliefSocial ConnectednessPedagogical belief and practice

Competition

Symbiosis

NicheResource Consumption

Cost-Benefit Analysis

Summary Technology use evolves. It’s a complex

ongoing process influenced by its continuous interactions with other species, the users, and the environment.

The interactions and mutual influences between technology use, the users and the environment are not simple and linear, but are built upon circular causality and reflexivity. It is a cycle of changes, co-adaptation, and co-evolution

Different technology uses have different impact on student outcomes. –The quality of technology use is a critical issue.

Social capital affect teacher perception of time constraint

What does all this mean? Implications

For Policy Making Provide holistic support for technology use in

schools to facilitate a virtue cycle and grow a healthy ecosystem

Provide ongoing technology planning Be realistic about the impact of technology

For tech integration: What technology to introduce into schools? What we can do to help a technology use to

survive Create conditions in schools for teachers and

students to adopt new technologies

Suggestions for future research Study technology in the context Identify educationally meaningful

technology uses Discover effective ways to promote

meaningful technology use Develop instruments to evaluate

student learning with technology

References

Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.

Cuban, L. (1999). The Technology Puzzle: Why is greater access not translating into better classroom use? Education Week, pp. 68, 47.

Cuban, L. (2001). Oversold and Underused: Computers in the Classroom. Harvard University Press.

Lei, J. (2005) Co-evolution: The Dynamics of Technology Use in Schools. Michigan State University

Lewontin, R. (2000). The Triple Helix: Gene, Organism, and Environment.

Harvard University Press. Nardi, B. A., & O’Day, V. L. (1999). Information Ecologies. The MIT Press. Zhao, Y., Frank, K. (2003). Factors affecting Technology Uses in Schools: an

ecological perspective. American Educational Research Journal. winter, vol. 40. no.4, pp.807-840

Zhao, Y., Pugh, K., Sheldon, S. & Byers, J. L., (2002). Conditions for Classroom Technology Innovations. Teachers College Record. 104(3), 482-515.

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Thank You!