Deborah L. Lowther

TL;DR: This paper examined the direct and indirect effects of teachers' individual characteristics and perceptions of environmental factors that influence their technology integration in the classroom and developed a research-based path model to explain causal relationships between these factors and was tested based on data gathered from 1,382 public school teachers.

TL;DR: The effectiveness of Tennessee EdTech Launch (TnETL) was investigated in this matched treatment-control quasi-experimental study as discussed by the authors, where the goal of the program was to provide full-time, on-site technology coaches to prepare teachers to create lessons that engage students in critical thinking and use of computers as tools.

TL;DR: Although systematic observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students used computers more frequently, extensively, and independently than control students, and writing assessment results showed substantial and significant advantages for laptop over control students.

TL;DR: The results suggest that teacher level factors (teacher readiness and teacher beliefs) strongly predict laptop integration, and that overall support for school technology and professional development have strong effects on teacher beliefs and readiness, respectively.

TL;DR: In this paper, the authors examine the past and present research trends, with emphasis on the role and contribution of research evidence for informing instructional practices and policies to improve learning in schools, and suggest directions for future research.