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Case studies of three urban elementary schools were conducted to document the integration of technology given identical resources from a local university’s PT3 grant. Data sources for this qualitative study included participant observers’ field notes and journal entries, school personnel interviews, timeline and chronicle of technology-related priorities and events, and children’s and teachers’ technology artifacts. Cases were summarized with respect to prior technology context, agents of growth and development, and changes and future directions. The analysis identified three scaffolds that appear to have a significant influence on—and redefine the challenge of—technology integration: alignment with the curriculum/mission, teacher leadership, and public/private roles for technology recognition.
Staples et al. (Tue,) studied this question.