May 1, 2004

ITTF_CLASS_factors2003.pdf

This report is an addendum to a previous report summarizing teacher responses to a survey administered to U.S. Classic Master and Participant Teachers in April 2003. It specifically examines the factors that influence whether and to what degree teachers follow up on their experience with Intel Teach to the Future.

The analyses indicate that the program is having an impact on teachers' use of technology in their teaching. The analyses also reveal relationships between implementation and a number of contextual and affective factors. Specifically, the data show the following:

• A large majority of teachers report implementing their unit plans in the 2002-2003 school year.

• Teachers continue to implement their unit plans two years after participating in the training.

• A majority of teachers report implementing some other technology-integrated lesson with their student once a month or more.

• No meaningful relationship exists between demographic variables, such as race, gender, subject taught, grade-level taught and rates of implementation.

• A strong relationship exists between teachers' feelings of preparedness to implement technology in their teaching, both before the training and after the training, and the rates of implementation.

• A strong relationship exists between teachers' access to technology and their rates of implementation.

• A strong relationship exists between teachers' beliefs about the relevance of the teaching strategies presented in the training and rates of implementation.