About IEA SITESm2 Research Projects Search Case Reports
At the School/Local Level At the National/International Level
Curric., Content, Goals, & Assessment Teacher Practices & Outcomes
Student Practices & Outcomes Technology & Ways They are Used
Target Innovation Problems & Solutions Sustainability & Transferability
Advanced Search Using AND Between Items & AND Between Choices

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AT THE SCHOOL/LOCAL LEVEL top || bottom
1. Student Grade Level
  Primary [kindergarten - 6th Grade]
Lower secondary [7th - 9th Grade]
Upper secondary [10th - 12th Grade]
 
2. Connection to School ICT Policy
 

Linked to ICT policy Not linked to ICT policy

 
3. Outside Groups Involved
 

Parents
Students and/or teachers from other schools
Scientific or higher education institutions
Business & Industry
Government Agencies
No outside involvement
 
4. School Principal Leadership & Support
 

Active involvement in the target innovation
Supportive but not directly involved
Neutral
Against the innovation
 
AT THE NATIONAL/INTERNATIONAL LEVEL top || bottom
5. Connection to National Education Policy or Plan
 

Linked to national education policy Not linked to national education policy
 
6. Connection to National ICT Policy or Plan
 

Linked to national ICT policy Not linked to national ICT policy
 
7. Connection to Outside Activities
 

National, state, or regional projects
International projects
No outside involvement
 
CURRICULUM, CONTENT, GOALS, & ASSESSMENT top || bottom
8. Number of Subject Matter Areas Involved
 

One specific subject
A few subjects
All (or almost all) subjects
 
9. Subject Matter Areas
 

Mathematics
Physics
Chemistry
Biology/Life Science
Earth Science
Language/Mother tongue
Foreign Language(s)
Creative Arts (music, visual arts)
History
Civics
Economics
Geography
Vocational subjects
Computer Education/Informatics
Multidisciplinary projects or activities
10. Curriculum Related Changes
 

Content
Goals other than ICT skills and/or 'normal' subject related skills
The organization of content (i.e., the curriculum is organized differently)
Allocation of time for the target innovation
 
11. Alternative Assessment Procedures (e.g., portfolio assessment, self-, or peer-assessment, authentic assessment, etc.)?
 

Used alternative assessment procedures
Did not use alternative assessment procedures
 
TEACHER PRACTICES AND OUTCOMES top || bottom
12. Change in Activity - Teacher
 

Teacher activity has changed
Teacher activity has not changed
 
13. Types of Activities Carried Out - Teacher
 

Lecture
Advise or guide students
Create structure for student activity
Design and prepare instructional materials
Monitor and/or assess student performance
Collaborate with students
Collaborate with colleagues
Collaborate with actors outside the class
 
14. Impact of Target Innovation on Teacher
 

Acquisition of new pedagogical skills
Acquisition of ICT skills
Acquisition of collaborative skills
Development of positive attitudes towards the teaching profession
Negative outcomes

 
STUDENT PRACTICES AND OUTCOMES top || bottom
15. Change in Activity - Student
 

Student activity has changed
Student activity has not changed
 
16. Types of Activities Carried Out - Student
 

Perform drill & practice tasks
Perform research projects
Search for information
Solve problems
Manipulate/interpret data in tables/charts/graphs
Publish and present results
Design and create products
Collaborate with others
Collaborate with actors outside the class
Assess own/peers' performance
Pick their own tasks
 
17. Impact of Target Innovation on Student
 

Acquisition of new subject matter (knowledge and/or skills)
Acquisition of Information & Communication Technology skills
Acquisition of communication skills
Acquisition of problem solving skills
Acquisition of information handling skills
Acquisition of team/collaborative skills
Acquisition of metacognitive skills
Development of positive attitudes towards learning and/or school
Outcomes for different groups of students
Negative outcomes
 
18. Benefits for Special Student Groups
 

Ethnic or language minorities
Students of low socio-economic status
Low ability or students at risk of failure
Learning disabled, handicapped, or other special needs students
Girl students
Gifted students
No special group of students is specifically targeted
 
KINDS OF TECHNOLOGY AND WAYS THEY ARE USED top || bottom
19. Technologies Used
 

Lap top computers
Local area network (including wireless networks) used as a key part of the IPPUT
Email, Internet, conferencing software, or listservs
Educational WWW resources
Productivity tools (e.g., Word, Clarisworks, Photoshop, etc.)
Web design tools
Collaborative environments
Photography, video, multimedia software
Simulations, Microcomputer-based laboratories
Tutorial or drill and practice software
Course management systems (e.g., Learning Space, Blackboard)
 
20. Location of Target Innovation
 

Location outside of school
Location in school but outside of regular classroom, library, or computer lab
In the regular classroom, library, or computer lab
 
21. Kinds of ICT Practices Used
 

Tutorial or drill and practice software for instruction
Email or other communication tools to support communication
Web browsers or CD ROMs to search for information and other resources
Software packages to create products or presentations
Software or the Internet to support student collaborative activities
Software to perform simulations or modeling for research or experimentation
Information & Communication Technology to monitor/assess student work
Information & Communication Technology to plan and organize instruction

 
22. ICT Support Claims
 

ICT supports student practice (activity or assignment) not otherwise possible/likely
ICT supports teacher practice not otherwise possible/likely
ICT associated with student outcome
ICT associated with teacher outcome
ICT supports educational change/reform
ICT supports a change in the curriculum
ICT saves money/resources/increases efficiency
ICT provides resources that would not otherwise be available
ICT changes the time/structure of school/classroom
ICT performs important functions in support of student learning (provides feedback, monitors progress, gives guidance, etc.)
ICT inhibits undesirable activities/outcomes
ICT associated with (stimulates, facilitates) parents involvement or commitment
 
PROBLEMS & SOLUTIONS RELATED TO TARGET INNOVATION top || bottom
23.  
 

ICT Problems and/or Solutions

Check if problem is mentioned (a) Check if solution is mentioned (b)
Resources & Equipment
Technical Support
Pedagogical Support
Teacher-Related Issues
Student-Related Issues
Curriculum-Related Issues (Including lack of time to include innovation)
Issues related to support for the target innovation (from teachers, parents, administrators, etc.)
Technical Problems (e.g., hardware, phone lines, network)
Policies (e.g., national, state, or local policies work against the innovation)
Organizational-related issues (including limitations of time for teachers to work on the innovation).
 
SUSTAINABILITY AND TRANSFERABILITY top || bottom
24. Sustainability of Target Innovation (more than 1 year)
 

Target innovation is sustainable Target innovation is not sustainable
 
25. Evidence of Sustainability
 

There is evidence There is no evidence
 
26. Transferability of Target Innovation to Other Classes/Schools
 

Target innovation is transferable Target innovation is not transferable
 
27. Evidence of Transferability
 

There is evidence There is no evidence
 

Project Clusters

In the international cross-case analysis, we identified seven interesting clusters, similar teacher, student, and technology practices. These patterns of practice occurred more often in certain groups if cases than others. These clusters are characterized very briefly below but described in detail in Chapter 3 of the final report. While there is considerable overlap in certain practices across some clusters, cases were assigned to one of these clusters or another. However some cases were not assigned to any of these clusters.

  • ICT Tools Cluster is characterizes by students using a variety of productivity tools
  • Student Collaborative Research Cluster is characterized by students working to conduct research, collect and analyze data, and create reports of their findings.
  • Information Management Cluster is characterized by teachers and students searching for information, using it to create products and educational materials, and using tools to manage and assess instruction.
  • Teacher Collaboration Cluster is characterized by teachers collaborating with other teachers, students, and outside actors, such as professors, scientists, or business people.
  • Outside Communication Cluster is characterized by students communicating with students in schools in other parts of the country or other countries, or with outside actors such as scientists or business people.
  • Product Creation Cluster is characterized by students using a variety of tools to create products.
  • Tutorial Cluster is characterized by students using tutorial software.
 

ICT Tools Cluster
Collaborative Research
Information Management Cluster
Teacher Collaboration

 Outside Communication
Product Creation Cluster
Tutorial Cluster
Undefined Cluster
 
 

For More Information

Dr. Robert Kozma,
Study Coordinator
Robert.Kozma@sri.com

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