Factors influencing the implementation of technology in a magnet high school

The purpose of this time series multiple case study was to investigate factors affecting the implementation of technology in a Tech Prep magnet high school that focused their curriculum on engineering/technology or business/entreprenuership. The following research questions were investigated: (1) What is the level of technology implementation? (2) What are attitudes regarding the implementation of technology in the classroom? (3) What are the factors that influence technology implementation? (4) How does technology implementation influence student achievement?;The study's sample comprised 21 teachers and 146 of their students. The teacher participants represented varying levels of teaching experience and technology expertise. The participating students were freshmen and sophomores studying engineering/technology or business/entreprenuership.;Data collection and analysis involved both qualitative and quantitative methods. Qualitative methods included formal and informal observations, informal interviews, structured Internet surveys, and reviews of school and district documents. The researcher used a computer program, NUD-IST, 4.0, to organize and analyze the qualitative data. Quantitative instruments included the Stages of Concern Questionnaire, the Stallings Observation Instrument, and scores from the Texas Assessment of Academic Skills (TAAS), and the Preliminary Scholastic Aptitude Test (PSAT). A post hoc regression analysis of teacher use of technology explored the predictive value of selected teacher variables. Student academic achievement in high and low technology implementation classrooms was compared using ANCOVA to control for aptitude and prior achievement.;Results from this study point to these conclusions: While teachers and students have positive attitudes toward the use of technology in the classroom, the lack of training and perception of low-tech support can be inhibitory. Further, neither of the variables examined in the regression analysis, Degree Earned nor Program Taught, were statistically significant in predicting the criterion variable, observed teacher use of technology. There was no statistically significant difference between student academic achievement in the high and low technology implementation academic classrooms.