The role of school socioeconomic status in school-wide technology integration in the U.S.

Shonn Cheng; Mary Parker

doi:10.30935/cedtech/13059

Shonn Cheng ¹ ^* , Mary Parker ²

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CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep422

https://doi.org/10.30935/cedtech/13059

Submitted: 30 May 2022, Published Online: 11 March 2023

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Abstract

This study aimed to examine the relations between first-order and second-order barriers and ICT (information and communications technology) integration across schools with different SES (socioeconomic status) levels in the US. This study was based on a nationally representative sample of public elementary and secondary schools included in the fast response survey system (FRSS)–educational technology in the US public schools. Multiple-group path modeling was employed as the main analytic method. The results showed that in advantaged schools, first-order and second-order barriers demonstrated additive effects on ICT integration. However, in disadvantaged schools, first-order and second-order barriers showed multiplicative effects on ICT integration. This study suggests that in advantaged schools, eradicating second-order barriers can compensate for the constraints on ICT integration imposed by first-order barriers. However, in disadvantaged schools, removing second-order barriers will not be effective if first-order barriers are not addressed first. This study contributes to the literature by highlighting the role of school SES in planning school-wide ICT integration. Also, a contextualized model is proposed to capture the differential relations between barriers and ICT integration in specific school contexts.

Keywords: technology integration, first-order barriers, second-order barriers, school SES, equity

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Citation

Cheng, S., & Parker, M. (2023). The role of school socioeconomic status in school-wide technology integration in the U.S.. Contemporary Educational Technology, 15(2), ep422. https://doi.org/10.30935/cedtech/13059

Cheng, S., and Parker, M. (2023). The role of school socioeconomic status in school-wide technology integration in the U.S.. Contemporary Educational Technology, 15(2), ep422. https://doi.org/10.30935/cedtech/13059

Cheng S, Parker M. The role of school socioeconomic status in school-wide technology integration in the U.S.. CONT ED TECHNOLOGY. 2023;15(2), ep422. https://doi.org/10.30935/cedtech/13059

Cheng, Shonn, and Mary Parker. "The role of school socioeconomic status in school-wide technology integration in the U.S.". Contemporary Educational Technology 2023 15 no. 2 (2023): ep422. https://doi.org/10.30935/cedtech/13059

Cheng, Shonn et al. "The role of school socioeconomic status in school-wide technology integration in the U.S.". Contemporary Educational Technology, vol. 15, no. 2, 2023, ep422. https://doi.org/10.30935/cedtech/13059

Cheng S, Parker M. The role of school socioeconomic status in school-wide technology integration in the U.S.. CONT ED TECHNOLOGY. 2023;15(2):ep422. https://doi.org/10.30935/cedtech/13059