Consortium on Chicago School Research

Snapshot 2003: Human Resource Support for Technology

Teachers' reports about the amount of support they receive for using technology as a teaching tool. Support here means access to a technology coordinator, assistance with curriculum integration, and hardware in good working order.

Definition of Categories Charted Above

Category	Teachers in Chicago Public Schools:
1 None	describe the lack of a technology coordinator as a great barrier. They strongly disagree that their school's technology coordinator helps integrate technology into lessons; and they strongly disagree or disagree that their computers are in good working order and that they can find help in using computing technology.
2 Weak	describe the lack of a technology coordinator as a small barrier to a moderate barrier. They disagree that their school's technology coordinator helps integrate technology into lessons and that their computers are in good working order; and they agree that they can find help in using computing technology.
3 Strong	describe the lack of a technology coordinator as not a barrier. They agree that their school's technology coordinator helps integrate technology into lessons and that their computers are in good working order. They agree or strongly agree that they can find help in using computing technology.
4 Very Strong	describe the lack of a technology coordinator as not a barrier. They strongly agree with all other items in the scale.

To see the items making up this measure and the response frequencies for each item, click here.

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