Abstract
Purpose. The purposes of this study were to involve selected theoretical and practical experts in the field of educational technology who can: (a) list five new developments in educational technology that will be available to California's public elementary schools in the next three years, (b) determine the likelihood of implementation of these technological developments in California's public elementary schools in the next three years, and (c) determine the impact these developments will have on California's public elementary school teachers' instructional use of technology to improve student learning by 2007. Methodology. A Delphi study was conducted with twenty-four expert panel members. Twelve were theoretical experts; twelve were practical experts. All of the experts responded in each of the three rounds by email, fax, or telephone. The experts identified the top five new developments in educational technology that will be available to California's public elementary schools by 2007. Scores for "likelihood of implementation" and "degree of impact" from round three were analyzed and rated. Findings. New developments in educational technology agreed upon by the experts include a use of: (1) Educational computer software to align curriculum to state standards; (2) The Internet to collect and disseminate student achievement data; (3) Wireless technologies to access the Internet; (4) Educational software to individualize instructional strategies; (5) Technology training as a primary focus for teacher professional development. Conclusions. By 2007 educators in California elementary schools will use technology to improve student learning to: (1) Match software to the curriculum and learning needs of students; (2) Maximize the use of the Internet for data collection and communication; (3) Add wireless equipment and connections to the Internet; (4) Implement technology that supports teachers' individualization of instructional strategies; (5) Design and implement teacher professional development training to eliminate barriers to integration of technology in the classroom. Implications for action. Educational leaders should implement school plans that allocate resources for the integration of technology to support student learning. Plans should also provide professional development that is tailored to teachers' needs and motivates them to increase their technological skills and knowledge. This expertise will focus on student learning and develop increased technology use that leads to improvement in student achievement.