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Author: Penny Oravec
Publisher:
ISBN:
Category : Computer literacy
Languages : en
Pages : 82
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Book Description
Investigates factors which affect elementary teachers' use of computers.
Author: Penny Oravec
Publisher:
ISBN:
Category : Computer literacy
Languages : en
Pages : 82
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Book Description
Investigates factors which affect elementary teachers' use of computers.
Author: Mudawi Mukhtar Elmusharaf
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 266
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Book Description
Author: Joan Gail Henley
Publisher:
ISBN:
Category : Computer managed instruction
Languages : en
Pages : 420
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Book Description
The purpose of this study was to investigate teacher practices in terms of classroom use of computer tools in elementary classrooms (grades 2-4) for a seven-county rural area in south-central Missouri. Although several studies (e.g., ACOT, 1995; Archer, 1998) have suggested the use of computer tools results in improved student outcomes, current research does not provide a complete picture of their impact upon teaching and learning. The purpose of this study, however, was not to determine whether computers should be used in teaching and learning, but to explore current uses of computer tools in elementary classrooms. Change theories provided a framework for examining the differences exhibited between teachers who were high-end users of computer tools and those teachers who were low-end users. The inquiry was conducted in two parts. Part I was a quantitative study. Data was collected using a survey questionnaire and analyzed using SPSS to report frequencies and chi-square analysis. Part II was a qualitative study. Data was collected from three school districts using interviews, classroom observations, and document analysis. Participants were divided into high-end users or low-end users of computer tools. Ten teachers and three principals participated in the study. Data analysis utilized the constant comparative method; participant comments were transcribed, read, and reread, until distinct patterns emerged. Findings resulted in four major conclusions. First, results indicated that teachers' use of computer tools in their classrooms may be influenced by their attitudes and perceptions, suggesting that professional development as a support for changing teachers' attitudes and perceptions about computer tools may impact their use of them in the classroom. Second, teachers used computer tools for traditional activities of learning from computers, with little evidence of computer tools being used as knowledge representation tools as described by Jonnasen (2000). Third, providing teachers with more knowledge about and more experience with using computer tools will encourage teachers to use them more in their classrooms. Fourth, collegiality, the principal, and the district technology plan are work environment factors that seemed to support computer tool use.
Author: Doris Marie Carey
Publisher:
ISBN:
Category : Computer managed instruction
Languages : en
Pages : 384
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Book Description
Author: Samia A. Wahab
Publisher: Universal-Publishers
ISBN: 1599427044
Category :
Languages : en
Pages : 179
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Book Description
There is a need to understand the factors correlating with teachers' instructional use of computers, because much of the present research focuses on students rather than teachers. This study examines several factors relating to the use of computers in the classroom by teachers. The factors examined include teacher attitudes, emotions, beliefs, and outside influences. This was done by a review of the present literature, administering two surveys, and analyzing the survey data. Questionnaires were distributed to faculty at five randomly selected high schools in a Midwest city participating in the study. Data from the survey was then examined to determine which factors correlate with teacher computer use in the classroom. The results of this study will help improve understanding of teachers' instructional computer use.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 340
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Book Description
Author: Walter Tad Foster
Publisher:
ISBN:
Category : Computer managed instruction
Languages : en
Pages : 290
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Book Description
Grounded in developmental change theory, the purpose of this study was to identify the factors that contribute to an individual teacher's degree of microcomputer use. The study consisted of case studies of the high schools in six selected Illinois school districts and a survey of the high school teachers in each district. During the case study, several themes emerged from the data: (a) the data suggested that change is an individual decision-making process, (b) the majority of the computers were housed in laboratories, (c) teachers were having problems gaining access to computers and quality software, (d) inadequate and inequitable funding across districts, (e) heavy teacher workloads limited the time available for inservice, (f) limited inservice, (g) a general resistance to change by the teachers, (h) a dichotomy of beliefs between administrators and teachers regarding the need for computers, and (i) an adequate supply of technical assistance from a variety of sources. The survey data showed that 64.6% of the teachers in this sample were using computers for at least one purpose and 45% owned one. Of the eleven independent variables, computer anxiety, the perception of self-efficacy, value placed on the computer, ownership of a computer, subject taught, self-perception of innovativeness, and professional orientation were significantly correlated to degree of use. Gender and age were not significantly correlated to degree of computer use, thus indicating that older teachers and female teachers were just as likely to use computers as their colleagues. As a result of this study, the following was recommended: (a) additional research that proposes and validates a model of change as an individual decision-making process, (b) the combination of qualitative methods with the survey method whenever possible to provide a richer understanding of the phenomena being studied, (c) serious attention should be given to the problems of teacher inservice, the funding of expensive innovations, and the accessibility of computers, (d) the development of an instrument to assess teachers' willingness to use computers before and during inservice activities, and (e) the need for proper planning which includes classroom teachers to facilitate the adoption of educational innovations.
Author: William Royal Mitchell
Publisher:
ISBN:
Category : Computers
Languages : en
Pages : 312
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Book Description
Author: Cheryl A. Franklin
Publisher:
ISBN:
Category :
Languages : en
Pages : 39
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Book Description
The purpose of this quantitative study was to examine the ways elementary teachers use computer technology for instructional purposes and the factors that influence their use of computers. The population consisted of recent graduates from the elementary teacher preparation program at a mid-Atlantic university. Data were gathered using a survey instrument. The instrument addressed the four factors that support teachers' use of computers: access and availability, preparation and training, leadership, and time. Descriptive and inferential statistics were employed in this study. The response rate was 89 percent. The findings indicated that 84 percent of the teachers felt either well or very well prepared to integrate technology into curriculum, and that they were able to overcome the typical barriers to computer use in elementary classrooms. The teachers overwhelmingly indicated that computers have considerable potential for allowing students to discover or construct ideas for themselves and supported constructivist pedagogies when referring to computer use in elementary classrooms. Teacher preparation, teacher philosophy and grade level were identified as influential factors in the use of computers by the elementary teachers and the elementary students. Survey instrument is appended. (Contains 5 tables.).
Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1608
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Book Description
