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Languages : en
Pages :
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The primary goal of this study was to investigate Ohio science teachers' perceptions of nine components that are related to the implementation of computers for instructional use. The components were Administrative Support, Technical Support, Collegial Support, Parent/Community Support, Training, Time, Teacher Efficacy, Access, and Attitude Toward Computers for Instruction. Secondary goals included the examination of correlations between the teachers' stage of use and their perceptions of the nine components, correlation of their level of satisfaction with the extent to which they use computers and their perceptions of the components, and a comparison of the perceptions of teachers at different stages of use. Data were collected through 124 questionnaires that were sent to a randomly selected sample of 260 Ohio science teachers. Data analysis consisted of an evaluation of whole group means for each component, a comparison of group means for each component by stage of use, correlations between stage of use and each component, and a regression analysis to identify which components would be good predictors of the stage of use a teacher might reach. The data analysis indicated that teachers were positive to neutral for the nine components. There were several strong correlations between stage of use and the perceptions held by the teachers. Analysis also indicated that there are notable differences between the perceptions of the components for teachers at higher stages of use and teachers at lower stages of use. Several conclusions were drawn from this study. The first and most important conclusion is that administrators are a critical key in the implementation of computers as instructional tools. Secondly, the teacher's attitude toward the use of computers as instructional tools is an important factor in the implementation of computers as instructional tools. Third, there are differences between the perceptions of teachers who have reached advanced stages of use and teachers who are at lower stages of use.
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Category :
Languages : en
Pages :
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Book Description
The primary goal of this study was to investigate Ohio science teachers' perceptions of nine components that are related to the implementation of computers for instructional use. The components were Administrative Support, Technical Support, Collegial Support, Parent/Community Support, Training, Time, Teacher Efficacy, Access, and Attitude Toward Computers for Instruction. Secondary goals included the examination of correlations between the teachers' stage of use and their perceptions of the nine components, correlation of their level of satisfaction with the extent to which they use computers and their perceptions of the components, and a comparison of the perceptions of teachers at different stages of use. Data were collected through 124 questionnaires that were sent to a randomly selected sample of 260 Ohio science teachers. Data analysis consisted of an evaluation of whole group means for each component, a comparison of group means for each component by stage of use, correlations between stage of use and each component, and a regression analysis to identify which components would be good predictors of the stage of use a teacher might reach. The data analysis indicated that teachers were positive to neutral for the nine components. There were several strong correlations between stage of use and the perceptions held by the teachers. Analysis also indicated that there are notable differences between the perceptions of the components for teachers at higher stages of use and teachers at lower stages of use. Several conclusions were drawn from this study. The first and most important conclusion is that administrators are a critical key in the implementation of computers as instructional tools. Secondly, the teacher's attitude toward the use of computers as instructional tools is an important factor in the implementation of computers as instructional tools. Third, there are differences between the perceptions of teachers who have reached advanced stages of use and teachers who are at lower stages of use.
Author: Mohammed I. Isleem
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages :
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Abstract: This study determined the level of computer use for instructional purposes by technology education teachers in Ohio public schools. The study also investigated the relationships between the level of use and selected factors: expertise; access; attitude; support; and teacher characteristics. This study derived its theoretical framework from Rogers2 (1995) model of diffusion of innovations. A survey-correlation research design was used. A questionnaire was developed and mailed to all technology education teachers (N = 1170) in Ohio public schools in the 2002-2003 school year. Validity and reliability were established for the survey instrument. The return rate of the survey was 66%. Descriptive and inferential statistical techniques were used. The findings of this study indicated that technology education teachers have high levels of computer use in mainstream computer uses such as word processing, e-mail, Internet, and classroom management. Strong positive correlation existed between the level of computer use and teachers2 perceived expertise and teachers2 perceived attitude toward computers as tools. In addition, moderate positive correlation existed between the level of use and teachers' perceived access to computers. Multiple regression analysis indicated a positive predictive value toward computer use with the demographic characteristics of instructional experience and modular instructional method, and a negative predictive value with age and urban geographic location. The independent variables that explain the greatest amount of variation in the level of computer use were in order of predictive value: teachers2 perceived expertise, attitude, and access. Technology education teachers have high levels of computer use in mainstream applications and low levels of computer use in specialized applications. These levels of use are slightly lower than the state levels. Those teachers that possess expertise are the ones who use the computer for instructional purposes. Positive attitudes toward computers as tools provide a starting point for adoption of computer use. To increase computer use, technology education teachers need to be given more training. In-service training needs to be a top priority. Pre-service programs should include more courses in using computers as tools for teaching and learning.
Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
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Author: Samia A. Wahab
Publisher: Universal-Publishers
ISBN: 1599427044
Category :
Languages : en
Pages : 179
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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: Nancy Nelson Knupfer
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 404
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Author:
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages :
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Author: John Edward Wigmore
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 260
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Author:
Publisher:
ISBN:
Category : Computer managed instruction
Languages : en
Pages : 308
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The purpose of this descriptive study was to investigate teachers' perceptions of the role computers play in their workplace performance. Quantitative and qualitative data were collected and analyzed to provide a multifaceted description of teachers' current professional computer uses, including how often, when, where, for what tasks, and why they use computers. Additionally, teachers' perceptions of the effects of the computer on their work were examined. The study incorporated an approach, advocated by many authors, which parses the individual, organizational, and environmental factors influencing workplace performance. Sociotechnical systems theory was the basis for selecting a range of individual and organizational facilitators of, and barriers to, computer use. Subjects in the study were 142 secondary public school teachers. A 71-item questionnaire was used to collect initial data. Follow-up telephone interviews were conducted with 15 carefully selected subjects to provide more depth. Teachers in the study generally perceived computers as having a positive impact on their work. A majority felt they were more professional, more creative, better informed, and generally better educators as a result of their computer use. Surprisingly, improved interaction with colleagues did not emerge as a particularly important factor. Creating more effective materials and saving time were rated as the most important reasons for using the computer. A majority currently used the computer to create instructional materials, while few (11.3 percent) used it to communicate with colleagues, a use that might potentially ease the isolation of the profession and foster continuing professional development. Accessibility to e-mail and Internet access was moderate or high for only 33.8 percent. Results reflect the dynamic nature of computer integration and raise further questions regarding how changes in accessible resources will alter the nature of teachers' computer integration, their reasons for using computers, and their perceptions of how the computer influences their work.
Author: Ohio. Department of Education. Task Force on Instructional Uses of Computers
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 6
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