Stages of Concern and Factors that Influence Middle School Teachers' Computer Technology Use PDF Download
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Author: Thelma M. Hinds
Publisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 284
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Book Description
Author: Thelma M. Hinds
Publisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 284
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Book Description
Author: Steven William Hinch
Publisher:
ISBN:
Category : Social sciences
Languages : en
Pages : 310
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Book Description
The overall purpose of this study was to determine the Stages of Concern and Frequency of Use by social studies teachers in the application of a computer-based enhanced curriculum adoption by the R12 School District of Springfield, Missouri in the 1995-1996 school year. This adoption was a technology-based emphasis in social studies instruction, replacing a more traditional textbook driven curriculum. The study resulted in three findings: First, midway through the curriculum implementation of the district's technology initiative, the middle-school social studies faculty's level of concern about the use of technology in their classrooms classify them as "non-users," suggesting potential resistance to the innovation. Second The Springfield R-12 middle-school social studies teachers are currently using 40 percent of available technology applications several times a month. Word processing is the most frequently used technology application and the only one being used on a weekly basis. Third, the Frequency of Use of technology is significantly impacted by attendance at Springfield R-12 workshops and by no other factor determined in this study. Three recommendations for practice are presented: First, taken from Concerns-Based Adoption Model research includes legitimize the existence and expression of personal concerns, open the lines of communication to provide encouragement and reinforce personal adequacy and connect individual teachers with others whose personal concerns have diminished and who will be supportive. Second, since inservice workshops have proven to be a positive significant factor in use of technology, continue this practice, with possible refinement and/or expansion. Third, the school district should use the data provided as a baseline to continue to track progress of the curriculum implementation. This study supports research that concludes that change is a process and that the degree of change is different for each teacher involved. The apparent lack of correlation in the data analysis seems to indicate that more emphasis should be expended on the part of designated change facilitators within the school district to guide and direct the integration and implementation of the technological-curricular change desired.
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: Nancy Ellen Atkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 504
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Book Description
Author: Archie A. George
Publisher:
ISBN: 9780977720804
Category : Educational change
Languages : en
Pages : 98
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Book Description
This set consists of three manuals entitled Measuring implementation in schools. The three manuals have the subtitles: Innovation configurations; Levels of use; and The stages of concerns questionnaire. The DVD contains interviews with three of the CBAM developers--Archie George, Gene Hall, and Shirley Hord--who describe the three dimensions of CBAM and related tools, especially the Stages of Concern Questionnaire, the Levels of Use Interview, and the Innovation Configurations Map.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 790
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Book Description
Author:
Publisher:
ISBN: 9780977720828
Category : Educational change
Languages : en
Pages : 73
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Book Description
This set consists of three manuals entitled Measuring implementation in schools. The three manuals have the subtitles: Innovation configurations; Levels of use; and The stages of concerns questionnaire. The DVD contains interviews with three of the CBAM developers--Archie George, Gene Hall, and Shirley Hord--who describe the three dimensions of CBAM and related tools, especially the Stages of Concern Questionnaire, the Levels of Use Interview, and the Innovation Configurations Map.
Author: Stephen E. Subers
Publisher:
ISBN:
Category : Computer literacy
Languages : en
Pages : 129
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Book Description
The purpose of this study was to examine the process of implementation of classroom computers at a middle school. This study assessed teachers' concerns with respect to classroom computers' utilization and the degree to which the teachers at the middle school made use of them. In order to determine the nature of concerns experienced by each, the Concerns-Based Adoption Model (CBAM) diagnostic dimensions of States of Concern, Levels of Use, and the Innovation Configuration were employed.
Author: Mary Lou Kudela
Publisher:
ISBN:
Category :
Languages : en
Pages : 412
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Book Description
Author: Stephen Andrew Szyndler
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 184
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Book Description
ABSTRACT: In this study the researcher utilized an outlined plan for a quantitative study to explore teachers' perceptions regarding the use of computers and technology in middle school. The theoretical framework for the study was the Technology Acceptance Model. The researcher used this model to explain behaviors that relate to technology use. In this study, the researcher examined eight factors that affect the likelihood that teachers will integrate technology into the classroom. These eight factors were usefulness, ease of use, comfort, beliefs, attitudes, support, access, and integration. Starting with the reform movement in schools, the researcher examined these factors and how they affect barriers and the likelihood that teachers will integrate technology into the classroom. The results of the study support the need for more training, technical support, and professional development.
