The Impact of Computers on Teacher Capacity, Attitudes, and Behaviors in Elementary Schools
American Educational Research Association Annual Meeting,
This paper reports on a computer initiative implemented by a metropolitan school district in Virginia. The initiative began in 1995 when the school district of 44,000 students funded 5 computers and a color printer for each elementary classroom in 34 schools. The goals of the initiative focused on: increasing student performance; addressing different learning styles; providing students with daily access to computers; increasing student proficiency with computers; and preparing students for the future. To accomplish these goals, teachers were required to acquire the capacity to integrate computers into their daily classroom lessons, and the school division needed to install and maintain the hardware and courseware required to support teacher efforts. Data were collected through classroom observations, teacher surveys, and focus group interviews. Data were then organized and analyzed to examine the impact of computers on teacher capacity to integrate computers into their instructional strategies, attitudes, and beliefs, and teacher instructional and work behaviors. The implementation of the initiative was evaluated in each of the three years since 1995 in order to provide information to the school district for use in planning, work tasks, and staff development. Teacher attitudes, ability, and instructional behaviors were sampled, as well as their perceptions of student motivation and performance due to the initiative. Student achievement was not reviewed until the third year of the study. A copy of the teacher questionnaire is appended. (Author/MES)
Pisapia, J.R., Coukos, E.D. & Knutson, K. (2000). The Impact of Computers on Teacher Capacity, Attitudes, and Behaviors in Elementary Schools. Presented at American Educational Research Association Annual Meeting 2000.
Cited ByView References & Citations Map
Supporting Learner-Centered ICT Integration: The Influence of Collaborative and Needs-Based Professional Development
Ronald MacDonald, University of Prince Edward Island, Canada
Journal of Technology and Teacher Education Vol. 17, No. 3 (July 2009) pp. 315–348
Making the Connection: Understanding the Link Between Teaching Philosophy, Pedagogy, and Educational Technology
Russell Miller, Wichita State University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5285–5290
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.