First Teach Their Teachers: Technology Support and Computer Use in Academic Subjects
ARTICLE
Hester L. Fuller
Journal of Research on Computing in Education Volume 32, Number 4, ISSN 0888-6504
Abstract
Describes a study that used innovation diffusion theory to investigate the effects of the allocation of computer coordinator work time on student computer use in academic subjects in grade 5 and grade 11. Findings suggest that teacher support is more critical than student support and that effects differ in different grades. (Contains 31 references.)(Author/LRW)
Citation
Fuller, H.L. (2000). First Teach Their Teachers: Technology Support and Computer Use in Academic Subjects. Journal of Research on Computing in Education, 32(4), 511. Retrieved March 28, 2024 from https://www.learntechlib.org/p/89769/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Planning for Integrating Teaching Technologies
Mandie Aaron, Dennis Dicks, Cindy Ives, Brenda Montgomery & Brenda Montgomery
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 30, No. 2 (Jun 15, 2004)
-
Toward ICT Integration in the Science Classroom: A Comparative Study of Cases in Lesotho and South Africa
Kasongo Kalanda, Lesotho College of Education, Lesotho; Ruth De Villiers, University of South Africa, South Africa
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3175–3182
-
Make It Easy to Use and They Will Use It: Increasing District-Wide Communication Using a Web-Based Content Management System
Joyce Dibble, California State University, Sacramento, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2933–2937
-
Self-Regulated Teachers: Catalysts for Technology Integration
Ofra Aslan & Kelly Morris, Concordia University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1964–1972
-
Implementing Technology Initiatives: The impact of individual cognitive dissonance on success
Joanne Bentley, Utah State University, United States
EdMedia + Innovate Learning 2006 (June 2006) pp. 1344–1349
-
Using Adoption and Diffusion to Overcome Barriers to Technology Integration in a K-8 Private School
Mary McPherson, St. Martin's Episcopal School, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1504–1510
-
First Things First: Addressing Teacher Concerns Toward Technology
Glenda C. Rakes & Holly B. Casey, The University of Louisiana at Monroe, United States
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 1722–1727
-
Institutional Change and Resistance: Teacher Preparatory Faculty and Technology Integration
Laura Finley, University of Northern Colorado, United States; David Hartman, Western Michigan University, United States
Journal of Technology and Teacher Education Vol. 12, No. 3 (2004) pp. 319–337
-
Back to Basics: Hybrid Learning and Comfortable Computing.
Raj Boora, University of Alberta, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 499–505
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.