An Evaluation of Project EXCEL Teacher Inservice Program
Ray R. Buss, Arizona State University West
Society for Information Technology & Teacher Education International Conference, Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
John Goodlad (1983) observed that “the technological revolution appears to be sweeping around schools, leaving them virtually untouched.” In school with high minority populations, this still remains true 11 years later. Chisholm (in press) found these schools have limited access to computers, a scarcity of good software and a scarcity of computer proficient teachers. Further, where computers are used in elementary schools, Becker (1986) found that the primary use of technology in science and mathematics continues to be drill and practice activities. Even schools that are providing both technology hardware and software resources and teacher professional development in the use of these resources find that changes in teaching and learning with technology are developing slowly. For example, the findings of a four year longitudinal study of the ACOT program (Sandholtz, Ringstaff, &
Buss, R.R. (1995). An Evaluation of Project EXCEL Teacher Inservice Program. In J. Willis, B. Robin & D. Willis (Eds.), Proceedings of SITE 1995--Society for Information Technology & Teacher Education International Conference (pp. 343-347). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).