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The impacts of using a technology-supported advance organizer on teachers’ performance in classroom behavior management
PROCEEDINGS

, Northern Illinois University, United States

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The purpose of the study was to investigate the effects of a technology-supported advance organizer on teachers' performance in developing intervention strategies for classroom behavior management. Nine in-service special education and resources teachers from two elementary schools and one junior high school participated in this study. Each participant was asked to use this system over the course of four weeks, as often as they desired. Interviews were held and attitudinal surveys were administered after the four weeks usage to identify their willingness and ability to use the system and the system's potential to enhance problem solving performance. Findings suggested that although the computer did not provide as much help for subjects' professional advancement as it would have done in a business environment, the instructional strategies embedded in the system have been beneficial to the subjects' management of classroom behavior.

Citation

Hung, W.C. (2005). The impacts of using a technology-supported advance organizer on teachers’ performance in classroom behavior management. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1249-1254). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from .

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