Evaluating Teacher’s Support Requests When Just-In-Time Instructional Support Is Provided to Introduce a Primary Level Web-Based Reading Program
Eileen Wood, Alissa Anderson, Wilfrid Laurier University, Canada ; Noella Piquette-Tomei, University of Lethbridge, Canada ; Robert Savage, McGill University, Canada ; Julie Mueller, Wilfrid Laurier University, Canada
Journal of Technology and Teacher Education Volume 19, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 ½ month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of the 80 just-in-time support sessions indicated that the greatest number of support requests pertained to computer software, and computer hardware. A smaller number of support requests involved classroom management, reading, and “other” issues. As expected, the greatest level of support was required during the initial stages of implementation, with support requests declining over time. Interestingly, the types of support requested remained constant indicating that software and hardware concerns persist as the most problematic concerns when integrating technology. The vast majority of problems were addressed immediately through just-in-time support allowing classes to continue as planned. The implications for support for integration are discussed.
Wood, E., Anderson, A., Piquette-Tomei, N., Savage, R. & Mueller, J. (2011). Evaluating Teacher’s Support Requests When Just-In-Time Instructional Support Is Provided to Introduce a Primary Level Web-Based Reading Program. Journal of Technology and Teacher Education, 19(4), 499-525. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2011 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Listening to the Teachers: Using Weekly Online Teacher Logs for ROPD to Identify Teachers’ Persistent Challenges When Implementing a Blended Learning Curriculum
Jeremy Riel & Kimberly A. Lawless, University of Illinois at Chicago, United States; Scott W. Brown, University of Connecticut, United States
Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 169–200
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