You are here:

The Role of InTech Training in the Integration of Technology into Instructional Practices among Georgia Middle School Teachers
ARTICLE

, ,

Journal of Research on Computing in Education Volume 33, Number 5, ISSN 0888-6504

Abstract

The Georgia Framework for Integrating Technology in the Student-Centered Classroom (InTech) was created as a staff development program to prepare teachers to integrate technology, student learning, and academic goals. Findings from a survey of 68 middle school teachers, 10 with InTech training, 58 without, revealed InTech teachers showed increases over non-InTech teachers in two areas: student use of technology in classrooms and teacher use of presentation software. (AEF)

Citation

Sheumaker, F., Slate, J.R. & Onwuegbuzie, A.J. (2001). The Role of InTech Training in the Integration of Technology into Instructional Practices among Georgia Middle School Teachers. Journal of Research on Computing in Education, 33(5),. Retrieved February 16, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

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

View References & Citations Map

Cited By

  1. Measuring the Integration of Technology Through Observation

    Keith Wetzel, Ray Buss, Helen Padgett & Ron Zambo, Arizona State University West, United States

    Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3933–3936

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.