Implementing Technology in Secondary Science and Mathematics Classrooms: A Perspective on Change
PROCEEDINGS
Scott W. Slough, Gregory E. Chamblee, Georgia Southern University, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract
The purpose of this paper is to examine and describe the change process as technology is implemented in secondary science and mathematics classrooms. This paper synthesizes the results from two studies, a qualitative study on implementation concerns of secondary science teachers resulting from the use telecommunications (Slough, 1998) and a quantitative study on technology implementation concerns of middle and secondary mathematics teachers and potential teachers of first-year algebra in North Carolina (Chamblee, 1996). The Concerns Based Adoption Model (CBAM) provided a theoretical framework for both studies.
Citation
Slough, S.W. & Chamblee, G.E. (2000). Implementing Technology in Secondary Science and Mathematics Classrooms: A Perspective on Change. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1021-1026). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 23, 2020 from https://www.learntechlib.org/primary/p/15773/.
Keywords
References
View References & Citations Map- Chamblee, G.E. (1996). Using graphing calculators to teach first-year algebra: North Carolina mathematics teachers' concerns. (The University of North Carolina at Chapel Hill, 1995). Dissertation Abstracts International, 56, 3869A.
- Friel, S.N. & Gann, J.H. (1993). Making change in schools. Arithmetic Teacher, 40, 286-289.
- Fullan, M.G. (1982). The meaning of educational change. New York: Teachers College Press.
- Hall, G., & Hord, S. (1987). Change in schools: Facilitating the process. Albany NY: SUNY Press.
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- Slough, S.W. (1998). High school science teachers' perceptions of telecommunications utilizing a Concerns-Based Adoption Model (CBAM). Unpublished doctoral dissertation, University of Houston, Houston, Texas, USA.•
- Slough, S.W. (1999). Some Concerns About the Concerns-Based Adoption Model (CBAM) and Technology. In J.D. Price, J. Willis, D.A. Willis, M. Jost, and S. Boger-Mehall (Eds.) Technology and Teacher Education Annual, 1999 pgs. 1949-1953. Association for the Advancement of Computing in Education, Charlottesville, VA.
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View References & Citations Map-
Teacher’s Self-Perception and Self-Efficacy of Technology Integration and Professional Development: A Qualitative Longitudinal Study Using Video Data
David McCurry, Monmouth University, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2484–2489
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Using the Concerns-Based Adoption Model to Assess Changes in Technology Implementation
Gregory Chamblee, Georgia Southern University, United States; Scott Slough, University of Houston - Downtown, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 864–871
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