Moving beyond the training environment to a vision of technology integration in the classroom curriculum : a case study /
The purpose of this study was to determine to what extent teachers (a) alter their teaching methods and (b) integrate technology into their classroom curriculum during, and after a technology training course designed to prepare teachers to use technologies that support their teaching and student lea...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=725899401&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to determine to what extent teachers (a) alter their teaching methods and (b) integrate technology into their classroom curriculum during, and after a technology training course designed to prepare teachers to use technologies that support their teaching and student learning. Case study methods (Wiersma, 1995) were applied to gain understanding of teachers' experiences as they moved through an online (OL) or face-to-face (F2F) course designed to prepare teachers for integrating technology into the curriculum. Complementary data collection processes (Shulman, 1986) were used in eight cases to provide depth and breadth towards identifying and analyzing barriers and processes affecting the impact of the training course. The cases illuminated the processes of technology integration for elementary and secondary teachers possessing low and high levels of technology skill and use. Through the results of this study, instructors will understand better how to facilitate training in the integration of technology for different types of teachers. The study suggests that teachers increase their use of technology in the classroom during and after training in the process of integrating technology into the curriculum. Further, teachers do not alter their existing teaching methods as they integrate technology, but use technology in ways that support their current classroom practices. The study confirmed the existence of intrinsic and extrinsic barriers that interfere with teachers' abilities to integrate technology into the classroom curriculum. Several other factors that impact technology integration were noted in this study: (a) instructional approaches restricted by state-mandated objectives associated with Texas Assessment of Academic Skills (TAAS) and End of Course exams; (b) technological skill levels influenced the degree of difficulty in managing logistical issues related to technology integration; (c) career goals of the individuals influenced their integration of technology into the classroom curriculum; (d) constructivist-oriented teachers experienced less difficulty integrating technology in learner-centered activities; and, (e) simultaneous change cycles experienced by teachers affected the technology integration process. Recommendations from this study contribute to the future development of an effective model of teacher training in technology integration for different types of teachers. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | xiv, 321 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 267-279). |