Index: Educational Technology

Professional Development

Page Contents

Teacher technology training Preservice training Change Agents Teacher Perceptions Tapped In

Teacher technology training

Nash, John B. (Apr 1994). Integrating Technology into Educational Organizations: The Role of Human Resource Development. ([Conference Paper]; [Research] No. (ED376569) The relationship between staff development and the integration of microcomputing into instructional practice is examined. Data were obtained from a survey of all public school districts in a midwestern state (N=427). The questionnaire elicited information about the districts' integration of microcomputers into instruction and the extent/scope of staff development related to microcomputers. The analysis is based on Joyce and Showers' model (1988) that identifies the following components of an effective staff- development program: (1) information or theory about the training topic; (2) live and mediated demonstration; (3) opportunities for practice in the training setting and work place; (4) feedback on performance; and (5) peer coaching. Findings tended to support Joyce and Showers' theory of staff development in the three ways. First, if greater student contact with microcomputers is a goal of public schools, then good staff development is related to that success. Second, good staff development may occur more readily in districts that have a lower pupil-to-computer ratio. And third, quality staff development is key in bringing about greater use of innovative technologies in instruction. Five recommendations for practice are offered. Twenty-two tables are included. Contains 31 references. (LMI)

Preservice training

Reed, W. Michael, & Others, And (1995). Computers and Elementary Education Students: A Ten-Year Analysis. Journal of Computing in Childhood Education, v6 n1 p5-24 1995. Examined computer attitudes of elementary education students over a 10-year period. Found that the more recent elementary education majors had more prior computer experience and lower computer anxiety than those entering a program earlier in the 10-year period; and that male elementary education majors had higher computer anxiety than female ones. (AA)

Change Agents

Strudler, Neal B. (1994). The Role of School-Based Technology Coordinators as Change Agents in Elementary School Programs: A Follow-up Study. ([Research]; [Conference Paper] No. (ED381139) A study was conducted in 1986 which revealed that school-based computer coordinators used a combination of product- and client-centered strategies to facilitate computer use, but saw their role as transitional, predicting elimination of their jobs in 2 to 5 years. The purpose of this current study was to revisit the three schools (Eugene, Oregon) studied in 1986 in order to examine the work of the technology coordinators and the outcomes that they were able to effect over the past 7 years. A case study design was employed in the research, which used questionnaires, interviews, observations, and a review of relevant planning documents to examine the work of the coordinators. The following questions are answered: (1) What is the situational and historical context in which the technology coordinators have done their work? What conditions exist today? What has changed?; (2) What outcomes were the technology coordinators able to effect over the 7- year period?; (3) What are the impediments to the integration of technology in schools?; and (4) What strategies are used by the coordinators and teachers to overcome impediments to technology use in their schools? The present study supports the effectiveness of staffing change agents to work with teachers at the school level. Three tables illustrate research findings. (Contains 16 references.) (MAS)

Teacher Perceptions

Daugherty, Michael K., & Wicklein, Robert C. (1993). Mathematics, Science, and Technology Teachers' Perceptions of Technology Education. Journal of Technology Education, v4 n2 p30-45 Spr 1993. A survey of 154 exemplary technology teachers, 154 math teachers, and 154 science teachers (52% return) showed that math/science teachers do not perceive technology education as a discipline for developing cognitive strategies and did not recognize characteristics of technology education methods, curriculum content, and potential for integration with academic subjects. (SK)

Tapped In

Internet sites of interest

TAPPED IN Services http://www.tappedin.sri.com/

TAPPED IN is an online work place for an international community of education professionals, ranging from educators, librarians, and students in K-12 and higher education to researchers who are engaged in professional development programs and informal collaborative activities.

TAPPED IN is a trademark of SRI International and is based upon work supported by the National Science Foundation. It is an online service that helps "professional development projects, education agencies, philanthropic organizations, and for-profit organizations use the Internet to connect with and support teachers via the Web." With technological support grounded in a "web-based multi-user virtual environment," the site uses an integrated set of communication mechanisms designed to support large numbers of education professionals in a single virtual place. It offers free membership and comprehensive explanations of their services. If interested in holding discussions, offering training, or collaborating with students and colleagues, it is definitely a site to explore. [MG]