Computers and classroom teachers: A case study of staff development and a national survey of technology integration
Thurston, Catherine Osborne
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Permalink
https://hdl.handle.net/2142/22384
Description
Title
Computers and classroom teachers: A case study of staff development and a national survey of technology integration
Author(s)
Thurston, Catherine Osborne
Issue Date
1990
Doctoral Committee Chair(s)
Levin, James A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Education, Technology of
Education, Curriculum and Instruction
Language
eng
Abstract
A case study and a national survey focused on issues related to training classroom teachers to use computers. A magnet middle school, with a substantial at-risk student population, received a major grant of hardware and software to integrate telecommunications projects into the math, science, and language arts curriculum. The grant was written cooperatively with faculty from a nearby university, who were actively involved in the training. The case study, conducted by a participant/observer in the training, documents the staff development from June 1989 to December 1989. The methodology includes analysis of observations, informal conversations and formal interviews; analysis of computer records of electronic mail logs and the FrEdMail network used by the middle school staff; and analysis of a staff survey of computer training.
To set the case study in a broader context, the researcher sent a questionnaire regarding teacher training and grant implementation to 96 recipients of comparable grants during the four year period 1986-1989. Sixty-four responses, representing 55 grants in 26 states, were received. The study includes analysis of those responses.
The dissertation concludes with policy recommendations for technology training based on the findings of the case study and national survey. These include emphasis on continuous, extensive, and varied training; the importance of access to computers for teachers at school, in their classrooms, and at home; release time for coordination and training; a team approach to training; the inclusion of all staff, both certified and non-certified, in the training; the advisability of collaboration with a local college or university when possible; emphasis on curriculum integration; the significance of technical assistance; and the importance of administrative support.
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