Teachers' Tools for the 21st Century: A Report on Teachers' Use of Technology. Statistical Analysis Report (original) (raw)
Related papers
Examining Teacher Technology Use
Journal of Teacher Education, 2003
As access to computer-based technology in schools and classrooms increases, greater emphasis has been placed on preparing teachers to use technology for instructional purposes. Survey data collected from 2,894 teachers in 22 Massachusetts districts were analyzed to examine the extent to which technology is used in and out of the classroom for instructional purposes. In addition to defining six specific categories of instructional use of technology, this study provides evidence that teachers generally use technology more for preparation and communication than for delivering instruction or assigning learning activities that require the use of technology. Important differences, however, were found among teachers who were new to the field compared with their more experienced colleagues. Although new teachers reported higher levels of comfort with technology and use it more for preparation, more experienced teachers report using technology more often in the classroom when delivering inst...
Computer-using teachers in a new decade
Education and Computing, 1991
Has the impact of computer technology in education altered the education teachers need in order to be computerusing teachers? Are teachers being prepared for the decade of the '90s using the technology of the '80s to meet the goals/needs of the '80s? The Northwest Council for Computer Education and Oregon State University funded a project to develop guideline competencies for teacher preparation programs. Separate sets of competencies were developed for elementary, middle school and high school teachers, for elementary, middle school and high school computer teachers and for elementary, middle school and high school curriculum coordinators. A comparison of these competencies with a similar set developed in 1983 suggests recommendations for changes in preservice and inservice teacher preparation programs. More importantly, the competencies call for major revisions in the curriculum and for teachers who can develop and teach the revised curriculum utilizing computer technology.
2001
This study measured the level of implementation of computers and other technologies within teacher education method courses and noted how much computers were being utilized for developing problem solving abilities that could be used in the K-12 classroom curriculum. Surveys of Arkansas teacher educators from colleges affiliated with the National Council for the Accreditation of Teacher Education (NCATE) examined: demographics; personal use of computers and related devices; compliance with NCATE and International Society for Technology in Education (ISTE) recommendations for teacher educators to be knowledgeable about current practice related to the use of computers and technology and integrate them into their teaching and scholarship; and use of technology for realistic problem solving experiences. Results indicated that four respondent characteristics showed significant relationships with knowledge level and use (familiarity with ISTE competencies, age, rank, and tenured position). Survey responses suggested that methods instructors were using the Internet and World Wide Web for student assignments involving information access, email for communication, and word processed documents for class assignments. They were not using databased or spreadsheet applications for class assignments that would require higher order thinking and problem solving skills. (Contains 47 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
Examining teacher technology use: Implicationsfor preservice and inservice teacher preparation
2003
As access to computer-based technology in schools and classrooms increases, greater emphasis has been placed on preparing teachers to use technology for instructional purposes. Survey data collected from 2,894 teachers in 22 Massachusetts districts were analyzed to examine the extent to which tech-nology is used in and out of the classroom for instructional purposes. In addition to defining six spe-cific categories of instructional use of technology, this study provides evidence that teachers generally use technology more for preparation and communication than for delivering instruction or assigning learning activities that require the use of technology. Important differences, however, were found among teachers who were new to the field compared with their more experienced colleagues. Although new teachers reported higher levels of comfort with technology and use it more for prepara-tion, more experienced teachers report using technology more often in the classroom when delivering i...
Practicing vs Future Teachers: Comparisons and Correlates of Computer Use
1994
The variables that are related to teachers' use of computers were studied using 2 groups: 170 practicing elementary school teachers and 167 undergraduate education majors (preservice teachers). Computer use was classified into nonuse, utilization, and integration using the Levels of Use Scale developed by the author and others. Expectancy was assessed by teacher locus of control and self-competence, with teacher locus of control reflecting teachers' beliefs in their influence over student outcomes. The levels of use reported by practicing teachers differ widely from the preservice teachers' expectations of future levels of use. Preservice teachers overwhelmingly expect to use computers for teaching. Computer use was predicted for both groups by"variables that are highly correlated: self-competence and perceived relevance. Because the expectations of computer use by preservice teachers are high, the new generation of teachers may allow the promise of educational computing to be fulfilled. One table summarizes findings. (Contains 24 references.)
Factors that Influence Elementary Teachers' Use of Computers
Online Submission, 2005
The purpose of this quantitative study was to examine the ways elementary teachers use computer technology for instructional purposes and the factors that influence their use of computers. The population consisted of recent graduates from the elementary teacher preparation program at a mid-Atlantic university. Data were gathered using a survey instrument. The instrument addressed the four factors that support teachers' use of computers: access and availability, preparation and training, leadership, and time. Descriptive and inferential statistics were employed in this study. The response rate was 89 percent. The findings indicated that 84 percent of the teachers felt either well or very well prepared to integrate technology into curriculum, and that they were able to overcome the typical barriers to computer use in elementary classrooms. The teachers overwhelmingly indicated that computers have considerable potential for allowing students to discover or construct ideas for themselves and supported constructivist pedagogies when referring to computer use in elementary classrooms. Teacher preparation, teacher philosophy and grade level were identified as influential factors in the use of computers by the elementary teachers and the elementary students.
Equipping the next Generation of Teachers: Technology Preparation and Practice
Journal of Digital Learning in Teacher Education, 2010
Prior research has indicated that all U.S. teacher preparation programs provide instruction on technology integration within coursework and related requirements. This study provides a more detailed investigation into the types and content of technology experiences U.S. teacher preparation programs offer teachers in training. The researchers analyzed data obtained from an online questionnaire, interviews, and artifacts to understand the differences among programs in regard to technology experiences. Eighty percent of respondents indicated all or some of their programs required a standalone educational technology course. Personal productivity and information presentation were the most commonly reported topics taught in all programs. This article also discusses limitations of the study and areas of future research.
TEACHERS AND USE OF INFORMATION TECHNOLOGY IN EDUCATION: DIFFICULTIES AND OPPORTUNITIES
TEACHERS AND USE OF INFORMATION TECHNOLOGY IN EDUCATION: DIFFICULTIES AND OPPORTUNITIES, 2009
This paper would present problems and possibilities that teachers meet during applying information technologies in their professional carriers. Opportunities and difficulties that technologies enable teachers, to improve their professional development, teaching and learning, and dealing with daily tasks with use of computers, will be shown. After that we can see results of research, how much and for what teachers use computers for previously noted in practice, what troubles they meet and what are possibilities for their removal.