Date of Award
1-1-1991
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
William Anderson
Keywords
Instructional Technology, Computer-based Learning, Computer Applications, Integrating Technology, Computer Configurations, Educational Implementations of Technology, Technophobia, Staff Development, Inservice Training.
Abstract
This practicum aims to increase elementary teachers' comfort and skill in the use of computer related technology for the purpose of establishing effective integration of instructional technology. Other ancillary goals included potentially improved instructional effectiveness through the development of an alternative mode of computer application and an increase of interactive rather than passive modes of instruction. Processes of effective strategic, long-range planning and comprehensive training in staff development, comprise the twelve-week implementation phase. Designed to allow for site-based management and shared decision-making in the process of determining computer applications, the instructional staff formulated goals, objectives, and action plans for the integration of computer based learning experiences. Six formal workshops were presented to teachers for the purpose of providing both theoretical information and practical applications, followed by three sessions devoted to practice, simulation, and application of new acquired concepts and skills. Formative and summative evaluation of the training component accompanied the design and presentation based on needs of the constituents. Pre and post-implementation data as collected from the teacher-completed questionnaires and direct observation were analyzed and degrees of change as per project objectives were calculated accordingly. Outcomes of this practicum were quite favorable. Improvement in teachers ability to effectively apply computer-based learning experiences was noted as a result of provision for training needs and requirements. Positive outcomes included heightened integration of instructional technology, increased involvement and use of computer applications, and improved affective response to the use of computer related technology as an instructional tool.