Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Linda Gaughan
Committee Member
Jodi Lamb
Committee Member
Barbara Packer
Keywords
after-school workshops, attitudes, basic computer skills, classroom technology integration, committee oversight, computer lab, computer training program, curriculum revision, educators, elementary schools, faculty development, faculty training, formative committees, implementation process, instructional technology, knowledge assessment, math education, organizational leadership, post-training survey, pre- and post-workshop tests, professional development, program support, resistance to change, school infrastructure, skill enhancement, small group training, staff training, summative committees, teacher training, teaching faculty, technology attractor faculty, technology integration, technology instruction, technology skills, training program, Twin Lakes Elementary, workshop evaluation
Abstract
Twin Lakes Elementary will be emphasizing the areas of math and technology beginning in the school year 2003-2004. The school’s infrastructure and curriculum had to be completely revised in order for technology integration to occur. Moreover, most of the teaching faculty possessed few, if any, of the computer skills they needed to function in this new environment and there was a significant degree of skepticism and resistance in adopting this new way of teaching.
The purpose of this project was twofold: (1) to develop and present a training program that would enable faculty members to utilize technology instruction methods in their classrooms, and (2) to develop enthusiasm and “buy-in” to this program through appropriate organizational leadership approaches. The study process began in February 2003. After formative and summative committees reviewed and gave input on staff training, a survey assessed the current level of knowledge staff members had of technology and the implementation process. The process included after-school workshops and use of the computer lab during the school day. Specific topics were covered at each workshop. Skill enhancement and program support were measured by pre- and post workshop test results, expert observations, and a post-training self-report survey. Formative and summative committee members were called upon to provide oversight and input during the training process.
There was significant improvement in both attitudes and skills among those who attended the training versus those who did not attend. These results validated the use of a handson, small group training approach as a successful way to prepare teachers to become technology attractor faculty members. Continued implementation of this product at Twin Lakes and/or its introduction at other elementary schools would provide educators with a foundation for technology integration and they would be able to better integrate these skills and knowledge into their curriculums. Accordingly, this product will be made available upon request to any interested school administrators for their consideration. Recommendations for future implementations of this project include providing additional instructional time on basic computer skills and operations and introducing less material in any one session, thus increasing the number of sessions required.