Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
EdD Program for Educational Leaders
Advisor
William Thayer
Committee Member
Judith Merz
Committee Member
Barbara Packer
Committee Member
Claudia Santin
Keywords
applications, classroom technology, classrooms, computer applications, computer competence, computer skills, computer technician, computers, Connecticut, Ellington, hardware, in-service training, instructional technology, middle school teachers, middle schools, peripherals, scanners, school computers, Smart Boards, software, staff development, state self-assessment tool, teacher competence, teacher training, teachers, technical support, technology integration
Abstract
This applied dissertation report describes a program designed to improve teacher computer competence in Ellington, a rural town in Connecticut. Scores on a state-designed computer competence tool indicated that middle school teachers lacked computer skills. Further investigation indicated an infrequent use of school computers and a lack of knowledge about computer applications and peripherals.
It was apparent that the low level of teacher computer competence could be attributed to several causes: (a) teachers lacked knowledge regarding appropriate computer applications for their classrooms; (b) teachers lacked skill in using computers, various applications, and peripherals such as scanners and Smart Boards; (c) teachers lacked time to learn and practice computer applications and software; and (d) there was a lack of technical support and assistance when the hardware and software broke down or when teachers had difficulty.
The planned solution strategy was a program for staff development that will provide: (a) a computer technician and a system for accessing technical support and repairs; (b) 9 hours of in-service training in computers, software, and peripherals during regular school hours; (c) a support structure for accessing help with applications and peripherals; and (d) mini-training sessions held after school to learn a new skill or to reinforce an old one.
This staff development program helped to increase the percentage of teachers achieving the state goal for computer competence by 29%. This was determined by teacher scores on the state self-assessment tool, teacher self-reports, and classroom observations.