Using technology in the schools: Perspectives and changes in a collaborative training partnership
Michele Wilson Kamens, Temple University, United States
Temple University . Awarded
In the Spring of 1995, West Chester University and the Mattison Avenue Elementary School formed a partnership to provide computer hardware, software, and collaborative technology training activities for classroom teachers, student teachers, special area teachers, and parents. Funded by Goals 2000, the project was designed to expand and enhance the use of computer technology in the classroom, with an emphasis on applications for implementing the curriculum. The purpose of this study was to describe the experiences of cooperating teacher and student teacher pairs as they participated in this partnership project. The perspectives of cooperating teacher and student teacher pairs, their roles in the project, interpersonal dynamics between the cooperating teacher and student teacher, their interactions with the other project participants, and activities in the classroom related to the project were explored. Data sources included journals, interviews and researcher field notes.
The project created an environment whereby cooperating teacher and student teacher pairs, along with other project participants, had the opportunity to share a common goal and a common experience. The environment resembled a learning community, where all participants worked together to share their knowledge and experiences with technology to accomplish this common goal. Participants developed positive attitudes about technology and increased comfort with using the computer in the classroom. The project was the impetus for change in the classroom, where new structures and activities were introduced as a result of the increased availability of hardware and software.
This experience provided student teachers with a classroom environment in which they had the opportunity to implement technology with children and learn from practicing teachers. Experiences with technology, collaborative exchanges with practicing teachers and support staff, and a specifically designed training program provided an environment rich in encouraging integration of technology in the classroom. The outcomes of this study suggest implications for both inservice and preservice teacher technology training as well as implications for educational reform in teacher education.
Kamens, M.W. Using technology in the schools: Perspectives and changes in a collaborative training partnership. Ph.D. thesis, Temple University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com