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Teachers Who Participated in a PT3-Funded Technology Initiative Make More Use of Technology Two and Three Years Later
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, , St. Mary's College of Maryland, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This article reports the findings of a longitudinal evaluation of a PT3-funded technology initiative at a public liberal arts college. Effects were measured by comparing technology use of teachers who graduated before the initiative to teachers who participated in it. Data consisted of observations and a survey. Some teachers who graduated before the initiative and most teachers who participated in it were observed using technology in ways which enhanced student learning. Survey results indicated that both groups used technology with similar frequency in researching information for their classes, grading, and communicating for school-related purposes. However, those who participated in the initiative made more frequent and thoughtful use of technology during teaching, were more likely to ask students to use technology during class and while working cooperatively, and to communicate with students using technology. Differences were significant at the .05 level.

Citation

Johnson, A. & Johnson, B. (2005). Teachers Who Participated in a PT3-Funded Technology Initiative Make More Use of Technology Two and Three Years Later. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2670-2675). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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