Longitudinal Study of Change in Classroom Practices of Technology Use by K-12 Teachers
Pamela M Johnson, Adventure of the American Mind, Online Learning, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This longitudinal study investigated the sustained change of technology use in the classroom by K-12 teachers following a one-year professional program. The study investigated specific factors which influence change in technology use in the classroom. These factors included: a) types of professional development activities, b) time span of the professional development activity, c) hours of technology training, d) presence of school technical assistance, e) ratio of computers to students in the classroom, f) number of Internet accessible computers for students, and g) perceived technology support by principal. Additionally, this study aligned the Teaching with Technology Instrument - Revised with Welliver's (1990) Instructional Transformation Model. The Teaching with Technology Instrument - Revised consists of 23 questions on a 5-point Likert scale covering technology skills determined by the North Carolina Technology Competencies for Educators. Welliver's Instructional Transformation Model is a practitioner's technology use change model ranging from Familiarization to Evolution.
Johnson, P.M. (2007). Longitudinal Study of Change in Classroom Practices of Technology Use by K-12 Teachers. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 1536-1541). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).