› › Teacher Attitudes About Computers And Using Computers In The Classroom

Factors Correlating with Teachers' Use of Computers in the Classroom

Author : Samia A. Wahab

Publisher : Universal-Publishers

Page : 179 pages

File Size : 16,52 MB

Release : 2008-11-11

Category :

ISBN : 1599427044

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Book Description

There is a need to understand the factors correlating with teachers' instructional use of computers, because much of the present research focuses on students rather than teachers. This study examines several factors relating to the use of computers in the classroom by teachers. The factors examined include teacher attitudes, emotions, beliefs, and outside influences. This was done by a review of the present literature, administering two surveys, and analyzing the survey data. Questionnaires were distributed to faculty at five randomly selected high schools in a Midwest city participating in the study. Data from the survey was then examined to determine which factors correlate with teacher computer use in the classroom. The results of this study will help improve understanding of teachers' instructional computer use.



Teacher Attitudes About Computers and Using Computers in the Classroom

Author : Sandra Haynes Hawthorne

Publisher :

Page : 88 pages

File Size : 35,51 MB

Release : 2009

Category : Educational technology

ISBN :

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Book Description

This descriptive research design examined teachers’ attitudes concerning computers and using computers in the classroom. The study used a survey which investigated teachers’ attitudes concerning the use of computers in the classroom, if computer training had any effect on teachers using computers and if teachers’ age and/or teaching experience affected teachers comfort level in using computers in the classroom. Thirty certified Pre-Kindergarten – fifth grade classroom teachers from a rural southwest Georgia public elementary school participated in the survey. The teachers’ attitudes were discovered by utilizing a survey. It was expected that the results would indicate a need for teachers to receive further training and integrating technology into the classroom. It was expected that the results would indicate a need for teachers to daily use computers in the classroom and to continuously receive training on how to integrate computers into the classroom.



World Conference on Computers in Education VI

Author : David Tinsley

Publisher : Springer

Page : 1074 pages

File Size : 30,19 MB

Release : 2013-11-11

Category : Business & Economics

ISBN : 0387348441

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Book Description

In this book about a hundred papers are presented. These were selected from over 450 papers submitted to WCCE95. The papers are of high quality and cover many aspects of computers in education. Within the overall theme of "Liberating the learner" the papers cover the following main conference themes: Accreditation, Artificial Intelligence, Costing, Developing Countries, Distance Learning, Equity Issues, Evaluation (Formative and Summative), Flexible Learning, Implications, Informatics as Study Topic, Information Technology, Infrastructure, Integration, Knowledge as a Resource, Learner Centred Learning, Methodologies, National Policies, Resources, Social Issues, Software, Teacher Education, Tutoring, Visions. Also included are papers from the chairpersons of the six IFIP Working Groups on education (elementary/primary education, secondary education, university education, vocational education and training, research on educational applications and distance learning). In these papers the work in the groups is explained and a basis is given for the work of Professional Groups during the world conference. In the Professional Groups experts share their experience and expertise with other expert practitioners and contribute to a postconference report which will determine future actions of IFIP with respect to education. J. David Tinsley J. van Weert Tom Editors Acknowledgement The editors wish to thank Deryn Watson of Kings College London for organizing the paper reviewing process. The editors also wish to thank the School of Informatics, Faculty of Mathematics and Informatics of the Catholic University of Nijmegen for its support in the production of this document.







Computers, Schools and Students

Author : Cedric Cullingford

Publisher : Routledge

Page : 212 pages

File Size : 44,47 MB

Release : 2016-05-23

Category : Education

ISBN : 1317162579

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Book Description

How have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.



Classroom Integration of Type II Uses of Technology in Education

Author : Cleborne D Maddux

Publisher : Routledge

Page : 216 pages

File Size : 31,94 MB

Release : 2012-11-12

Category : Computers

ISBN : 1136443193

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Book Description

Develop new strategies for using computers in the classroom Educators have talked about using information technology to improve teaching since the beginning of the modern computer movement but true integration remains an elusive goal—for most. Classroom Integration of Type II Uses of Technology in Education finds teachers who have managed to take advantage of the sophistication, power, and affordability of today’s technology to develop new and better strategies for learning, despite the absence of an effective institutional infrastructure. This unique book reviews effective Type II teaching applications and software used at all educational levels, including Lego/Logo technologies, idea technologies, graphics software, laptop computers, and handheld computers. Information technology in schools has failed to fulfill its considerable potential because without a widespread instructional support system, computers are generally poorly used and not integrated meaningfully into classroom activities. But some educators have still been able to implement Type II applications of information technology in their educational settings. Classroom Integration of Type II Uses of Technology in Education looks at their innovative methods of using computers to bring about more effective teaching—and learning. Classroom Integration of Type II Uses of Technology in Education examines: computer activities of grade 1-5 students using Lego/Logo technologies using Kid-Pix graphics software for creative activities the Technology Integration Assessment Instrument (TIAI) gender disparity in computer-oriented problem solving a three-tiered, idea-technology classification system pre-service teacher preparation assistive technology definitions, legislation, and implementation issues lesson plans and document techniques for laptop computers an action/instructional model for using handheld wireless computers in the classroom Classroom Integration of Type II Uses of Technology in Education is an invaluable resource for academics working in information technology and education, and for K-12 teachers and administrators at all levels.



High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology

Author : Christopher M. Hamady

Publisher :

Page : 93 pages

File Size : 34,35 MB

Release : 2019

Category : Computer-assisted instruction

ISBN :

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Book Description

Constructivism, a modern learning philosophy that focuses on a student's experiences within the learning environment rather than on an instructor's influence, can attribute its roots, in part, to the time of John Dewey: the early 1900s. While many educators espouse a belief and commitment to constructivist instructional design, few of them actively engage in its classroom implementation. A number of studies have taken place attempting to determine why teachers are not implementing constructivist-designed lessons in the classroom, and why teachers are not implementing computer technology tools at a "high level." The literature investigates several factors that can potentially lead to both better integration of educational technology, and better instruction. The purpose of this study was to investigate a potential relationship between the experiences that high school teachers have with their district-assigned computers, and what effect, if any, those experiences had on their willingness to integrate computer technology into classroom instruction, as well as their beliefs surrounding the effectiveness of computer technology to enhance instruction and improve learning. Social constructivism was selected as the research theory for this study. The results show that there is no significant difference in faculty experiences with their computers based on the computing platform (operating system), and no difference regarding faculty's willingness to integrate technology, or their beliefs about computer technology integration's effectiveness to improve instruction. However, the Rasch analysis used in this study was able to determine what computing tasks faculty find easy to respond positively toward, and what tasks are difficult to respond to with positive affirmation. This information provides data that can measure computing task difficulty, and enable the creation of a strata of computing tasks that can be used to: assist with future studies regarding faculty technology integration, determine high-level technology skills and how best to structure professional development, and what computer technology tools might be best for constructivist-lesson design and implementation. Constructivist lessons focus on students creating their own learning, and this study data can help pinpoint relevant computing tasks that can assist with that end objective.



Attitudes towards Computers. An investigation into the use of computers by teachers

Author : Ruchi Sachdeva

Publisher : GRIN Verlag

Page : 31 pages

File Size : 31,83 MB

Release : 2016-09-13

Category : Education

ISBN : 3668297711

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Book Description

Scientific Study from the year 2016 in the subject Pedagogy - Media Pedagogy, , language: English, abstract: Traditional or conventional teachers have a phobia of using technology like a fear of looking foolish, fear of asking for help, fear of not ‘catching on’ quickly enough, and fear of not being able to be effective with the technology in instructional settings. It is important to understand that these fears were self-imposed and self-generated, but very real nevertheless. Technology has an essential role to play in reducing the disparities that exist between the developed and developing countries. Computers are especially important in this context, because so many computer applications have a direct bearing on some of the main facets of the development process and reflect certain aspects of the technology that has facilitated the growth of the economically advanced countries. This study investigates the different attitudes towards computers and analyses them.



Children and Computers in School

Author : Betty A. Collis

Publisher : Routledge

Page : 160 pages

File Size : 49,56 MB

Release : 2013-11-26

Category : Education

ISBN : 1135451508

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Book Description

This volume integrates research findings from three multinational studies conducted to examine the impact of children's use of computers in school. Conclusions are drawn from in-depth analyses of trends in more than 20 nations. Its seven authors from four nations were key researchers on these projects. Both a study and a product of the information age, this work is of prime importance to teachers, teacher educators, and school administrators. This work is unique in three important ways: * it presents data gathered in many regions of the world; * many of the authors are well-known and respected for their previous work in educational studies; and * the chapters are designed in such a way that the majority of the book is easily accessible to professionals such as classroom teachers who are interested primarily in findings, results, and outcomes rather than the methodology of the research.