Implementing information technology : the effect on teaching style and the role of the teacher
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Date
2000
Authors
Hogg, Douglas
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000
Abstract
The purpose of this study was to examine teachers' perceptions of the effect of using
computer technology on their role in the classroom and on their personal teaching style.
The subject group consisted of twenty-six educators in School District No. 5 (Southeast
Kootenay) who were part of a vanguard group that received leadership training in using
educational technology in the classroom. The subject group represented all geographic
areas of the school district and included teachers from both elementary and secondary
schools. The study consisted of a four-part questionnaire that asked teachers to rate their
individual technology skills, their attitudes towards the use of technology in the
classroom, and assess their individual teaching style and perceived role in the classroom.
Both Likert type scale and open-ended questions were used. The questionnaire was
administered to all participants in the fall of 1999 and the data compiled and analyzed in
January 2000. The initial findings support the argument that the role of the teacher
changes with the implementation of technology in the classroom. The survey indicates
that teachers integrating technology into their classrooms favor a constructivist approach
to knowledge and learning. Gender differences were noted in teacher attitudes towards
the use of technology in the classroom, teacher skill levels in using technology and also
the role of the teacher. Female elementary and secondary teachers rated themselves lower
in technology skills than their male counterparts and were less likely to view technology
as important to their daily instruction. Elementary teachers were more likely to change
their instructional practices to accommodate students than secondary teachers. In
addition, elementary teachers used computers more frequently than secondary teachers
for class preparation and non-school activities.
Description
vii, 75 leaves ; 29 cm. --
Keywords
Education -- Data processing , Computer-assisted instruction