Implementing information technology : the effect on teaching style and the role of the teacher
| dc.contributor.author | Hogg, Douglas | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Mrazek, Rick | |
| dc.date.accessioned | 2010-01-22T21:08:00Z | |
| dc.date.available | 2010-01-22T21:08:00Z | |
| dc.date.issued | 2000 | |
| dc.description | vii, 75 leaves ; 29 cm. -- | en |
| dc.description.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. | en |
| dc.identifier.uri | https://hdl.handle.net/10133/807 | |
| dc.language.iso | en_US | en |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000 | en |
| dc.publisher.faculty | Education | en |
| dc.relation.ispartofseries | Project (University of Lethbridge. Faculty of Education) | en |
| dc.subject | Education -- Data processing | en |
| dc.subject | Computer-assisted instruction | en |
| dc.title | Implementing information technology : the effect on teaching style and the role of the teacher | en |
| dc.type | Thesis | en |